diff --git a/year4/semester1/CT436: Advanced Professional Skills/notes/CT436-Notes.pdf b/year4/semester1/CT436: Advanced Professional Skills/notes/CT436-Notes.pdf index 2ea26c05..3af31f35 100644 Binary files a/year4/semester1/CT436: Advanced Professional Skills/notes/CT436-Notes.pdf and b/year4/semester1/CT436: Advanced Professional Skills/notes/CT436-Notes.pdf differ diff --git a/year4/semester1/CT436: Advanced Professional Skills/notes/CT436-Notes.tex b/year4/semester1/CT436: Advanced Professional Skills/notes/CT436-Notes.tex index 97af7aa1..d5c78781 100644 --- a/year4/semester1/CT436: Advanced Professional Skills/notes/CT436-Notes.tex +++ b/year4/semester1/CT436: Advanced Professional Skills/notes/CT436-Notes.tex @@ -20,6 +20,7 @@ \fancyhead[R]{\normalfont \leftmark} \fancyhead[L]{} \pagestyle{fancy} +\usepackage{amsmath} \usepackage{microtype} % Slightly tweak font spacing for aesthetics \usepackage{multicol} @@ -127,6 +128,17 @@ Each team will maintain an online portfolio documenting their journey \& linking \end{itemize} \end{multicols} +\subsection{Expected Module Deliverables} +Exact details \& order for the following are still to be finalised, but will largely follow previous years: +\begin{itemize} + \item Portfolio: for documenting the project, meetings, showing how ideas have advanced. (15\%). + \item Video (25\%). + \item Product brochure, QVP (Quantified Value Proposition), \& (customer) Persona(e) (20\%). + \item EI Template (Basic Business Plan) (30\%). + \item Submit video to EI student Entrepreneur awards (5\%). + \item Attendance (5\%). +\end{itemize} + \section{Innovation} \textbf{Innovation} consists of using new technology \& new ways of thinking to add value to an existing idea or product and to make substantial changes in society. @@ -171,11 +183,16 @@ It requires knowledge, it requires focus, and it often requires integrity. \textbf{Entrepreneurship} is the formation of a new venture that produces a product or offering that creates some value to make it economically sustainable. It has the ability to improve standards of living \& create wealth. -\\\\ + +$$ +\text{Innovation} = \text{Invention} \times \text{Commercialisation} +$$ + In contemporary markets, entrepreneurs act as innovators or developers who identify \& capture opportunities, transform the opportunities into merchandisable concepts, create value through multiple stakeholders \& resources, and take risks while seeking rewards for their ventures \& efforts. + \subsection{What do you need to start a successful new venture?} \begin{enumerate} \item Idea. @@ -227,11 +244,119 @@ Good entrepreneurial business ideas are: \end{itemize} \end{enumerate} +\begin{figure}[H] + \centering + \includegraphics[width=0.8\textwidth]{images/entrepreneurial_process.png} + \caption{The Entrepreneurial Process} +\end{figure} +\begin{figure}[H] + \centering + \includegraphics[width=0.8\textwidth]{images/existing_vs_innovation.png} + \caption{``Existing Business'' Model vs Innovation-Based ``New Business'' Model} +\end{figure} +\subsection{Can Entrepreneurship be Taught?} +Entrepreneurship is: +\begin{itemize} + \item \textbf{Accessible:} it is not something that is available only to a gifted few. + \item \textbf{Learnable:} it consists of a number of fundamental skills that can be taught \& learned. + \item \textbf{Based on valuing unique products:} its goal is to make something new \& valued. + \item \textbf{Built on fundamental concepts:} it consists of basic principles which improve your chances of + success. + \item \textbf{Best learned through Apprenticeship:} best learned when theory is combined with apprenticeship-style + training. +\end{itemize} +\subsection{Teamwork} +Teams have a collective I.Q. +In general, good teams all share these two qualities: +\begin{itemize} + \item Members speak in roughly the same proportion, i.e. ``equality in distribution of conversational turn-taking''. + \item Members all have high ``average social sensitivity'', i.e. skill at intuiting how others felt based on their + tone of voice, their expressions, \& other non-verbal cues etc. +\end{itemize} +\subsubsection{Psychological Safety} +In her TEDx talk, Edmondson offers three simple things individuals can do to foster team psychological safety: +\begin{itemize} + \item Frame the work as a learning problem, not an execution problem. + \item Acknowledge your own fallibility. + \item Model curiosity \& ask lots of questions. +\end{itemize} +To measure a team's level of psychological safety, Edmondson asked team members how strongly they agreed or disagreed with +these statements: +\begin{itemize} + \item If you make a mistake on this team, it is often held against you. + \item Members of this team are able to bring up problems \& tough issues. + \item People on this team sometimes reject others for being different. + \item It is safe to take a risk on this team. + \item It is difficult to ask other members of this team for help. + \item No-one on this team would deliberately act in a way that undermines my efforts. + \item Working with members of this team, my unique skills \& talents are valued \& utilised. +\end{itemize} + +\subsection{EI Business Plan} +\subsubsection{Product or Service} +\begin{itemize} + \item \textbf{Product or service:} What is the company proposing to do and what problem does it solve? + Can you describe the products/services it will offer? + How is this different to what is currently available on the market or how does it improve a current product? + \item \textbf{Future plans:} Are there plans to develop the product(s) or service(s), or add new product(s) or + service(s) in the future? + How advanced is the project idea/business? + How much work is required to take the project to the next stage? +\end{itemize} + +\subsubsection{Marketing} +\begin{itemize} + \item \textbf{Market Research:} Describe how the market research was carried out \& give examples. + Describe the market size \& number of possible customers. + \item \textbf{Customers:} Who are your customers? + How do you know they are interested in your products and what their spending behaviours are? + What are their needs/wants? + What is your unique selling point? + \item \textbf{Market trends or issues:} Describe trends or key issues anticipated in the market that may affect + the marketplace. + \item \textbf{Competitors:} Who are the competitors and what are their strengths \& weaknesses? +\end{itemize} + +\subsubsection{Intellectual Property} +\begin{itemize} + \item \textbf{Intellectual Property:} Have you legally protected your product/service to date? + Are you aware of any other patents, trademarks, or copyright issues with your product? + \item \textbf{People:} What is the potential for employment in Ireland in this company? +\end{itemize} + +\subsection{Creativity} +\textbf{Creativity} is anything that is new, useful, or surprising. +Artistry is not a necessary condition for creativity. +When engaging in creative problem-finding \& solving, it is important you consider: +\begin{itemize} + \item \textbf{Relevance:} the degree to which your solution actually solves the problem. + \item \textbf{Value:} importance to the customer (or to the creator). + \item \textbf{Novelty:} originality. +\end{itemize} + +\subsubsection{Combinational Creativity} +A common misconception is that creativity cannot be cultivated, and that instead some lucky people have an innate sense of +creativity. +Creative people are often seen as a rarity: smart, curious, \& able to look at the world with fresh eyes. +According to classical psychology research, there are three main types of creativity: +\begin{itemize} + \item \textbf{Exploratory:} generating new ideas within a given space. + \item \textbf{Transformational:} ignoring fundamental rules to come up with potentially impossible but highly creative + ideas. + \item \textbf{Combinational Creativity:} combining old ideas to come up with something new. +\end{itemize} + +The \textbf{cone of plausibility} is a useful tool in exploring possibilities. +\begin{figure}[H] + \centering + \includegraphics[width=0.8\textwidth]{images/cone.png} + \caption{Cone of Plausibility} +\end{figure} \end{document} diff --git a/year4/semester1/CT436: Advanced Professional Skills/notes/images/cone.png b/year4/semester1/CT436: Advanced Professional Skills/notes/images/cone.png new file mode 100644 index 00000000..f9038bd5 Binary files /dev/null and b/year4/semester1/CT436: Advanced Professional Skills/notes/images/cone.png differ diff --git a/year4/semester1/CT436: Advanced Professional Skills/notes/images/entrepreneurial_process.png b/year4/semester1/CT436: Advanced Professional Skills/notes/images/entrepreneurial_process.png new file mode 100644 index 00000000..52430580 Binary files /dev/null and b/year4/semester1/CT436: Advanced Professional Skills/notes/images/entrepreneurial_process.png differ diff --git a/year4/semester1/CT436: Advanced Professional Skills/notes/images/existing_vs_innovation.png b/year4/semester1/CT436: Advanced Professional Skills/notes/images/existing_vs_innovation.png new file mode 100644 index 00000000..ec49d4e9 Binary files /dev/null and b/year4/semester1/CT436: Advanced Professional Skills/notes/images/existing_vs_innovation.png differ diff --git a/year4/semester1/CT436: Advanced Professional Skills/slides/CT436-Week 2.pdf b/year4/semester1/CT436: Advanced Professional Skills/slides/CT436-Week 2.pdf new file mode 100644 index 00000000..e4f1b48a Binary files /dev/null and b/year4/semester1/CT436: Advanced Professional Skills/slides/CT436-Week 2.pdf differ diff --git a/year4/semester1/CT436: Advanced Professional Skills/texts/Bill Aulet – Disciplined Entrepreneurship.pdf b/year4/semester1/CT436: Advanced Professional Skills/texts/Bill Aulet – Disciplined Entrepreneurship.pdf new file mode 100644 index 00000000..ad0c07e6 Binary files /dev/null and b/year4/semester1/CT436: Advanced Professional Skills/texts/Bill Aulet – Disciplined Entrepreneurship.pdf differ