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Thank you everyone for all the responses. I hope to get back to each
person individually, but in the mean time here is a summary of responses
to my initial posting on several lists.
============================================================================
I asked:
From: Walter Derzko <wderzko@EPAS.UTORONTO.CA>
Subject: Curriculum development ideas wanted (fwd)
I've been invited to join the business faculty at a local community
college in Toronto to teach some introductory management and
organizational development courses to 1st year college students.
One key objective is to introduce cognitive (both critical and creative
thinking) skills directly into the curriculum in a direct and overt manner.
I have some ideas and strategies for this. Is anyone else on this list
interested in this topic ? Please write to me directly and I post a
summary of ideas and suggestions to the list.
Walter Derzko
wderzko@epas.utoronto.ca
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Response:
=======================================================================
Subject: Re: Curriculum development ideas wanted (fwd)
From: apun@oise.on.ca (Aaron Pun)
Hi Walter,
I used to teach OD and Intro to Mgt at the City University of Hong Kong.
I did some work at Colleges at Toronto as well. Will be interested to be
in touch with fellow from the same field. Will you be focusing on the
creative and critical skills or the whole subject of OD?
The OD and Intro to Mgt is exciting.
However, my experience with undergraduate may have to
rely quite a bit on experiential exercises and cases as they may not have
a lot of experience in organization. For the MBA students and mature
students, utilising their experience will be useful.
Aaron PUN DPhil
----------------------------------------------------------------------------
From: pcolter@hrunix1.chinalake.navy.mil (Paul Colter)
Subject: Re: Curriculum development ideas wanted (fwd)
I think you should include a section on the discipline of Systems Thinking.
The best source for information on this would be Peter Senge's book "The
Fifth Discipline." Systems thinking was developed out of the engineering
principles of system dynamics by Jay forrester at MIT and is a disciplined
method of thinking using feedback loops. I would also suggest s simple
introduction to computer modeling (if you have the resources) using such
software as IThink or PowerSim. Computer modeling is becoming more
important in organizational decision making as organizations try to deal
with the excessof information that exists in the world today. If this
sounds interesting to you I will be happy to discuss further.
Paul Colter
Human Resource Department
Code 732000D
Naval Air Warfare Center-Weapons Division
China Lake, Ca. 93555
Phone 619 939-2853
Fax 619 939-3280
DSN 437-2853
e-mail paul_colter@IMDGW.chinalake.navy.mil or
pcolter@hrunix1.chinalake.navy.mil
--------------------------------------------------------------
From: "Jonathan Cook" <COOKJ@zeus.mgmt.wits.ac.za>
Organization: Faculty of Management
To: Walter Derzko <wderzko@EPAS.UTORONTO.CA>
Subject: Re: Curriculum development ideas wanted (fwd)
I would be interested to hear your ideas.
Our experience here so far is that it is usually less helpful to try
to teach thinking skills as such, but much more helpful to embed them
into the subject matter - ie identify what students need to be able
to do cognitively to cope with the subject matter, and then give them
experiences which develop those skills.
But we have not been very systematic in developing our understanding
of what is required, so would value receiving your post.
Jonathan Cook
Faculty of Management, University of the Witwatersrand, Johannesburg
PO Box 98, Wits, 2050, South Africa
Tel: +27 11 488 5589; Fax: +27 11 643 2336
------------------------------------------------------------------------
From: Crisp & Collins <cdcc@IO.ORG>
Subject: Re: Curriculum development ideas wanted (fwd)
I'd look at the book, Practical Intelligence, Robert Peters, Harper & Row
and then Elliott Jacques' books ("Requisite Organization" or "Executive
Leadership"). The first seemed quite useful in defining more than one type
of intelligence in a straight forward way. Jacques writing always annoys
me, but he is very big on the need for intellectual skills in management.
I'm into trying to write things on leadership which, in my mind, includes
management and goes beyond it to personal skills that need to be
co-ordinated in order to lead success in yourself or others. There is a
large cognitive component to this, but I haven't got it all into readable
form yet.
Good luck
Dave Crisp
-------------------------------------
Carol Collins & David Crisp
Masters Student & VP Human Resources
Toronto, Ontario, Canada
E-mail: cdcc@io.org
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From: "Dale Cyphert" <DXC20@PSUVM.PSU.EDU>
Subject: Re: Curriculum development ideas wanted (fwd)
I'm interested in the explicit development on analytical thinking skills, if
that is what you mean by critical. Critical thinking gets used pretty loosely.
I've done some business communication instruction at community college level
where the analytical thinking was introduced in terms of audience analysis and
message construction. At other levels I've used stock issue analysis and
outlining as well as some methodical message analysis and message construction.
Regards, Dale Cyphert
dxc20@psuvm.psu.edu
Department of Speech Communication
Penn State Univ
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From: "Dr. Irene Devine" <irdevine@acs.ryerson.ca>
To: Walter Derzko <wderzko@EPAS.UTORONTO.CA>
Subject: Re: Curriculum development ideas wanted (fwd)
There are a variety of introductory management and OD courses that are
already being taught at community colleges and first year undergraduate
programs in the Toronto area. Are you being told to develop new ones??
Have you been in touch with professors who already teach these type of
courses at educational institutions across Toronto? It is difficult to
tell the type of assistance you want or are you interested in
discussion? I'm willing to assist but need more info. >
Irene Devine, Acting Dean, Faculty of Business
Ryerson Polytechnic University
Phone 416 979-5168
Fax 416 979-5170
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From: "John Donohue at Donohue&Co." <john_b@DONOHUE.COM>
Subject: Re: Curriculum development ideas wanted
On Wed, 25 Oct 1995 11:36:21 -0400, "Walter Derzko" <wderzko@EPAS.UTORONTO.CA>
wrote:
> The key objective is to introduce cognitive (both critical and creative
> thinking) skills directly into the curriculum in a direct and overt manner.
There was an early DeBono book -- can't think of the name -- black book in
a paperback cover -- that gave a "curriculum" based on cubical blocks.
It would be a great sequence of exercises over several days for your course.
-- John G. Donohue (john_b) Telephone: 315-564-6213 john@donohue.com A business and computer consultant in Central New York. info@donohue.com http://www.donohue.com/services websites@donohue.com--------------------------------------------------------------------------- From: ken.friedman@bi.no (ken.friedman) Subject: Creativity and problem solving for business students
Dear Walter,
Here's some material you may fine helpful. These come from my courses in leadership. The curriculum is a student-centered, problem-based approach, and the emphasis is on creativity, personal initiative and an ethical sense of what's at stake in leadership of organizations. I find that many business students start out too deeply rooted in the nuts and bolts of management tasks and administration, so developing a sense of creativity and innovation means painting a large, historical picture that will give them an idea of why these issues are meaningful.
Some of these materials are on creativity and problem solving in a direct way -- others show them applied to business.
If your overall course is on organizational management and organizational development, you'll find some of the other books worth reading in that context.
By the way -- which school are you doing these courses at? What is the curriculum like in general?
I'm including the whole document so you casn see how it fitds into my curriculum, but I'm putting an (*) in __ front __ of the items I think you'll find especially helpful.
Hope this helps.
Ken
Specialization: Leadership and Human Behavior
Goal
Leadership is vital in an era that calls for innovation, a specific discipline that offers skills for orgwnizational survival in changing times. Nordic firms are small on a world-wide basis and cultural factors in Norden can be a competitive advantage or a problem. The democratic workplace is a strength when consensus can be built and an obstacle to innovation when employees object to change. Understanding human behavior and applying that knowledge through effective leadership is an important key to success.
The leadership courses are based on research and practical work, emphasizing basic skills for learning and leadership. The primary role of the teacher for advanced students is that of learning facilitator. This program offers the working skills and thinking skills that help students teach themselves in a world where knowledge changes constantly and learning on the job is the key to success.
The Eight Tasks of a Leader
Leadership positions generally require three skills: leading others, managing others and achieving direct personal results. While the last two functions are often included in leadership positions, they are not the same as leading. Leading means achieving results by working through other people. How do you do this?
* Determine appropriate goals and establish a strategy to achieve them. * Put the right people in place to accomplish your goals. * Promulgate your strategy and goals to those who will realize them. * Make sure that each person has the necessary resources to do his or her job. * Get out of the way and let each person do his or her job his or her way. * Monitor activity and results. * Intervene only to remove obstacles to achievement. * Give feedback, praise and appropriate coaching. Ken Friedman, 1981/1995
Part one:
Leadership: Theory and Application
Organizations function effectively when people work together for common goals. The leader's job is moving people toward those goals and showing them how to work together. The leader does not do the work of an organization: he guides it, fulfilling his mission by working through the people he leads.
While leadership can be described by theory, there is no common agreement on principles. Recent research in human behavior offers some indications of the ways in which leaders work -- and the ways in which leaders fail.
This course will examine several theories and principles of leadership. Since leadership is developed and experienced in the arena of practical life, the course will also examine applied leadership through contact with successful leaders and in case studies. Students will be encouraged to develop a theory of leadership as a semester project.
Text:
Rost, Joseph C. Leadership for the 21st Century. New York, 1991: Praeger.
Supplementary texts:
Musashi, Miyamoto. The Book of Five Rings. New York, 1992: Bantam.
Halberstam, David. The Reckoning. New York, 1987: Avon.
Part two:
Change Management: Leadership in Action
The world changes, and changing times mean that successful companies must change to survive and grow. The fact is that the vast majority of organizations are unsuccessful. Other courses address the external factors that lead to success or failure: technology, financial conditions, taxation, marketing and more. This course examines a central internal issue that affects every organization: how the organization itself faces and masters change.
Change management is a significant aspect of leadership, a special field within the larger context of leading people toward success. It addresses the need to reengineer the company, considering every aspect of processes and products.
Change management is more difficult than other forms of leadership. Change generally takes place in times of crisis and is itself a cause of anxiety and stress. This course explores the ways in which successful change takes place, drawing on research and on the practical experience of experts in the change management process.
Texts:
Hammer, Michael and James Champy. Reengineering the Corporation. London, 1993: Nicholas Brealy Publishing.
(*) Peters, Tom. The Tom Peters Seminar. New York, 1994: Vintage Books.
Supplementary text:
Kouzes, James M. and Barry Pozner. The Leadership Challenge. San Francisco, 1991: Jossey-Bass, Inc., Publishers.
Part three:
Strategic Design: Human Behavior in Designing Products and Services
This is an elective course for students who will one day make decisions about design from positions in finance, marketing, economics or general administration. It offers an opportunity to understand the use of design in an overall portfolio of management skills. The course balances theory and practical case work in an overview of design as a strategic discipline in management and a competitive tool in the development of products, services and marketing. The course will include lectures and classroom dialogue, case studies and on-site visits to observe design at work in businesses and factories.
Text:
Bernsen, Jens. Design Management in Practice. Copenhagen: Danish Design Council, 1987. (Available in English and Danish.)
Supplementary texts:
Mollerup, Per. Den Synlige Virksomhet. Oslo: Norsk Form, 1994.
(*) Norman, Donald A. The Design of Everyday Things. New York: Doubleday, 1990.
or Part three:
Deming Management at Work
W. Edwards Deming was one of the most respected business professors and management consultants of our century. Trained as a physicist and mathematician, this renowned expert in statistical quality control is best known as the man responsible for helping Japan attain its current status as a wealthy, industrial power. While trained in the use of numbers, Deming objected to inappropriate quantification and organization on the basis of numerical and percentile objectives by managers who do not understand the proper uses of statistical control. Deming saw statistics as one aspect of a profound knowledge that requires appreciation of a system, knowledge about variation, theory of knowledge and an understanding of psychology - individual and social. Improvement in business and industry is not the result of statistics, of theory or even of psychology. The purpose of profound knowledge is to provide leaders with the tools they need to determine where and how to exercise leadership.
Deming's writings are often discussed but little read. This seminar will explore Deming's own words and give students the opportunity to consider the ideas that Deming raises in the context of his own thinking.
Main text:
(*) Deming, W. Edwards. The New Economics for Industry, Government, Education. Cambridge, Massachusetts: Massachusetts Institute of Technology, Center for Advanced Engineering Study, 1993.
Supplementary texts:
Walton, Mary. The Deming Management Method. New York: Perigee, 1986.
Deming, W. Edwards. Out of the Crisis. Quality, Productivity and Competitive Position. Cambridge: Cambridge University Press, 1986.
Part four:
Senior Seminar in Leadership and Human Behavior
Concentrated analysis is the key to deep understanding in any field. A senior seminar is an occasion to analyze ideas in depth. The seminar approach makes students responsible for their own learning, using the teacher as a guide and resource person. The seminar technique prepares students to take charge of their own learning and career development after graduation.
Business practice and human history offer examples of success and failure in leadership. The human dimensions of leadership are forged in principle and applied in behavior. Leadership is an art but successful leadership can be studied scientifically by examining the principles and purposes that guide successful leaders and the attributes that characterize their behavior.
This seminar will examine the principles of effective leadership and inquire into their application. The texts will be a starting point. Case studies from history and from business will offer opportunity to consider principles applied. Cases will give students an opportunity to examine the theory and the results of leadership from many viewpoints: tactical, strategic and ethical. The first cases will be provided by the teacher as the basis for seminar dialogues. Each student will then choose two cases as the basis for a semester project, one drawn from history and one drawn from contemporary business.
Main text:
(*) DePree, Max. Leadership is an Art. New York, 1989: Dell.
Supplementary texts: Walton, Mary. The Deming Management Method. New York: Perigee, 1986.
(*) Semler, Ricardo. Maverick. London, 1994: Arrow.
Ken Friedman, Ph.D. Associate Professor, Leadership and Strategic Design Norwegian School of Management Box 4676 Sofienberg N-0506 Oslo, Norway
__o __ \ <._ (_) / (_)
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From: dgleiser@cdcnet.uniandes.edu.co (David Gleiser) Subject: Curriculum development ideas wanted
This probably sounds obvious in the context of a list named debono, but De Bonos Atlas of managerial Thinking is a great source of ideas and exercises for courses in management and org. dev.
Please let us know of other ideas you get in response.
David Gleiser dgleiser@cdcnet.uniandes.edu.co
----------------------------------------------------------------------- From: swalm%hammer.dnet@doc.siast.sk.ca (LIFE IS SOOOO UNCERTAIN, EAT DESSERT FIRST) Subject: deBono
Hi again Walter !
Here you and I are, on the computer Saturday morning, as if we don't get enough of this during the week! Hmmmm I'm beginning to think I don't have a life!
I instruct in a program at the Saskatchewan Institute of Applied Science and Technology, Woodland Institute, in Prince Albert (whew what a "keyboard" full). The program has a broad based audiovisual communication content (photography, video production, audio production, desktop publishing, and soon-to-be mutimedia applications).
No, I haven't specifically kept track of the impact on students, in fact I can't say that I have "intentionally" used LT with them. I catch myself from time to time structuring workshops and or assignments in particular way and, in retrospect, realise these approaches seem to parrallel LT concepts. I guess it would be fair to say deBonos' lateral thinking ideas had a profound affect on me when I read some of his books. Since then the thought process he promotes is never "far from the surface" so to speak.
I am interested though, to take a more purposeful approach and hope to find some guidence from the deBono List.
Evan
----------------------------------------------------------------------- From: wendy@cortex.ama.ttuhsc.edu (Wendy Duncan-Hewitt) Subject: Re: Curriculum development ideas wanted (fwd)
Walter,
I have been involved in process education for the last two years -- the goal of process is to teach essential skills for life, such as critical thinking, in a cooperative discovery-learning environment. The instructor is involved in real-time assessment....like behavioral assessment.
I have run a couple of workshops in collaboration with Pacific Crest Software at U. of T. and faculty from Pharmacy (my old stomping ground), O.T. Physio, Geology, and Nursing have attended. So there are some useful resource people with ideas, if you're interested in hearing more. Try Zubin Austin at 0186 and he could probably give you some ideas and approaches.
If you want more in-depth stuff, let me know. Pacific Crest has a Teaching Institute, workshops, resources (books, software, activities) that could be useful. I'm NOT an employee of Pacific Crest, but the Assistant Dean for Student Outcomes Assessment at a new school of Pharmacy in Amarillo Texas.
Wendy
p.s. Have we met before? Your name is very familiar....
-------------------------------------------------------------------------- From: "Elize Kotze" <ELIZE@ma2.sun.ac.za> Organization: Saldanha Campus, US, RSA Subject: re: cognitive skills
Walter, I read your message on the net and am very interested in your idea of introducing cognitive skills into the curriculum. Please tell me more about the way you do it. I am a lecturer in Ind. Psychology and also have a first year group. As you might know, South Africa is now also really trying hard to do something about students from poorer backgrounds and I think your idea might just help me do the right thing!
Elize Kotze Military Academy Saldanha 7395 E-mail: elize@ma2.sun.ac.za
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From: Labelle Sylvie <labellsy@ERE.UMontreal.CA> Subject: Re: Curriculum development ideas wanted
Hi Walter,
You can count me in.
Sylvie
-------------------------------------------------------------------------- From: <Gilbert.Marlowe@nike.com> (Gilbert Marlowe) Subject: re:Curriculum development ideas wanted
Walter,
I'm interested to hear what ideas and strategies you already have and will see if I can think of any suggestions to pass along.
Thanks,
Gilbert -------------------------------------------------------------------------
From: Rebel Palm-Aitchison <rpalm@UNM.EDU> Subject: Re: Curriculum development ideas wanted
I'd be interested in this. I hope to start teaching undergraduates in spring and I would like to know how to do this.
RElatedly, I also work with middle (junior high) and high school students sometimes, especially as relating to making decisions about sexual behavior (an HIV/AIDS educaton program). I'm curious about how to introduce critical/creative/lateral thinking to them about these issues. Unfortunately, some of this may have to be introduced covertly (as opposed to overtly) because of the uptightness of their parents (how did the generation, i.e. the '60s, that was disestablishmentarian become such uptight parents?). I would like to be able to get these kids to be able to come up with some creative options for dealing with refusal rather than "just say no" (yeah, right, that really works for them!) Any ideas?
Oh by the way, I'm new to this list, and actually have no idea who DeBono is other than the promotion for the list that appeared on another list. It all sounds very interesting--I really like the orange apples discussion.
Rebel Palm, Evaluation Coordinator Comprehensive School Health Evaluation Project University of New Mexico, Mesa Vista Hall 3061 office: 505/277-0987; FAX: 505/277-4166
--------------------------------------------------------------------------- Subject: Curriculum development ideas wanted To: roussea@server.uwindsor.ca (Paul Rousseau)
Hi Paul,
I just had a feeling that you might respond to this post...but I didn't expect it would be so soon.
Thanks for the leads.
W.D.
BTW, some thoughts
Mandate: Include thinking skills as one of the course outcomes
Is combining both critical and creative into one course too much ?
Is it better to separate the two or teach in parallel ?
One strategy (assuming that it's creativity only) that I'm looking at is: a total hands on course at the expense of not covering all the theory, history and various approaches.
week 1-5 Basic Creative thinking skills and text book examples week 6- Invite business execs, entrepreneurs, NFP's to contribute issues, opportunities or problems which need a fresh approach Divide students into teams. Each team prepares a strategy to tackle the issue, (final version floated past instructor) and conducts an in-class idea generation session with the rest of the class.
A final report with recommendations is presented to the guest client
Marks are assigned by class peers on the presentation, the client and by the lecturer based on the report. > > Hi Walter > > Got your message re curriculum development and I want to put you in touch > with someone who has just finished a great distance ed course on reasoning > skills (critical thinking) at the University of Windsor. > > Her name is Kate Parr and teaches in the Philosphy Department. I will be > working on a moral reasoning skills course to be launched next Septermber > at St. Clair College. > > Maybe we can talk on the phone about this. I'm familiar with the Community > College and I share some experiences with you about this. > > Then, there is John Sedgewick who I think you know at Mohawk who may be > back from Spain by now. > > Kates address is: > > parr1@server.uwindsor.ca > > Paul Rousseau Creative Problem Solving Institutes > St. Clair Beach, Ontario Call 800-447-2774 for Program Information > Canada > roussea@server.uwindsor.ca
------------------------------------------------------------------------ From: Charles Wankel <cbw@PIPELINE.COM> Subject: Re: Curriculum development ideas wanted
In developing an undergraduate management curriculum a multidisciplinary approach might be taken. Novels and films provide much material for displaying management concepts and practice. Like all professional fields of study, management is best taught using case studies of actual organizational situations. Field trips are difficult to schedule sometimes but are great when students and observe and question people in interesting organizational contexts. Rather than focusing just on business, a management course should include educational, library, social work, prison, arts, government, etc. organizations. A comparative approach might provide insights into peculiar cultures and paths untaken in various types of administrative cultures. Management, like many fields, is increasingly a technology-driven subject. How management is changing as technology changes might be pointed out. Many organizations operate in a globalized environment. Therefore, international experiences, foreign language training, and a comparative approach have value. Entrepreneurship is rightfully hot. Social and ethical dimensions of management are important. Some introduce religious and spiritual issues. Team structured student projects and work are increasingly valued. Diagnosis, analysis, design of actions, planning, and feedback and readjustment are important elements.
Charlie Wankel, Management, St. John's University New York City cbw@pipeline.com or wankel@stjohns.edu -------------------------------------------------------------------------
From: gwatson@scu.edu.au (Gordon Watson) Subject: Curriculum development ideas wanted
Walter
I'm with the Business and Computing Faculty at Southern Cross University. We are working on curriculum development that will embrace senior high-school, through college, to university. The basic idea is to develop standard and integrated nomenclatures, models etc so that education can provide increased focus on the critical and the creative (instead of recreating jargon) at each level. The program is also designed to overcome the inadequate assumption of "no prior knowledge" (applied to most students, of all ages and experiences, entering university). The program will formalise appropriate levels of "advanced standing", providing multiple exit-points (with appropriate accreditation) and accelerated pathways to employment. The program covers management, marketing, computing, law, business maths, economics.
Your key objective, "to introduce cognitive (both critical and creative thinking) skills directly into the curriculum in a direct and overt manner", is therefore of interest to us.
PS: Are you acquainted with the thoughts of Michael Fullan, University of Toronto?
Gordon
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