Daniela Laureiro Martinez: Catalogue data in Spring Semester 2021
|Name||Dr. Daniela Laureiro Martinez|
ETH Zürich, WEV H 306
|Telephone||+41 44 633 28 08|
|Department||Management, Technology, and Economics|
|363-1056-00L||Innovation Leadership |
MIBS: This course must be taken in the first year of coursework.
Up to four slots are available for students in architecture or civil engineering (Master level) or for D-MTEC MAS/MSc students with architecture or civil engineering background.
If you are NOT a student in Integrated Building Systems, you need to apply with motivation letter (max. 1 page), CV and a transcript of records no later than 31.01.2021. Please send your application to Jan Richner (firstname.lastname@example.org).
|6 credits||3S||D. Laureiro Martinez, A. Deréky, C. P. Siegenthaler|
|Abstract||This course provides participants with the challenging opportunity of working on an innovation project of a leading company in the Swiss building industry.|
|Objective||Students work in teams, on a concrete innovation project that is currently affecting the strategic agenda of the top management team of a leading company in the Swiss building industry. Students conduct interviews with internal and external experts, as well as company clients. By doing so, students gain first-hand experience on the competitive dynamics of the construction industry and as a group, work on proposing a solution to the company’s innovation project.|
The course emphasizes the use and development of self-directedness, team-work and critical thinking abilities. In parallel to working on the innovation project, students work on their own learning goals. Students first define their very own learning goals and then are assessed and graded on whether they have progressed towards achieving these learning goals.
Students learn to:
- Reflect and explore personal learning goals and discover new aspects of their leadership abilities
- Learn to work in an unknown direction with no certain outcome
- Explore how a project with internal and external stakeholders works when people have conflicting interests, that might also vary according to the different time perspectives that are taken into account
- Use design thinking and solution-oriented coaching techniques
|Content||The course uses participant-centered tools that encourage students' reflection and boost their personal development, their creative output and help them to discover their own approach to leadership. The course offers multiple opportunities to learn about technical aspects in a real corporate environment. The setup is a social environment in which trial-and-error learning is encouraged. The course focuses on three areas of development: Project management, innovation and leadership.|
Project Management: Students learn to self-manage their project while being supported by numerous project management techniques, coaching exercises, and individual feedback through learning diaries. An additional focus is given to design thinking methods and prototyping tools.
Innovation: Students learn about specific topics related to current innovation in the building sector in Switzerland. They learn to understand technology changes with an ecosystems view and think about the impact of new technologies in the building industry company (e.g. the commercialization of Building Information Modelling, BIM).
Leadership: Students conduct a project with diverse stakeholders requiring them to take managerial, technical, and personal responsibility for the company case. This high-pressure environment leads to an intense self-reflection journey, team experience and fosters proactive behaviors towards the client.
- On the individual level, students have to identify and achieve their very own authentic learning goals. Coaching tools involve a learning diary, which questions evolve during the semester, and a self-assessment of individual abilities and traits, which complements the reflective journey.
- On the team level, students are teamed up to deliver a solution proposal to the company’s project. The teams are diverse and the students’ work focuses on cooperativeness and how to be effective team members. Teaching tools involve peer-to-peer feedback, coaching and open space or digital workshops.
- On the company level, students learn how to deal with different stakeholders and how to create impactful and sustainable solutions for their client.
|Prerequisites / Notice||Up to four slots are available for students in architecture or civil engineering (Master level) or for D-MTEC MAS/MSc students with architecture or civil engineering background.|
If you are NOT a student in Integrated Building Systems, you need to apply with motivation letter (max. 1 page), CV and a transcript of records no later than 31.01.2021. Please send your application to Jan Richner (email@example.com). Incomplete or late applications will not be considered.
|365-1053-00L||Innovation, Creativity and Personality Traits |
Exclusively for MAS MTEC students (4th semester).
|1 credit||1S||D. Laureiro Martinez, S. Brusoni|
|Abstract||In this course we use the latest research on how individuals can improve at solving problems creatively to foster their careers, and the performance of their organization.|
|Objective||1. Participants will generate a richer notion of innovation and creativity by reflecting on the role of individuals on the innovation processes, the cognitive abilities and personality traits that are involved in this process|
o Through a personal assessment, participants will learn how the discussed cognitive abilities and traits are observable and measurable
o Through a personal assessment, participants will learn about their own cognitive abilities and personality traits related to innovation and creativity and in comparison with other groups with similar backgrounds.
2. Participants will gain awareness of the use of their own creativity and problem-solving skills and will learn the reasons why these type of processes can foster creativity and innovation in their daily life and their jobs
o Through discussions with field experts and the knowledge from their self-assessments, participants will gain insight on the fit or misfit of career paths and cognitive abilities and personality traits
o Through the workshop debrief session, participants will learn the reasons why these type of processes can foster creativity and innovation.
3. Participants will create one and receive one concrete and actionable plan for helping someone overcome one weakness in their own work environment. Participants will also learn from the plans created by their peers.
|Content||In this course, we introduce the process of innovation and the role that individual creativity has on it. Individual creativity is composed of many abilities. This course gives the participant tools and methods to make many of these hidden, yet critical, abilities observable and measurable. On this basis, the participant can develop a concrete action plan to improve on them.|
The course has three parts. In the first, we introduce the process of innovation and creativity. We go deep in this process and explain the role that individual cognitive abilities and personality traits have on innovation and creativity. We make these ideas concrete by providing each participant with the experience to take a self-assessment. The self-assessment gives the participant concrete feedback on their cognitive abilities and personality traits, also in comparison with their peers. We call this “self” assessment as all feedback is provided only to the participant for them to make their own conclusions.
In the second part of the course, industry experts come and give guidance to participants on how to use their cognitive abilities and personality traits at the workplace. They explain how these abilities are critical to career development, and career transitions. Everyone has strengths and weaknesses and the experts explain how matching one’s profile to one’s career can lead to efficient and fulfilling outcomes.
The third part of the course involves a design-thinking workshop where participants work in pairs. Each participant is tasked with finding an actionable plan for helping another participant with improving the ability of their choice. In this part, we reconnect to the first part of the course: participants can choose a specific ability learned on their self-assessment. After the workshop is finished every participant has a prototype that should help them in the process of personal development after the course is over.
In this way, this course is meant as a starting point for personal development. It introduces the process of innovation from an individual point of view and presents the core abilities needed in the process. It provides guidance for matching careers and abilities. Finally, the course gives a concrete action plan, in the form of a personalized prototype solution to continue the personal development after the course is finished.
|Prerequisites / Notice||Please notice that participation in the entire two days of the course is a requirement. Due to the short duration of the course and its highly interactive nature, there are no exceptions.|