Welcome To Protect JKP
Small to medium-sized businesses typically don’t need an enterprise-level idea management system. What they need is a simple tool that enables them to capture, improve, evaluate and take action upon their best ideas. Mind mapping software is a tool that can help.
Frequently, brainstorms, idea campaigns and similar idea extravaganzas end with a vague notion of choosing the best idea. The problem here is that a truly creative idea, the kind of idea that has the potential to become a breakthrough innovation is seldom the best solution to the problem or the best path to achieving a goal – for the very simple reason that highly creative ideas are original. They cannot directly be compared to existing notions, warns Jeffrey Baumgartner.
Innovation can comes from every corner of every day life: the last great novel you read; the cereal package that was easy to open; the microwave dinner that didn’t suck; the next use of air and balls from Dyson; the machine that made your coffee; the noteworthy car rental experience in Indianapolis. What recent experiences inspired you?
When we are trying to generate ideas in order to solve a problem, whether through anticonventional thinking, brainstorming or another method, we typically distance ourself slightly from the problem. We look for ideas on how to improve our company’s product, how to deliver better customer service, how to cut costs or alternative business models. In all of these cases, we separate ourselves from the problem and, by so doing, we potentially limit our understanding of the problem. Why not take a different approach and become the problem?
If you want creative ideas, you need to invest your creative energy not in ideas, but in understanding the problem and formulating provocative challenges, instructs Jeffrey Baumgartner.
- Online "organizations" are becoming a major engine for knowledge development in a variety of domains such as Wikipedia and open source software development. Many online platforms involve collaboration and coordination among members to reach common goals. In this sense, they are collaborative communities. This paper asks: What factors most inspire online teams to begin to collaborate and to do so creatively and effectively? The authors analyze a data set of 260 individuals randomly assigned to 52 teams tasked with developing working solutions to a complex innovation problem over 10 days, with varying cash incentives. Findings showed that although cash incentives stimulated a significant boost of effort per se, cash incentives did not transform the nature of the work process or affect the level of collaboration. In addition, at a basic yet striking level, the likelihood that an individual chooses to participate depended on whether teammates were themselves active. Moreover, communications among teammates led to more communications, and communications among teammates also stimulated greater continuous levels of effort. Overall, the study sheds light on how perspectives on incentives, predominant in economics, and perspectives on social processes and interactions, predominant in research on organizational behavior and teams, can be better understood.
- The componential theory of creativity is recognized as one of the major theories of creativity in individuals and in organizations, serving as a partial foundation for several other theories and for many empirical investigations. It was first articulated by Teresa Amabile in 1983 and has undergone considerable evolution since then. In essence the theory is a comprehensive model of the social and psychological components necessary for an individual to produce creative work. The theory specifies that creativity requires a confluence of four components: Creativity should be highest when 1) an intrinsically motivated person with 2) high domain expertise and 3) high skill in creative thinking 4) works in an environment high in supports for creativity.
- Creative solutions often are born when two unrelated ideas come together for the first time. That's more likely to happen when the collaborators come from different ethnic and cultural backgrounds, thus diminishing the likelihood of redundant ideas. In this paper, via a series of studies, Roy Y.J. Chua, Michael W. Morris, and Shira Mor examine the factors that make intercultural creative collaboration happen. The researchers argue that file-sharing technology has not undermined the incentives of artists and entertainment companies to create, market, and distribute new works. The advent of new technology has allowed consumers to copy music, books, video games, and other protected works on an unprecedented scale at minimal cost. Such technology has considerably weakened copyright protection, first of music and software and increasingly of movies, video games, and books. While policy discussion surrounding file-sharing has largely focused on the legality of the new technology and the question of whether declining sales in music are due to file-sharing, the debate has been overly narrow. Copyright protection exists to encourage innovation and the creation of new works—in other words, to promote social welfare. This essay analyzes the landscape and identifies areas for more research.
- Creativity & Innovation: Tips & Tools:
- Renew your Creative Energy with a Clean Sweep
Wheel of Life: Use this assessment as a springboard for your creativity
Keep a Progress Journal based on Progress Principle: Using Small Wins to Ignite Joy, Engagement, and Creativity at Work
Eight reasons why brainstorming doesn’t work, and what you can do about it
The cure for boring meetings
Five Ways to Foster Your Creativity and Spark Innovation
Fostering Creativity and Innovation at Work
- What is Creativity?
Can Creativity be Taught?
Reflections on Working with Centers of Excellence
Mine the Future for Innovation
Cultivating organizational creativity in an age of complexity
Design Thinking for Innovators
Seven Habits of Highly Creative People
What is the connection between creativity and workplace wellness?
Creative Resilience: 5 strategies to help you thrive during times of transition
Arts-Based Learning for Business
- Arts in Business: Applying arts based learning to organisations
Creatively intelligent companies and leaders: Arts-based learning for business
The Art of Work
Artful Creation: Learning-Tales of Arts-in-Business
Every Leader is an Artist
Improvisation May Be the Key to Successfully Managing Change, Says MIT
Artful Making: Why Managing Innovation is Like Theater
Creativity and Leadership — an interview on JoyTV with Linda Naiman
Corporate Alchemy: How art can be used as a catalyst for transformation in organisations
Creatively intelligent companies and leaders: Arts-based learning for business
Art of Leadership
- How Artist/Leaders Do Things Differently
Leadership Craft Leadership Art
The Alchemy Of Leadership
Make Your Life and Work a Work of Art
The Art of Management | The Economist
What is the connection between leaders and artists?
- The Boiling Frog Dilemma: Saving Canada from Economic Decline
Creative Economy Report 2010: Creative industries are stimulating economic recovery?
John Howkins on the Creative Economy and Creative Ecologies
Ideas are the Currency of the New Economy – Numbers tell the story
- Creativity & Innovation in the Workplace
Creativity in Science
- Our insights and methodologies are drawn from the multi-disciplinary perspectives of business management, art, design, and social science research. Our focus is on leadership and team development, creativity, collaboration, and cultivating environments that foster innovation. We believe in positive psychology and the philosophy of Appreciative Inquiry (AI): People and organizations flourish when they focus on human ideals, achievements, and best practices.
The TRAFFIC 2014 Halloween masquerade was a great success; in the middle of Ron Jackson‘s win as Pharaoh along with wife Diana dressed as Isis, the announcement of the awards was somehow forgotten.
Here are the winners, right off Ron’s Facebook:
1. Developer of the Year – Adam Dicker
2. Broker of the Year – Dave Evanson (Sedo)
3. Blogger of the Year – Michael Cyger (DomainSherpa.com)
4. Most Promising New gTLD – .CLUB
5. Best Marketing by a New gTLD – .CLUB
6. Best Overall Domain Solution - DomainNameSales.com
7. Sponsor of the Year – Uniregistry
8. Domainer of the Year – Adam Dicker
9. Bandit Berkits Goodwill Ambassador Award – Richard Lau
10. Women in Domaing (*new award) – Ilze Kaulins-Plaskacz (ExcellentDomains.ca).
11. Domain Hall of Fame – John Beryhill (attorney) and Michael Cyger (DomainSherpa.com)
12. Special Hall of Fame Award in Memory of Ren Warmuz (Trellian.com & Above.com), who passed away a year ago after a hard fought battle with cancer.
- Domain parking ads don’t consider the full meaning of a domain name that spans the dot.
A couple weeks ago Donuts launched the .cash top level domain name.
This got me thinking about domain parking. I’ve owned a few .com domain names with the term “cash” in them. When they got clicks, they were high dollar clicks. There are lots of expensive Adwords terms related to cash.
So would traffic to something.cash monetize well?
No, not on the basis of the top level domain name.
As of right now, Google does not consider the new TLD term when deciding which ads to serve on parked domain names. It only considers the second level domain name.
This creates a problem for domain names in which you need both the left and right of the dot to determine the full meaning, e.g. austin.condos.
Sedo, one of the largest domain name parking companies, told Domain Name Wire that Google has confirmed to it that considering the new TLD is in Google’s feature pipeline.
However, I wouldn’t expect Google to roll it out any time soon. There’s very little traffic to new TLDs so far. Sedo said that new TLDs accounted for just 0.13% of its traffic in June.
I have come across a couple examples of parked domains that seem to show ads based on the full context of the domain name despite the full meaning spanning the dot, so there’s hope for decent monetization while you wait.
A currently unknown entity has filed a UDRP on the domain name SoapBoxDerby.com that has been registered since 2001 and is owned by Vertical Axis.
As it currently stands, it appears that Vertical Axis only defense is Laches (14 years since the domain was registered), as a live trademark filed in 1976 may be the ones who filed the UDRP:
Owner (REGISTRANT) International Soap Box Derby, Inc. CORPORATION OHIO 789 Derby Downs Drive Akron OHIO 44306
International Soap Box Derby, Inc. uses the domain name AASBD.org for its main website currently.
A soap box derby is a gravity race and youths often build the cars themselves to race them. The racing actually dates all the way back to 1933 when Myron Scott, a photographer for Dayton, Ohio newspaper Dayton Daily News, put together an impromptu race for 19 boys according to Wikipedia.
There are currently 663 actively registered domain names that simply start with the term “soapbox” and 11 domains that contain SoapBoxDerby exactly and or SoapBoxDerby+Keyword.
Having recently completed my role as co-editor of Innovations in Social Work Research, it seems like a useful time to offer some reflections on where research features in the development of social work education. The chapters of the book have identified innovative research practices around areas as diverse as new technologies, visual methods, dissemination and user involvement – amongst a range of wonderful and inspiring contributions. The whole presents a lively and creative sector containing what I believe to be the vanguard of a golden generation of social work researchers thinking imaginatively about how to explore the social world around them and influence policy and practice.
And yet, there are also elements that are less encouraging. There is a growing concern with the disconnect between professional education and research. On the one hand we have social work academics who, as evidence sadly demonstrates, are finding it easier to be successful in their research careers when they are not engaged in direct teaching. This has to be understood in an open way – universities, of course, value high quality publications in journals and high yields on grant capture projects – and no one can be in two places at once. Indeed, funding and league tables are dominant forces in Higher Education. And whilst a wide variety of practices exist across the sector and ‘full time’ researchers are indeed just that – a slow but steady drift away from the lecture theatre can be observed. This can be coupled with what appears to be an orientation away from pedagogic research related to the professional area. Funders and academics are looking less often at what makes social work education effective. This vacuum has, and will continue to be, filled by untried and misunderstood approaches. We all need to understand these conflicting demands – but try to redress that balance.
On the other hand we also need to consider the narratives that surround policy development of social work education. Croisdale –Appleby in his 2014 report on social work education talked of the social worker as a ‘practitioner, professional and social scientist’ – such an imaginative and forward thinking notion. But the resolution of the contradictions of his and Narey’s reports remains – 18 months later – a forlorn hope. Policy makers appear to have lost (by carelessness or design) the awareness that research belongs in social work education. The recent development of Teaching Partnerships simply didn’t engage with the notion- despite its avowed intent to be about quality. Research as a word didn’t appear in the guidance. How can a high quality professional education not be concerned with research? Its emphasis was on academics being qualified as social workers to the exclusion of the range of knowledge (or indeed teaching ability) they might present. And knowledge appears to be only valued in so far as it relates to the practice of a (Local Authority) social worker.
And this, in turn, does the greatest disservice to the profession. Surely we know that high quality professional practice requires the practitioner to generate new knowledge and understanding in the myriad of complex scenarios they encounter. Connections should be made between the shared experiences they encounter of the users of the service they provide and those communities with which they interact. These connections form new understandings and, in turn, improve delivery. And yes, this also requires the support of the research community to reach out and work with practitioners on these lines of thinking – and that this is valued by all stakeholders – I’m looking at you middle managers! But this has to start with an awareness that new knowledge matters as much as received knowledge – and social work education needs to ensure it captures this spark of the professional role in its delivery of teaching- because the light is going out.
So this blog ends with a plea to all those reading this: research matters, research improves people’s lives. Managers in services – make sure your staff have opportunities to hear about and engage with research. Policy makers – don’t lose sight of the role research plays in professional education. Academics – reach out to practitioners and students alike with your research and make sure it gets heard in the lecture theatres of universities and the staff meetings of practitioners. And students reading this blog – find out who is doing interesting research in your institution, or beyond, and ask your programme to invite them along. Ask to learn more! In the meantime, the chapters of this book will hopefully be one offering of dissemination so that readers from across all these groups can see what there is on offer here – and what we must ensure the profession and its users doesn’t miss out on.
Aidan Worsley BA, MA, MPhil, FRSA is a Professor of Social Work and Executive Dean of the College of Business, Law and Social Sciences at the University of Central Lancashire and. He is a qualified, registered social worker, with a background in criminal justice work and wide experience as an academic manager, external examiner and active researcher in areas of social work education, social work and service user led research, practice learning and interprofessional learning and teaching. He has provided training and consultancy to a wide range of organisations across the health and social care sectors.
Julian Cohen, author of All About Drugs and Young People, is a writer, educator, counsellor and consultant who has specialised in drug and sex education work with children, young people, parents, carers and professionals for nearly 30 years. In this blog post he covers tips and advice for adoptive parents who may be concerned about their child and drugs, and there is a free extract from the book for you to read at the end of the post.
National Adoption Week is highlighting the fact that over 4,000 children in England are waiting for adoptive parents. A significant number of these children are older, have had particularly distressing childhood experiences and have additional and complex needs. They need adoptive parents who will help them overcome their troubled backgrounds. This means consistently sticking by them through the good times and the bad, helping them to make sense of who they are and to grow up feeling safe and secure.
These children may use a range of drugs not just to have fun but in an attempt to escape from unpleasant feelings they have about themselves, past experiences and anxieties about their futures.
Adoptive parents need to be drug aware and sensitive and relaxed about how they deal with young people’s involvement with drugs. How can they go about doing this? Here are 10 suggestions to help you be prepared.
1. Be aware that we are all drug users and have a lifetime drug career. If we think of drugs as mood altering substances they include alcohol, tobacco, caffeine and medicines, as well as illegal drugs, ‘legal highs’ and other socially taboo substances such as solvents. We all self- medicate throughout our lives. The key is to promote a relatively healthy and safe drug career, rather than a damaging one. Cohen_All-About-Drugs_978-1-84905-427-0_colourjpg-web
2. Be informed – learn about drugs and their use. You don’t need an encyclopedic knowledge but you do need to know something about various drugs, the different ways they are used, possible effects and dangers. At the same time you need to avoid the many myths that often surround discussion of drugs. Read books, look on the internet and talk to other adults and to young people.
3. Be aware of your own use of drugs, both past and current, and your particular feelings about drug use. What messages is your use giving your child, why do you feel as you do and how do your views compare with and other adults you know and with young people?
4. Be realistic. Be clear about what you can expect of children of a particular age, development and background. Drug use can be dangerous but avoid exaggerating the risks. Going over the top about dangers is a sure way of closing down communication with young people. And don’t think that they always will be deterred by risky behaviours. Risk can be attractive to them. Rather than expecting they will never use drugs adopt a harm reduction approach where you can have an honest dialogue with them about what they are up to and help to ensure their safety.
5. Talk with young people and make drug use a normal topic of conversation. Use opportunities that arise from watching TV and films. Don’t rush in and tell them what to feel, think or do. Take it gently and listen to what they have to say. You may sometimes need to bite your tongue and agree to disagree.
6. Know how to assess the risks involved with young people using drugs. Take into account the particular drug they may be using, how much and how often, how they are feeling in themslef and also who they may be using with, when and where. Don’t assume the worst and be aware that heavy, regular drug use is often motivated by a desire to blank out painful emotions.
7. Negotiate sensible, age appropriate drug rules. Rather than impose rules discuss with young people what they think might be best. Start with alcohol, cigarettes, caffeine and medicines. If, what, how much and often, when, where and who with can be discussed. You can consider sanctions for breaking the rules and might also put the spotlight on your own drug use as well as theirs.
8. Educate young people about drugs. Learn together by talking and looking at drug pamphlets, books and the internet. Include learning about basic first aid so they can help other people in any emergency situations. Support their school to deliver relevant drug education.
9. Respond to situations where young people become involved with drugs without panicking, being aggressive or overly draconian. Rather than rushing to act, whenever possible create time to think carefully and find out more before responding.
10. Know where to get help, if needed. The Frank website – www.talktofrank.com – can point you to local drug services that offer information, advice and support for young people and for yourself. They also have a telephone helpline on 0300 123 6600. If you need help or advice also consider talking to your local adoption support groups and workers, other adoptive parents and your family and friends.
Remember, most young people who use drugs, including illegal and other socially taboo substances, do so without getting into serious problems. And many of those who do have problems with drugs will, in time, grow out of it. Supportive parenting can make a huge and positive difference to young people’s drug careers and their lives.