| 授業名 | Driving Strategic Innovation |
|---|---|
| Course Title | Driving Strategic Innovation |
| 担当教員 Instructor Name | 内古閑 宏（Hiroshi Uchikoga） |
| コード Couse Code | GLP154_G22N |
| 授業形態 Class Type | 講義 Regular course |
| 授業形式 Class Format | Hybrid |
| 単位 Credits | 2 |
| 言語 Language | EN |
| 科目区分 Course Category | 応用科目200系 / Applied |
| 学位 Degree | MSc in Management |
| 開講情報 Terms / Location | 2022 GSM Nagoya Spring |
授業の概要 Course Overview
Misson Statementとの関係性 / Connection to our Mission Statement
This course perfectly aligns with NUCB's Mission Statement as it guides to nurturing leaders with Frontier spirits who can bridge cultural differences. It will provide students insights to confront situations where they require innovating thinking, innovating actions and innovative problem solving within an international context.
授業の目的（意義） / Importance of this course
The course encompasses case method discussions which provide insights in forming answers to questions such as; Why do companies pursue innovation? What type of innovation are they going after? How does it matter to business? Why would strategy be critical to innovation? What are the drivers for innovation?
Innovation is much more than about technology, which covers business model, customer experience and work style innovations. This course pays attention to innovations found in high-tech to mature market, a la disruptive innovation - with case analysis extending to various angles; corporate strategy, company culture, leadership behaviors, teaming, talent management, R&D portfolio control and collaborative work.
When breaking down the course theme into three elements, (1)Driving force, (2)Strategy and (3) Innovation, companies face decision making crossroads at each. Driving force comprises topics of discipline vs creativity, entrepreneurship vs corporate culture, experimental vs proven. Strategy carries out controversies of balancing short term and long term results, company culture alignment, organizational change, and human resource evaluation. Innovation incorporates considerations on issues such as insource vs outsource , ambiguity vs clarity, and bottom up vs top down.
Through a wide array of discussion, the course intends to observe the social and economic impact of driving strategic technological innovations.
Innovation is much more than about technology, which covers business model, customer experience and work style innovations. This course pays attention to innovations found in high-tech to mature market, a la disruptive innovation - with case analysis extending to various angles; corporate strategy, company culture, leadership behaviors, teaming, talent management, R&D portfolio control and collaborative work.
When breaking down the course theme into three elements, (1)Driving force, (2)Strategy and (3) Innovation, companies face decision making crossroads at each. Driving force comprises topics of discipline vs creativity, entrepreneurship vs corporate culture, experimental vs proven. Strategy carries out controversies of balancing short term and long term results, company culture alignment, organizational change, and human resource evaluation. Innovation incorporates considerations on issues such as insource vs outsource , ambiguity vs clarity, and bottom up vs top down.
Through a wide array of discussion, the course intends to observe the social and economic impact of driving strategic technological innovations.
到達目標 / Achievement Goal
Through the case discussions, the class will co-create knowledge on innovation from an organizational, technological and strategic point of view while searching into mindfulness and personal aspects which form the basis for innovation.
本授業の該当ラーニングゴール Learning Goals
*本学の教育ミッションを具現化する形で設定されています。
LG1 Critical Thinking
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG5 Executive Leadership (EMBA)
LG6 Innovative Leadership (MBA)
LG7 Global Perspective (GLP)
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG5 Executive Leadership (EMBA)
LG6 Innovative Leadership (MBA)
LG7 Global Perspective (GLP)
受講後得られる具体的スキルや知識 Learning Outcomes
Through case method discussion and with your active involvement, the course is designed to hand over 'thinking tools' when driving strategic innovation. The course intends you to be ready for shaping strategies that answer basic questions of why, what and how - Why do we need innovation? What do we need to do? and How are we going to make it happen?
The course will follow the steps from ideation to execution, using case textbooks and group discussion/presentations. A set of insights which you take away from the classroom, becomes an armor of thoughts in constructing coherent narratives for driving strategic innovation - narratives of which will be shared among your colleagues and team members.
Participants will leave this program armed with the knowledge of how to influence corporate culture, alter the way their organization responds to the challenge of innovation. The case discussion learning experience will deliver multi-faceted insights which help leaders to:
- understand how technologies and markets evolve and how they are linked
- what could be a disruptive innovation and how would you prepare for one
- form teams and prepare for starting up new businesses
The course will follow the steps from ideation to execution, using case textbooks and group discussion/presentations. A set of insights which you take away from the classroom, becomes an armor of thoughts in constructing coherent narratives for driving strategic innovation - narratives of which will be shared among your colleagues and team members.
Participants will leave this program armed with the knowledge of how to influence corporate culture, alter the way their organization responds to the challenge of innovation. The case discussion learning experience will deliver multi-faceted insights which help leaders to:
- understand how technologies and markets evolve and how they are linked
- what could be a disruptive innovation and how would you prepare for one
- form teams and prepare for starting up new businesses
SDGsとの関連性 Relevance to Sustainable Development Goals
Goal 4 質の高い教育をみんなに（Quality Education）
教育手法 Teaching Method
| 教育手法 Teaching Method | % of Course Time | |
|---|---|---|
| インプット型 Traditional | 0 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 100 % |
| フィールドメソッド Field Method | 0 % | 合計 Total | 100 % |
事前学修と事後学修の内容、レポート、課題に対するフィードバック方法 Pre- and Post-Course Learning, Report, Feedback methods
Case Analysis Reports
Preparation reports will consist 45% of the final grade.
In-class reports will be considered as part of class contribution.
Preparation reports will consist 45% of the final grade.
In-class reports will be considered as part of class contribution.
授業スケジュール Course Schedule
第1日（Day1）
May 24thSession#1
Session Focus - Innovation in a Matured Market
Can a short-sleeved, sandal-wearing, college dropout create a company manifesting love, joy, and happiness? Chainsaw John Mackey did. This CEO took a five-month sabbatical to hike the Appalachian Trail. More credentials: Sales-per-square foot of $690 and rising. Hiring by means of teams and a vote requiring a two-thirds majority. A single store in Austin, Texas in 1980; 144 stores in 2004. A seven-year streak near the top of Fortune's list of best companies to work for in America. Team-based hiring with a two-thirds majority required. Incentives based on the bottom line. Morale surveys. No salary higher than eight times the average salary. So how did John Mackey come to be christened Chainsaw John Mackey?
Session#2
Session Focus - Disruptive Innovation
Netflix Inc. (Netflix) had surpassed Blockbuster, the previous movie rental leader, before making the successful transition to digital delivery of video content. But despite Netflix's success, in 2017, numerous competitors, including both established, mainstream content producers and digital upstarts, were making it difficult for Netflix to recreate its earlier dominance. Critics pointed to Netflix's slowing acquisition of subscribers and accelerating debt levels. Netflix's chief executive officer was confronted with disruption from a variety of digital rivals. How should he respond? Should Netflix continue to try to be a content producer, competing with Hollywood's industry leaders? Should it form a partnership with other media companies to align everyone's incentives? Perhaps it could move into other media content areas outside of traditional entertainment. Further, there remained the question of how to treat its legacy DVD-by-mail business. As the incumbent firm, Netflix needed to respond to competitors and avoid a fate similar to that of Blockbuster.
Session #3
Session Focus - Founders of an Innovation
Steve Jobs and Steve Wozniak are best friends who enjoy pulling pranks together and talking about electronics. After several small collaborations, Jobs pitches Wozniak on starting a company together to sell computers based on Wozniak's design for a personal computer. Wozniak faces decisions about whether to quit the job he loves at Hewlett-Packard to join Apple Computer, how to define his role within Apple, whether to take on Jobs as his co-founder, whether to accept a third co-founder proposed by Jobs, and how to split equity with his co-founders. Early on, they add an outside investor who changes the company's trajectory and who brings in a new chief executive. Later, tensions rise between the two founders as their strategic visions diverge and as the company grows. Wozniak has now learned some disturbing news about his co-founder and has to decide whether that news will affect his continuing collaboration with Jobs.
●使用するケース
Session 1 Case : Whole Foods Market (HBS) / Amazon Acquires Whole Foods (B) (HBS)Session 2 Case : Netflix Inc.: The Disruptor Faces Disruption (HBS)
Session 3 Case : Apple's Core(Graphic Novel Version) (HBS)
第2日（Day2）
May 25thSession #4
Session Focus : Innovating Lifestyles
In 2015, Uber is building what may be the largest point-to-point transportation network of its kind; it is literally changing the way the world moves. But unlike traditional transportation logistics companies like FedEx, Uber has an incredibly lightweight infrastructure: It owns no vehicles, employs no drivers, and pays no vehicle maintenance costs. Instead, its network relies on peer-to-peer coordination between drivers and passengers, enabled by sophisticated software and a clever reputation system. But despite its remarkable early success, Uber is an extremely polarizing company. Its business model is highly disruptive, and while disruptive innovation can be a good thing, it is also true that disruptive companies tend to break things. This is certainly true for Uber, and is one of the key tensions in the case: Uber's innovative business model is outpacing many of the laws regulating its industry, and while it is going to take the regulatory system some time to catch up, Uber doesn't appear to be willing to wait.
Session #5
Session Focus : Innovation and Marketing
The Sony AIBO is the world's first "entertainment" robot. Positioned as a household "companion," the $1,500 AIBO has become a smash hit in Japan, appealing to both the young and the old, including those with little technical expertise. In the United States, the AIBO is in hot demand among "techies" infatuated with high-tech gadgets; however, it has yet to catch on with the mainstream. The task for Takeshi Yazawa, VP and general manager of Sony Entertainment Robot America, is to figure out how to market the AIBO to the American masses. Includes color exhibits.
Session #6
"Beyond Case Discussions"
Details to be announced in class
●使用するケース
Session 4 Case : Uber: Changing The Way The World Moves (HBS)Session 5 Case : Sony AIBO: The World's First Entertainment Robot (HBS)
第3日（Day3）
May 26thSession #7
Session Focus - Innovation and Searching Inside Yourself
Iconoclasts with strongly held beliefs and a willingness to buck orthodoxy, Apple's Steve Jobs and the Chicago Bulls' Phil Jackson shared similarities in character, leadership style, and life experience that extended beyond the extraordinary successes they achieved in their chosen fields. Both came of age in the United States of the mid-20th century, a time and place characterized by Americans' growing interest in philosophical traditions outside of the Western mainstream. In their teens and twenties, both men became interested in Eastern religious practices. As young men, Jobs (who would as a teenager travel to India to study Buddhism) and Jackson (whose interest in Eastern practices earned him the nickname "The Zen Master") developed a particular affinity for the Zen tradition of Buddhism, which had a lasting influence on each man's worldview. Although Jackson and Jobs were very different leaders operating in remarkably different industries, both men's rise to the top of intensively competitive fields were influenced by their commitment to three Zen principles: nondualism, practical wisdom, and inherent enlightenment. This note gives a brief overview of the history of Zen and the philosophical framework that underpins it, then describes the potential that these three tenets hold for unlocking strategic insights.
Session #8
Session Focus : Pivot to Innovate
The "Pivot to Succeed" podcases contain curated audio from Reid Hoffman's interview with Stewart Butterfield, the founder of Slack, for the Masters of Scale podcast. In the A podcase, Butterfield and Hoffman discuss Glitch, an online game that Butterfield cofounded and then dissolved in late 2012. The B podcase considers how Butterfield used this experience to found and grow Slack. In subsequent podcase supplements, Butterfield and Hoffman focus more briefly on topics ranging from the nature of work through the strategic challenges of building an ecosystem. The "Pivot to Succeed" podcases consider topics pertinent to entrepreneurship, organizational behavior, and strategy courses.
Session #9
Driving Strategic Innovation Pitch Session
●使用するケース
Session 7 Case : Zen for Strategy (in the cases of Steve Jobs and Phil Jackson) (Darden School)Session 8 Podcase: Interview audio (Podcase) will be played during class.
Session 9 Reference articles : What Is a Business Model? by Andrea Ovans (HBR) / Why Business Model Matter by Joan Magretta (HBS)
成績評価方法 Evaluation Criteria
*成績は下記該当項目を基に決定されます。
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
Class contribution points continuously attending classes, quality comments during class, in-class reports and performance during group presentations/pitch session.
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
| 講師用内規準拠 Method of Assessment | Weights |
|---|---|
| コールドコール Cold Call | 5 % |
| 授業内での挙手発言 Class Contribution | 50 % |
| クラス貢献度合計 Class Contribution Total | 55 % |
| 予習レポート Preparation Report | 45 % |
| 小テスト Quizzes / Tests | 0 % |
| シミュレーション成績 Simulation | 0 % |
| ケース試験 Case Exam | 0 % |
| 最終レポート Final Report | 0 % |
| 期末試験 Final Exam | 0 % |
| 参加者による相互評価 Peer Assessment | 0 % |
| 合計 Total | 100 % |
評価の留意事項 Notes on Evaluation Criteria
Please note that preparation reports consist 45% of the total grade.Class contribution points continuously attending classes, quality comments during class, in-class reports and performance during group presentations/pitch session.
教科書 Textbook
- Peter Thiel「Zero to One: Notes on Start Ups, or How to Build the Future」Virgin Books（2015）978-0753555194
- Chade-Meng-Tan「Search Inside Yourself」Harper One（2014）978006211693-2
- Clayton Christensen, Scott Anthony, Erik Roth「Seeing What's Next: Using the Theories of Innovation to Predict Industry Change」Harvard Business Review Press（2004） B004OC06ZO
参考文献・資料 Additional Readings and Resource
・The Innovator's Solution: Creating and Sustaining Successful Growth - Clayton Christensen, Michael Raynor
・No Rules Rules : Netflix and the Culture of Reinvention - Reed Hastings / Erin Meyer
・No Rules Rules : Netflix and the Culture of Reinvention - Reed Hastings / Erin Meyer
授業調査に対するコメント Comment on Course Evaluation
-Reduced load from previous year.
-Preparation report consists an important portion of the grade.
-Class Contribution grade considers; quality comments during class, group presentations, final day pitch and in-class reports.
-Proven cases at other MBA courses.
-Guest speakers invited on Day 2 and Day 3.
-Preparation report consists an important portion of the grade.
-Class Contribution grade considers; quality comments during class, group presentations, final day pitch and in-class reports.
-Proven cases at other MBA courses.
-Guest speakers invited on Day 2 and Day 3.
担当教員のプロフィール About the Instructor
1998年慶應義塾大学理工学部修士課程修了。（株）東芝入社、世界初のノートパソコンを設計したハードウェア設計部に所属。1994年ハーバード・ビジネス・スクール経営大学院修士課程修了（MBA）後、東芝本社パソコン商品企画部にて新型ノートパソコンの企画、インターネット・サービスの立ち上げ、ネット接続型次世代DVD規格の策定に従事。1997年ソフトバンク（株）入社、企業投資室にてスカパーの立ち上げ、インターネット企業投資を実施。ソフトバンクと米国ジオシティーズの合弁会社、ジオシティーズ・ジャパン（株）の設立、事業立上げを指揮。2000年ヴィジョネア（株）を創業、DVDとインターネットの連動技術で事業構築、特許権利化後にライセンスビジネスにピボットし現在に至る。2012年米国シリコンバレーに移り住みYouTuber向けアプリ開発のVeamInc.設立・創業、現在に至る。帰国後アフリカにおける世銀のプロジェクト、ブロックチェーンのビジネス・プロデュースに関与。
Education
Masters Degree in Business Administration, Harvard Business School
Master of Engineering in Mechanical Engineering, Keio University
Bachelor of Engineering in Mechanical Engineering, Keio University
After joining Toshiba's Computer Division in 1988 where he was involved in designing the world's first notebook PC, Hiroshi Uchikoga went to Harvard Business School MBA program. After graduation, he returned to Toshiba Headquarters Product Planning division in 1994, where he engaged in; planning advanced notebook PCs, launching Toshiba's first internet service, and standardizing a new generation video disc format.
When he met Mr. Son of Softbank, Hiroshi decided to work as a manager in the investment division, then led the joint venture between GeoCities (US) and Softbank. In 2000, Hiroshi founded Visionare Corporation, a software development company in Japan which eventually pivoted to a license company after acquiring eight patents, and he moved to Sunnyvale, California in 2012 to start up Veam Inc. - both of which are currently working on a path to successful exits. Returning to Japan in 2017, he acted as Business Producer at World Bank's project in Africa and blockchain related businesses.