新 渡 戸 スクールⅠ スタートアップ [Nitobe Program for Graduate StudentsⅠ, Start-up]

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1 科 目 名 Course Title 新 渡 戸 スクールⅠ スタートアップ [Nitobe Program for Graduate StudentsⅠ, Start-up] 講 義 題 目 Subtitle 責 任 教 員 Instructor 敷 田 麻 実 [Asami SHIKIDA] ( 観 光 学 高 等 研 究 センター) 担 当 教 員 Other Instructors Susumu ONUMA[Susumu ONUMA]( 文 学 研 究 科 ), Hirofumi TANI[Hirofumi TANI]( 工 学 研 究 院 ) 科 目 種 別 Course Type 大 学 院 共 通 授 業 科 目 開 講 年 度 Year 2015 時 間 割 番 号 Course Number ( 火 5 6),101120( 木 5 6) 期 間 Semester 1 学 期 ( 春 学 期 ) 単 位 数 Number of Credits 2 授 業 形 態 Type of Class 対 象 年 次 Year of Eligible Students ~ ナンバリングコード Numbering Code IGS 9052 補 足 事 項 Other Information キーワード Key Words Continuous personal development, team organization and management, giving back to society, professional ethics, key skills, advanced practical skills (i.e., generic skills), facilitation, team building, project, project management, marketing, promoting social entrepreneurship 授 業 の 目 標 Course Objectives Based on the comprehension of the basic philosophies of learning in the Nitobe Program for Graduate Students, and with an awareness of each individual's learning goal and significance of learning, students aim at mastering the 3+1 Competencies promoted by the Nitobe Program for Graduate Students as well as at acquiring advanced practical skills necessary for continued learning. 到 達 目 標 Course Goals Students taking this course aim at the following: Acquiring the ability to explain the significance of learning that the Nitobe Program for Graduate Students promotes Understanding and learning to be able to explain the basic learning patterns in the Nitobe Program for Graduate Students Understanding the significance of facilitation that enlivens meetings and activities, and implementing facilitation in and after the second quarter Using the process for creating new knowledge with a team through the steps of sharing, divergence, convergence and agreement, and displaying ability as a facilitator (i.e., ability necessary for observation, active listening, questioning, graphic explanation and reflection) as appropriate Conducting effective team building, utilizing team management tools (for developing an activity framework and identifying each activity's mission, goal and process) and problem-solving skills, and creating proposals Understanding the necessity of the know-how on effective listening, questioning, commending and encouragement as well as of communication tools that help to draw out team members' strength, and utilizing this know-how and these tools Acquiring skills for effectively presenting team's ideas Understanding and explaining both verbally and graphically the concept, organization and process of "projects" and "project management" Verbalizing the mission, vision and task of a project Clarifying the organization and role assignment necessary for implementing a project, and creating a Gantt chart for preparing a work schedule Acquiring skills for explaining each individual's responsibility for ethical principles and values, such as fairness and civic-mindedness Acquiring skills for explaining the social significance and roles of specialists Acquiring skills for explaining the need for and the meaning of social entrepreneurship, and evaluations and social contributions of specialists Acquiring skills for explaining the significance of marketing and the necessity of marketing for specialists Acquiring skills for applying marketing to each individual's research and activities 授 業 計 画 Course Schedule Class 1 Guidance on the Nitobe Program for Graduate Students After an activity by students for warm-up through ice-breaking before team learning, team members introduce themselves to each other and the instructors introduce themselves for the purpose of developing interpersonal relations among the students who are starting to learn together in the Nitobe Program for Graduate Students. Students start by understanding the significance of learning in the Nitobe Program for Graduate Students, the purpose of this program and the learning goals. Second, students are given explanations about the learning content and goals of this course, as well as outlines of facilitation, management, social

2 entrepreneurship, professional ethics and marketing. Third, the significance and effectiveness of team learning as well as the learning methods are explained. Fourth, evaluation/grading policies are explained, and students are informed of the meaning and the preparation method of a course portfolio. Rules that students should observe in class and the course schedule are discussed. Fifth, theories of knowledge creation and organizational learning are introduced, and students share understanding about learning processes, learning theories, innovations, the significance of management, and theories regarding team leaders. Students use introductory course materials (i.e., case examples of laboratory activities) for experiencing a team activity, understanding roles of the team leader and other members, having and summarizing a discussion with team members, presenting the discussion results and engaging in review of the team activity. Finally, students are given explanations about the roles and situations of specialists in the age of globalization, as well as about the relationship between specialties and the skills students acquire in this program, so that the students can understand the knowledge-creation process that is followed in all the courses in this program. Nonaka Ikujiro and Takeuchi Hirotaka(1995) The Knowledge-Creating Company: How Japanese companies create the dynamics of innovation, Oxford University Press, New York, 284p. Argyris, C.(1999) On Organizational Learning: Second Edition, Blackwell,, 464p.Cavaleri, A. and Seivert, S.(2005) Knowledge Leadership: The Art and Science of the Knowledge-based Organization, Butterworth-Heinemann, UK, 359p. Prusak, L. and Matson, E.(2006) Knowledge Management and Organizational Learning, Oxford University Press, New York, 371p. Lewis, S., Passmore, J. and Cantore, S.(2011) Appreciative Inquiry for Change Management: Using AI to Facilitate Organizational Development, Kogan Page, UK, 214p. Salas, E., Goodwin, G.F. and Burke, C.S.(2012) Team Effectiveness In Complex Organizations: Cross-Disciplinary Perspectives and Approaches, Routledge Academic, U.S.A, 589p. Class 2 Team building and facilitation 1 Read reference literature to do research regarding the meaning of facilitation. Students engage in a team activity for learning about the effective running of meetings through facilitation, a process of creating new knowledge with a team through the steps of sharing, divergence, convergence and agreement. After an ice-breaking activity, the lecturer takes 60 minutes to explain the concept and basic skills of facilitation (i.e., observation, active listening, questioning, graphic explanation, and reflection). Students are divided into teams and engage in team building for 10 minutes. Next, teams choose facilitators and discuss Case Example 1 for the purpose of learning about a learning process in which students create proposals in teams and also about an effective facilitation process (50 min). Each team gives a presentation on the discussion result (3 min/team: 20 min in total), and conducts peer review (10 min). After the exercise using Case Example 1, students engage in review of the exercise as well as of the process and skills of facilitation, and are given explanations about the team management tools (for designing an activity framework and identifying the activity's mission, goal and process). Explanations are also given regarding the communication tools that help draw out team members' strength, know-how on effective listening, questioning, commending and encouragement, problem-solving skills (e.g., positioning map and SWOT), and facilitation graphics (30 min). Finally, Class 2 is reviewed and homework is given. Watch the film "Twelve Gentle Japanese", and input necessary data into each individual's portfolio. (Teaching staff explain how students can get access to the film.) class participation, content of the presentation, and presentation performance Rees Fran(2001) How To Lead Work Teams: Facilitation Skills, 2nd Edition, Pfeiffer, U.S.A, 240p. Kaner, S. et al(1996) Facilitator's Guide to Participatory Decision-Making, New Society, Canada, 255p. Lewis, S., Passmore, J. and Cantore, S.(2011) Appreciative Inquiry for Change Management: Using AI to Facilitate Organizational Development,Kogan Page, UK, 214p. Salas, E., Goodwin, G.F. and Burke, C.S.(2012) Team Effectiveness In Complex Organizations: Cross-Disciplinary Perspectives and Approaches,Routledge Academic, U.S.A, 589p. Class 3 Facilitation and creative discussion After an ice-breaking activity, students review what they did in the previous class, including the process and skills of facilitation, engage in team building, and assign roles to team members (20 min).

3 Students work on an exercise by using Case Example 2. In Case Example 2, each team solves a problem to which multiple solutions are possible. After clarifying the team's mission, goal and problem-solving process, team members analyze the problem by using at least one tool explained in the previous class (60 min). Each team prepares an excellent proposal, and gives a presentation on the proposal (3 min/team: 20 min in total). Students engage in review (10 min). In Case Example 3, students swap roles and conduct creative discussions with the aim of producing a new service or commodity. After clarifying the team's mission, goal and problem-solving process, each team uses Case Example 3 for creating and proposing a prototype or a business model of a new service/product, and puts the discussion results into a proposal (i.e. report) (80 min). Complete and submit the proposal of a prototype or a business model in teams. Class participation, content of the presentation by the team, and proposal for a prototype or a business model The same as in Class 2. Class 4 Project management 1 Read reference literature such as "Introduction to Management" for improving understanding about management. First, a lecture is given regarding projects and project management. Then, students learn about essential know-how and skills of project management regarding the setting of aims and goals, the clarification of tasks, the management of uncertainty, etc., and work on a simple practical exercise for learning basic skills necessary for planning project management. 1) Projects, project management, and familiar examples of projects 2) Setting aims and goals: Difference between aims and goals; Defining the project scope 3) Clarifying tasks: Work Breakdown Structure (WBS); Creating a work schedule; Milestone 4) Managing uncertainty: Uncertainty of projects and risk management 5) Planning a project: Necessity and components of a project plan Class participation, written project plan and review report G.Michael(2011)Project Management(Idiot's Guides)5th edition,alpha Class 5 Project management 2 Each team makes a straw tower for the purpose of experiencing project management. Follow the steps below in doing this exercise: 1.The lecturer, who serves as a client (i.e., the project owner), explains the requirements for the tower that the client expects. 2.Each student draws a design for a tower. 3.Each team assigns roles and creates a project plan incorporating a work schedule. 4.Each team completes the design/plan for a tower. 5.Each team makes a tower. 6.The client evaluates completed towers. At the same time, each team reviews the work process from the viewpoint of team management, and puts the review results (i.e., things that should have been done better) into a report. The review needs to address the satisfaction of team members in a correlation with the quality of the finished tower. 7.Announcement of the evaluation result The lecturer sums up the classes of the previous two weeks and provides supplementary information on project management. Write a review report, and input necessary data into each individual's portfolio. Class partcipation, written project plan and review report Class 6 Promoting social entrepreneurship A visiting lecturer who is a social entrepreneur gives a lecture based on the lecturer's experience regarding the necessity and significance of social entrepreneurship as well as the roles of specialists, and engages in a Q&A session (80 min). After the lecture, each team discusses the necessity

4 and significance of social entrepreneurship and the actual activities of entrepreneurs, and creates a proposal on "Methods for Developing Social Entrepreneurs (tentative)" (60 min including break time). Then, each team presents its proposal (5 min/team: 30 min in total), and all students and the visiting lecturer discuss the potential and challenges of social entrepreneurship and entrepreneurs (20 min). Submit a brief report on the missions, visions and social significance of the social entrepreneur who served as a visiting lecturer. Input necessary data into each individual's portfolio. Report, presentation and class participation Class 7 Significance of professional ethics Write a brief report on the topic "Specialists' Dilemmas". The lecturer gives a lecture on ethical thinking, ethics tests and other information necessary for specialists, and each team discusses a given case example, toward proposing a solution. All teams present their solutions and exchange views. The lecturer gives a summarizing lecture regarding the development of each individual's professional ethics. Submit a brief report on a case example of professional ethics in each individual's specialty. Report, and class participation Anthony Weston(2007),Creative Problem-Solving in Ethics,Oxford University Press Class 8 Marketing 1) Summarize the topic of each individual s graduation thesis using the designated form printed on a sheet of A-4 paper. 2) On the assumption that a project is implemented for increasing the number and quality of students who take Hokkaido University entrance exams, summarize the strengths, weakness, opportunities and threats that Hokkaido University has. The lecturer explains the marketing processes that are used in business. Students learn marketing as a tool that they can use in their research/ development/ innovation processes, and they learn about the effective dissemination and utilization of research results. First, a brief lecture is given regarding the significance of marketing and specialists need for marketing skills. Second, students are divided into groups. In each group, each student has one minute to explain his/her current or past research as if that student were explaining it to job interviewers (i.e., non-specialists). Students also engage in peer review. Finally, each of group conducts a SWOT analysis for the purpose of creating and giving a presentation on a PR strategy that aims at increasing the number and quality of students who take Hokkaido University entrance exams. Presentation, and content of the presentation sheet Philip Kotler(1967),Marketing Management:Analysis,Planning,Implementaion and Control,Prentice Hall 準 備 学 習 ( 予 習 復 習 ) 等 の 内 容 と 分 量 Homework In this course, students use prescribed literature and materials to prepare for classwork, and they are provided with necessary experiences and learning opportunities in class. After class, for the purpose of motivating students to keep learning, students are required to prepare a report for reviewing what they've learned in class as well as for ensuring the acquisition of new knowledge. 成 績 評 価 の 基 準 と 方 法 Grading System The academic performance of each student is evaluated on the basis of his/her individual achievement in class, presentations, and reports. テキスト 教 科 書 Textbooks 講 義 指 定 図 書 Reading List Assigned in the syllabus and introduced in class. 参 照 ホームページ Websites 研 究 室 のホームページ Website of Laboratory

5 備 考 Additional Information Because this is a core course of the Nitobe Program for Graduate Students, students are required to enroll in the Nitobe Program for Graduate Students before taking the course.english and Japanese are to be used as needed. Detail is referred to Course Guide of Nitobe School. After taking this course, students are advised to take (2) the Global Issues Course, (3) the Problem-Solving Course and (4) the Problem-Finding Course in or after the 2nd quarter, according to the curriculum map of the Nitobe Program for Graduate Students.