• showing the final result, i.e. the solution that meets their challenge,
• describing and reflecting on the process through which the team arrived at their result,
  • including individual and team observations and reflections regarding the knowledge from Amabile (1998) and Dyer and his colleagues (2009).
    
    

Phase II: On Creative People

Preparatory task: To be announced in class at the end of Workshop I.

• Workshop II: Creative Networks
• On successful completion of Workshop I are able to provide accurate and critically reflective answers to the following questions: How do weak and strong ties influence individuals’ creativity? What is knowledge brokering? How does someone’s position in a social network affect his or her creativity? Which social network structures foster team creativity? What is the role of support in creativity? What specific network constellations enable creativity during different phases of the creative process?
• Workshop III: Creative Individuals
• On successful completion of Workshop I are able to provide accurate and critically reflective answers to the following questions: What is the role of expertise, dedication and passion in creativity? How do highly successful entrepreneurs describe their creative abilities, and what can others learn from that? Can boredom foster creativity? How do emotions effect creativity and creative processes? Is it possible to train for creativity and, if so, how?

On successful completion of this course, students will have the ability to:

• LO1: Students are capable of self-organizing in teams that can (a) interpret ambiguous instructions, (b) combine their abilities to analyze, imagine and experiment in order to design a both suitable and creative solution, (c) prioritize and execute implementation measures and finally (c) present, explain and justify their solution.
• LO2: Students are capable of (a) perceiving both the team dynamics as well as their own role in it, (b) critically reflect on these perceptions and (c) develop recommendations for how to improve their own leadership skills.
• LO3: Students are capable of (a) perceiving and interpreting the creative process, (b) critically reflect on these perceptions and (c) develop recommendations for how to improve the team’s and their individual creative skills.
• LO4: Students understand the key capabilities and practices of highly creative individuals and can draw personal and managerial conclusions from this knowledge.
• LO5: Students understand the role of social-network ties, positions and morphologies in individual and team creativity and can draw personal and managerial conclusions from this knowledge.
• LO6: Students are capable of acquiring scientific knowledge from primary sources, by summarizing articles, determining their key messages and critically evaluating them.
• LO7: Students can analyze academic literature for its practical implications and put their results to test.
• LO8: Students can succinctly formulate, explain and justify their opinion about creativity, creative people and creative processes.

• Presence in class is mandatory.
  
  

Phase 1: The criteria for evaluating a presentation (i.e. team task) are as follows:

• To what extent does the solution meet the criteria implicit in the challenge?
• How original is the solution and how professionally is it implemented?
• How clear and convincing are the description, explanation and justification of the solution and how perceptive and insightful is the reflection on the team’s creative process? —>LO1, LO2, LO3, LO8
  
  

Phase 2:

• The preparatory task is graded ‘pass or fail’. —>LO6, LO7
• In the final exam students are required to answer open questions about the core readings for and teachings during work¬shops II and III. —>LO4, LO5, LO6, LO7, LO8
• To pass this course, a student must pass the preparatory tasks, and both the team task and the final exam must be graded ‘4’ or better.
• If so, the final grade is equally composed of the team task (=50% team achievement) and the final exam (=50% individual achievement).