Innovation today considers the economic, environmental, and/or social sustainability of an innovative initiative from its inception or idea generation through to its commercialization or implementation. This concept applies to many types of innovation such as products, processes, services, technologies, and business models. Companies use innovation as a means to gain a competitive advantage and bring value to business stakeholders. This book introduces business innovation, from incremental innovation such as enhancing the performance of an existing product, service, or process, to radical or disruptive innovation such as one that has a significant impact on a market. The content examines how leaders foster a culture of innovation, how companies turn creativity into innovation, and how innovation transforms not only organizations but economies as well.

Through lectures, discussions, and class exercises, 15.322 analyzes the human processes underlying organizational behavior and change. The class makes students aware of the challenge of organizational change and equips them to better handle it. There are many psychological and sociological phenomena that regularly occur in organizations, though many of these forces are difficult to see. The aim is to increase the students’ understanding of these forces – in themselves and in others – so they become more visible and manageable. The prerequisite for this course is 15.321 Leading Organizations I.

This video covers the topic of Business Model Innovation, with a focus on the COVID-19 pandemic.

Video with examples of companies that have prospered and adapted to the uncertainty of Covid-19.

Word Count: 5489

Included H5P activities: 12

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Organizations in the 21st century are in need of culturally intelligent managers and leaders. The pressure to build authentic global networks and to cultivate an appreciation and respect for cultural differences and similarities has driven cultural intelligence to the forefront of diversity and inclusion work.

Preparing today's students to be effective leaders in their professional lives requires that they hone their cultural intelligence as it is vital to working inter- and intra-culturally in today's global economy. This unique ability to identify, recognize, and acknowledge the differences and similarities that exist between and among cultural groups and systems will set their leadership skills apart from the masses. And when applied, cultural intelligence can bridge the gap in cultural misunderstanding by creating awareness, knowledge, and patience of cultural norms and behaviors.

The purpose of Leading With Cultural Intelligence by Mia Moua is to outline the important ideas of cultural intelligence and the steps that must be considered and then practiced to become a culturally intelligent leader. The most important aspect covered within this book is that cultural intelligence is both a strategy and a tool towards cultural competency and proficiency. This book outlines the importance of understanding culture and its impact on organizations, the strategic value of cultural intelligence, and the significance of integrating and practicing cultural intelligence in everyday business life. When all these aspects are properly integrated and applied in the leadership and management process, organizations are more innovative and adaptable to respond to cultural changes.

Este curso contiene un subconjunto de material en español del curso 16.660J (en Inglés). Para la versión en Inglés, por favor vea 16.660J Introduction to Lean Six Sigma Methods January IAP 2012.
El programa presenta los fundamentos del pensamiento Lean a través de conceptos y herramientas prácticas y aplicables. Este curso cubre los principios fundamentales, prácticas y herramientas de una empresa Lean, incluyendo Lean Six Sigma y otros métodos de enfoques modernos para la productividad organizacional. El curso incluye ejemplos y ejercicios aplicados en la industria aeroespacial, automotriz, servicios de salud y otros sectores. La metodología es altamente interactiva con simulaciones y ejercicios orientados hacia el aprendizaje de conceptos aplicados en experiencias grupales, incluyendo una simulación Lego®, tour virtual a fábricas, charlas de expertos entre otros. Este curso fue ofrecido en la Pontificia Universidad Católica de Chile a través del Centro de Excelencia en Gestión de Producción (GEPUC) de 17 a 19 abril, 2013.
MIT Professional Education
Conecta A Los Profesionales Con Conocimiento Y Expertise Avanzado A Traves De Entrenamiento Y Capacitacion
Los cursos y programas ofrecidos por MIT Professional Education son diseñados por expertos de MIT para conectar a profesionales de la industria con los últimos avances tecnológicos y de conocimiento. La inmersión en un intenso ambiente de aprendizaje permite a profesionales alrededor del mundo la oportunidad de acceder a información crucial para nutrir sus carreras, generar un mayor desarrollo empresarial e impactar al mundo. Nuestros programas le entregan a los participantes acceso inigualable a los mayores expertos de cada área. Esta experiencia de aprendizaje altamente focalizada les permite acceder a tópicos de interés vital y compartir con expertos reconocidos a nivel mundial además de incorporarse a una red internacional de colegas talentosos.
Para mayor información acerca de los programas de MIT Professional Education favor visitar: http://professionaleducation.mit.edu.

Cette ressource est destinée à toute personne souhaitant développer son leadership. La première dimension de ce dernier est la vision. Une question s'impose : quelle est la vision d'un leader ? Dans cette ressource, la définition de la vision sera débatue dans un premier paragraphe, ensuite la démarche de définition de sa vision est développée.    

This lesson helps students understand why Earth is considered the "water planet." Students analyze how much of Earth's water is available for humans to use for life-sustaining purposes, and they explore the concept of water scarcity in both physical and economic terms. They look at the many ways that humans use water and investigate international trends in agricultural, industrial, and household water consumption. The lesson also sets up the focus of this course: the concept of water footprints. Students explore how water footprints are an invaluable tool for identifying patterns of water use so that individuals, businesses, and even nations can more effectively manage their use of one of the most precious resources on Earth: water. Critical to this exploration is a visit to Watercalculator.org, where students calculate their personal water usage, analyze the results, and set a base point for tracking and conserving their water use.

This is the first of the three-part Lessons for Understanding Our Water Footprint: High School Lesson Plans.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This lesson helps students understand why Earth is considered the "water planet." Students analyze how much of Earth's water is available for humans to use for life-sustaining purposes, and they explore the concept of water scarcity in both physical and economic terms. They look at the many ways that humans use water and investigate international trends in agricultural, industrial, and household water consumption. The lesson also sets up the focus of this course: the concept of water footprints. Students explore how water footprints are an invaluable tool for identifying patterns of water use so that individuals, businesses, and even nations can more effectively manage their use of one of the most precious resources on Earth: water. Critical to this exploration is a visit to Watercalculator.org, where students calculate their personal water usage, analyze the results, and set a base point for tracking and conserving their water use.

This is the first of the three-part Lessons for Understanding Our Water Footprint: Middle School Lesson Plans.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This lesson centers on a deeper exploration of the water footprint associated with food. Students learned in Lesson 1 that virtual water, especially as it relates to food, typically makes up the majority of their water footprint. In this lesson, they find out why. First, they see an attention-grabbing demonstration of how much water is needed for three food products. Second, they break into groups to do research, and then they teach their classmates about key aspects of water use related to food and agriculture. Next, they think about how their diet is influenced by social groups, advertising, and structures in place at home and at school that encourage them to potentially eat food with large water footprints. Finally, they brainstorm ways they might be able to influence change in those areas. The lesson concludes with students sharing their ideas and providing one another with constructive feedback.

This is the second of the three-part Lessons for Understanding Our Water Footprint: High School Lesson Plans.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This lesson centers on a deeper exploration of the water footprint associated with food. Students learned in Lesson 1 that virtual water, especially as it relates to food, typically makes up the majority of their water footprint. In this lesson, they find out why. First, they see an attention-grabbing demonstration of how much water is needed for three food products. Second, they break into groups to do research, and then they teach their classmates about key aspects of water use related to food and agriculture. Next, they think about how their diet is influenced by social groups, advertising, and structures in place at home and at school that encourage them to potentially eat food with large water footprints. Finally, they brainstorm ways they might be able to influence change in those areas. The lesson concludes with students sharing their ideas and providing one another with constructive feedback.

This is the second of the three-part Lessons for Understanding Our Water Footprint: Middle School Lesson Plans.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Session 1 of this lesson begins with a quick activity to get students thinking about their direct and virtual water use. It introduces a few new ideas for virtual water use that may surprise students, including the virtual water required for the products we buy and use. Then students form marketing teams to explore five categories of water use (indoor, outdoor, diet, electricity, and buying habits) and create infographic posters to share what they learn. Then, in Session 2, students remain in five teams to audit the school's indoor and outdoor direct water use as well as several categories of virtual water use: food, energy, and electronics. They use what they learn to create a strategic conservation action plan that incorporates their How to Save Water awareness campaign in an effort to decrease the school's overall virtual water use. The lesson can be conducted as a short project or a more comprehensive capstone project.

This is the third of the three-part Lessons for Understanding Our Water Footprint: High School Lesson Plans.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Session 1 of this lesson begins with a quick activity to get students thinking about their direct and virtual water use. It introduces a few new ideas for virtual water use that may surprise students, including the virtual water required for the products we buy and use. Then students form marketing teams to explore five categories of water use (indoor, outdoor, diet, electricity, and buying habits) and create infographic posters to share what they learn. Then, in Session 2, students remain in five teams to audit the school's indoor and outdoor direct water use as well as several categories of virtual water use: food, energy, and electronics. They use what they learn to create a strategic conservation action plan that incorporates their How to Save Water awareness campaign in an effort to decrease the school's overall virtual water use. The lesson can be conducted as a short project or a more comprehensive capstone project.

This is the third of the three-part Lessons for Understanding Our Water Footprint: Middle School Lesson Plans.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Educational videos related to Economics. This video gives step by step method in solving graphically a linear programming problem which involves maximization...

Job and skill description for a Lodging Manager, also known as Front Desk Manager, Front Office Manager, Hotel Manager, or Resort Manager.

What they do:
Plan, direct, or coordinate activities of an organization or department that provides lodging and other accommodations.

On the job, you would:
Answer inquiries pertaining to hotel policies and services, and resolve occupants' complaints.
Participate in financial activities, such as the setting of room rates, the establishment of budgets, and the allocation of funds to departments.
Confer and cooperate with other managers to ensure coordination of hotel activities.

Este es un recurso virtual, cuyo objetivo es dar una introducción a la Logística Internacional a estudiantes de negocios internacionales.

This International Study Tour went to New Zealand during the first half of the 2016 Spring semester and travel during the Sloan Innovation Period. International Study Tours provide students with a course credit opportunity to identify and address issues about which they feel particularly passionate. After classroom sessions featuring faculty, industry, and cultural experts, students embark on site visits to their destination of choice, meeting with industry and government leaders, as well as local alumni. Through these visits, students are able to build on the preparatory course work with an in-depth exploration of industries, companies, and countries they have visited.
This course fulfills the Sloan Innovation Period (SIP) elective requirement. SIP occurs at the midpoint of each semester providing students with an intensive week of experiential leadership learning, as well as exposure to groundbreaking faculty work. It allows students to engage in intellectual exploration outside the classroom. SIP degree requirements include core courses in ethics and leadership as well as electives.

Sloan’s Teaching Resources Library provides open access to case studies and management simulations for management educators and students worldwide. This collection of teaching materials and games focuses on areas in which Sloan’s innovative research and teaching are on the cutting edge, including action learning, entrepreneurship, leadership and ethics, operations management, strategy, sustainability, and system dynamics.
Formerly known as LearningEdge, and MIT Sloan Teaching Innovation Resources (MSTIR).
Online Publication