BUSI 5805 F

Innovation Management
Fall 2007
"An innovative business is one which lives and breathes 'outside the box'.
It is not just good ideas, it is a combination of good ideas, motivated staff
and an instinctive understanding of what your customer wants,
and then combining these elements to achieve outstanding results."
Richard Branson, CEO The Virgin Group.
Instructors:
Dr. Uma Kumar
Office: 807 Dunton Tower, Phone: 520 6601
Email: uma_kumar@carleton.ca
Dr. Vinod Kumar
Office: 1711 Dunton Tower, Phone: 520 2379
Email: vinod_kumar@carleton.ca
Office Hours (807DT): Monday, Thursday 1:30 pm-2:15 pm
Innovation represents the core renewal process in any organization and unless an organisation
is prepared to work continuously at renewing what it offers and how it creates and delivers that
offering, there is a good chance that it won't survive in today's turbulent environment. It's a
sobering thought that only one firm out of the Dow Jones index actually made it through from
the beginning to the end of the 20th century - even the biggest enterprises have no guarantee of
survival and the mortality rate for smaller firms is very high too or is this only a problem for
individual firms; as work by Professor Utterback of MIT indicates, whole industries can be
undermined and disappear as a result of radical innovation which rewrites the technical and
economic rules of the game. Two worrying conclusions emerge from his work; first, that most
innovations which destroy the existing order originate from newcomers and outsiders to a
particular industry, and second, that few of the original players survive such transformations.
Whether we are talking about such radical shifts or more modest step-by-step improvements,
innovation matters. It is hard to argue against the fact that changes in the goods and services,
which we consume and the ways in which those are produced and delivered have a huge impact
on our lives. Such impacts may be positive as in better health care, availability of food and
shelter or overall increase in living standards or negative, as, for example, in increasing the
availability of sophisticated weapons to terrorists or the growing pollution of the planet. Either
way we cannot ignore the central role innovations play and in doing so, we need to recognize
the importance of how we shape and direct the process of change. In other words, how we
manage innovation. (John Bessant, March 2003)
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Course Description
This course covers the basics of the management of innovation. Topics to be covered include
innovation of products and processes for customer value, new product development process,
commercializing innovations and innovation organization, among others. It should be
emphasized that a great part of the course focuses on new product development (NPD)
processes.

Text Book:
There is no text book for the course. Notes, Cases and research articles will be used throughout
the course.
Reference Books:
Robert A.Burgelman, Clayton M.Christensen, and Steven C. Wheelwright, Strategic
Management of Technology and Innovation, McGraw-Hill Irwin, 2003.
Clayton M. Christensen, Michael E. Raynor, The Innovator's Solution: Creating and
Sustaining Successful Growth, Harvard Business School Press, 2003.
Clayton M. Christensen, The Innovators Dilemma, Harvard Business School Press, 1997.
Clayton M. Christensen, Innovation and the General Manager, McGraw-Hill Irwin, 1999.
Clayton M. Christensen, Scott D. Anthony, and Eric A. Roth, Seeing Whats Next: Using the
Theories of Innovation to Predict Industry Change, Harvard Business School Press, 2004.
Mark Dodgson, The Management of Technological Innovation, 2000. (Also available as ebook at Carleton University Library).
Matthew B. Miles and A. Michael Huberman, Qualitative Data Analysis, Sage Publications,
1994.
Geoffrey A. Moore, Dealing with Darwin: How Great Companies Innovate at Every Phase of
their Evolution, Portfolio, Penguin Group, 2005.
Everett M Rogers, Diffusion of Innovations, New York: Free Press, 2003.

Case Studies
We will use the following 5 case studies in the course:

Improving the Product Development Process at Kirkham Instruments Corp, Christensen,

Clayton M. Case No. 9-. Harvard Business School Publishing, (pages).

Innovation at 3M Corp. (A). Thomke, Stefan; Nimgade, Ashok. Case No. 9-699-012.
July 2002. Harvard Business School Publishing, (23 pages).

Hewlett-Packard: The Flight of the Kittyhawk, Christensen, Clayton M. Case No. 9-697060, Revised 2006, Harvard Business School Publishing. (18 pages)

Continuous Casting Investments at USX Corp. Christensen, Clayton M. Case No. 9-697020. Published 07/17/1996, Revised 03/09/2000. Harvard Business School Publishing,
(18 pages).

IDEO Product Development.Thomke, Stefan; Nimgade, Ashok. Case No. 9-600-143.

October 2000. Harvard Business School Publishing. (18 pages)

Course Design
The course will consists of seminars, class discussions, case assignments, a result and consulting
project, guest lectures, and a final exam. The grading scheme is as follows:
Class Participation
3 Case Write-ups
R&C Group Project
Final Exam.

20%
15%
30%
35%

The group project is due two weeks after the last class.

Class Participation Contribution to Class Discussions (20%)

A general guideline is: Read all the required readings and participate in class discussions
as actively and constructively as possible. Please, note that we will not evaluate your
participation in class discussions on the first and last class (Final Exam). In the rest of the
classes10 classes in totalwe will grade each students participation in class discussions. The
continuum of the instructors evaluation ranges from 0 to 2. That is, the minimum possible mark
for participation in each class discussions is 0, the maximum is 2. Therefore, the total highest
mark for participation in class discussions throughout the course is 20, the lowest is 0.
Instructors will evaluate your participation in class discussion by applying the following
criteria:
1. Did the student participate in todays class discussion?

2. Was there evidence that the students participation in the discussion was based on his or her
knowledge of the required readings? Did the student really read ALL readings assigned for a
given class or was the students discussion based only on his or her past experience and/or
common sense? (For classes in which readings/cases are required)
3. Was the students discussion appropriate and to the point?
4. Did the student contribute to class learning?
Class discussions provide an opportunity to manifest your creative abilities.
Case Write-ups (15%)
There will be 5 cases discussed in this course. You will be required to hand in write-ups for 3 of
these cases. Each case is worth 5% of final grade. To assist you in completing this assignment a
set of questions for each case that we expect to see answered in your write up will be provided in
the preceding class. These questions will also form the basis of our discussion in class. When
handing in the case write-up DO NOT just repeat case facts. Rather, you need to analyse the
material given in the case when answering the case questions. Case write-ups should be precise
and to the point not exceeding typed 3 pages double spaces.
Sample Case Question (for Hewlett-Packard: The Flight of the Kittyhawk Case): What were the
key reasons behind the failure of HPs Kittyhawk program? Discuss how could have HP avoided
failure of Kitty Hawk project by addressing some of these reasons that you have listed?
Make sure that you give the rationale behind all your recommendations. Finally clarity of writing
is an important part of communication. Marks will be taken off if the case submission is not well
written.
It should be noted that the case write-ups are due before it is discussed in the class. No case
write-up submissions will be accepted for grading after the discussion has begun.
Further tips for Case Analysis are appended to the course outline.
Research and Consulting (R&C) Project (30%)
C was added to this Research project for ensuring relevance of research output to industryyour future employers. It was considered important that our MBA graduates develop abilities to
produce case studies, white paper or policy position documents for the companies they go ahead
and lead in the future.
The R&C Project is a team effort.
The objective of the project is to develop a business plan to adopt a new/emerging technology.
Your client is a particular industry sector as a whole or a specific company (preferably a large
size) who you think will be significantly benefited by adopting this technology. Your project
team will be required to do extensive research using the advanced information tools, journals,
and databases available in the library and develop a business case for technology adoption and
implementation.
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Some possible topics include:

Adoption of:
RFID in Retail sector (in general) OR say in Walmart, Hacoupian Clothing Company, Shahrvand
Chain Store, HBC
VOIP in Telecom Service providers (in general) OR say in Bell or Primus
VOIP at Ford Motor Company
WLAN by ISP (Internet Service Providers) (in general) OR say by Sympatico
Hydrogen Cell by Automobile sector (in general) OR say by Ford or Honda or General Motors
Eco-fuel by an Oil Company such as Shell
iPod Course Delivery by a specific University
Hapto-visual technology for remote operations
Self Scanning Check-out System by grocery dealers in general or by Loblaws Chain of stores.
ERP systems by a specific large organization, e.g., Parsian company
Student Payment System at an Academic Institute e.g., Nabi Akran, Carleton
Etc.there are tons of examples.

The R&C Project will include the following deliverables:

Deliverable 1: Project Presentation (5 %)

All teams will make a group presentation (20 min max.) of their research findings and
recommendations to the class in the final session. At this time you should have prepared the
"Skeletal essentials" of the final report: the likely table of content, your findings and analysis to
that point.
The idea of the informal progress presentation is to give the client (Instructors in this
case) an idea about the consulting teams approach so the client can react to it. Often this leads to
some feedback that orients the final report in the right (or acceptable) direction.
Deliverable 2: Project Presentation (5 %)
All teams will make a group presentation (20 min max.) of their research findings and
recommendations to the class in the final session.
Deliverable 3: Project Report (20 %)
Final project report (fifteen double- spaces pages maximum) is due on or before December 15.
The report must include
Executive Summary
Background of the adopting organization and its sectors (or specific sector viz its competing
sectors)
Evolution of the technology and its characteristics (things that defines this technology and
terminology); opportunities and challenges it provides
Business case for adoption by the organization
Application(s) description
Competitive edge this technology will provide
Cost/Benefit analysis (tangible and intangible)
Skill set and organization infrastructure requirement/availability
Risks and plans to mitigate the risk
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Consulting teams assessment and recommendations (based upon appropriate analysis)

including implementation plan

Participation of Team members in the project: A confidential note (in a sealed envelope) from
each team member estimating the relative contribution of each team member to the project effort
(out of total team effort of 100%) should be submitted to the instructor separately. For example,
in case of a three member team, if you believe that other two members of your team have made
equal contribution you would give 33.3% team effort mark to each member including yourself.
What skills you will develop:
1) Ability to understand client needs, and scope and define a pragmatic research project with
clients help, and deliver that within the tight deadlines of the course.
2) Ability to collect relevant information, analyze it, and present it effectively.
3) Ability to develop a professional report
4) Presentation Skills
5) Team Work and Collaboration

Final Examination (35%)

Examination is open book/materials (computers not allowed).
The goal of the final exam is to test knowledge acquired during the course. Exam. may consist
of multiple choice questions and short essay questions. Questions will be asked from the material
covered in the class including cases, guest lectures, class notes and readings.
We strongly recommend that you periodically review the required readings and the notes you
make during class discussions.

Case Approach
Cases are brief descriptions of a situation in which an organization finds itself at a point in time.
Basically a case study is only a story, a description of events usually in a chronological order.
These events provide one source of information you will need to answer questions posed. Other
source is the lecture material and research articles discussed in the class. The main purpose of the
case assignment is to identify the problem(s)/opportunities facing the organization and to utilize
theories and ideas you have learned in this course to make decisions on how to solve those
problems. You may feel uncomfortable making such decisions even after you have done a
thorough analysis of all the information in the case. Some of what you consider to be key pieces
of information may be missing, but this is part of normal reality. Management decisions are
never made on the basis of complete information.
Cases will also be discussed in class. You may be called upon to discuss some aspect of a case
during the case discussion. You should come to class prepared to discuss any and all aspects of
the problem(s)/opportunities in the case and of the decisions you make.

The following steps are a suggested framework. You can modify them as necessary:
Preview the Case - You may read rapidly or skim through the case, taking notes and
jotting down the important ideas. Discover the parameters of the problem and keep in
mind the questions that have been asked
Read the Case Once you have previewed the case, read it in detail. While reading in
detail, you should be looking for major problems, variables, constraints, limitations,
alternatives. Keep in mind the relevant literature which may help in solving the case.
Note down the relevant points
Identify the causes for the problem and the type of relationship between the problem and
the causes.
Identify alternative solutions and try to determine what is the best solution
Give a recommended solution and a plan for implementation (action plan). The action
plan should attempt to solve both present and future problems. Undesirable solutions that
may occur in the future should also be addressed during this stage. Try to answer what,
who when and why. For example, what should be done, when it should be done, who
should do it and why should it be done. Give clear rationale for the recommendation.
Writing should be well organized, logical, clear and free of any grammatical or spelling
mistakes. You must support statements with facts.
Team Approach
An interactive learning environment provides the maximum potential to explore and truly grasp
the material of the course. To facilitate interactive discussion, teams of 4-5 people will be
formed.
It will be necessary for the teams to meet outside of class to discuss the case analyses. In
addition, during class, teams may be given topics for discussion and/or small tasks to accomplish
Good group dynamics are essential. You are strongly advised to speak to one of the instructors
about group problems as soon as they arise, rather than waiting until it is too late. Instructors
will do their best to help mediate group problems as needed.
Session 1a: Introduction and Overview
Objectives: To give an overview of the course and to define major concepts, such as, innovation,
innovation management, new product development and related terms. Also, various types of
innovations, e.g., product and process, incremental/radical, disruptive and sustaining will be
introduced.
Lecture on Introduction to Innovation Management
Session 1b: Analyzing a Case and Use of WebCT
Objective: To learn how to analyze a case and use WebCT
Lecture on analyzing a case.
Lecture and demonstration of WebCT.

Required Readings:
Notes on How to Analyze a Case

Session 2: Innovation Process

Objective: To understand that technological innovation process consists of many discrete
decisions and behaviours that unfold slowly over time. Several models will be discussed.

Required Readings:
Cooper, R.G., Stage-Gate Systems: A New Tool for Manufacturing New Products, Business
Horizons, pp. 44-54, May-June 1990.
Case Study: IDEO Product Development
Kumar, V., Mathur, S. and Kumar, U. An Overview of the Innovation Process in the Canadian
and Telecommunications (E&T) Industry, Engineering Management Journal, Vol. 6, pp. 23-30,
1994. (G2)

Session 3: Efficiency of Technological Innovation Process

Objective: To find the ways of improving efficiency of the innovation process. Also, what
factors makes an innovation successful will be discussed.
Required Readings:
Kumar, V. Persaud, A.N.S. and Kumar, U. On Improving the Efficiency of the Defence
Innovation Process: An Empirical Framework, Technovation, Vol. 14, No. 5, pp. 311-321 1994.
Kumar, V. Persaud, A.N.S. and Kumar, U. To Terminate or Not an Ongoing R&D Project: A
Managerial Dilemma, IEEE Transactions on Engineering Management, Vol. 43, No. 3, pp. 273284, August 1996.
Wheelwright Steven C., Clark, Kim B. Creating Project Plans to Focus, Harvard Business
Review, pp. 70-82, March-April 1992.
Case Study: Improving the Product Development Process at Kirkham Instruments Corporation
Lecture on Introduction to Lead User Concept (In advance of the topic)

Session 4: Lead users as Innovators

Disruptive Technologies
Objective 1: To understand the organizational dynamics of technological innovation and change
management, to be able to differentiate between disruptive and sustaining technological change,
and to be able to manage company strategy and tactics in dynamic technological environments.
Christensen demonstrates why leading companies that had their competitive antennae up,
listened to customers, and invested aggressively in new technologies still lost their market
leadership when confronted with disruptive changes in technology and market structure.
Objective 2: To understand the lead user method for generating commercially attractive new
product concepts, and how in general managers can make users an important part of the
innovation process
Required Readings:
Lilien, G. L., Morrison, P. D., Searls, K., Sonnack, M., and von Hippel, E., Performance
assessment of the lead user idea-generation process for new product development. Management
Science, Vol. 48, No. 8, pp. 1042-1059, 2002
Daneels, Erwin, Disruptive Technology Reconsidered: A Critique and Research Agenda,
Journal of Product Innovation, Vol. 21, pp. 246-258, 2004.
Bower, J. L. and Christensen, Clayton M., Disruptive Technologies: Catching the Wave,
Harvard Business Review, Vol. 73, No. 3, pp. 43-53, January-February 1995.
Case Study: Innovation at 3M Corporation
Optional Readings: Christensens Innovators Solution (pp. 31-71)

Session 5: Guest Lecture

Case Study: Hewlett-Packard: The Flight of the Kittyhawk

Guest Lecture:

Session 6: Open Innovation

Chesbrough, H. W., The era of open innovation. MIT, Sloan Management Review, pp. 35-41,
2003.
Case Study: Continuous Casting Investments at USX Corp.

Session 7: Individual Group Consultation on R&C Project By appointment

Session 8: Adoption/Implementation of Technology

Objective: The session focuses on user perspective of innovation.
Lecture on adoption/implementation of ERP systems.
Required Reading:
Kumar, V., Murphy, S.A. and Loo, S.C.K., An investment decision process: the case of
advanced manufacturing technologies in Canadian manufacturing firms, International Journal of
Production Research, Vol. 34, No. 1, pp. 947-959, April 1996.

Session 9a: Commercialization of Technology

Objective: To understand the primary means by which technological innovations are
commercialized, and what are key challenges associated with commercializing innovations.

Required Readings:
Dodgson, M. What is the commercialization Process; Marketing Technology Products;
Industrial (intellectual), Property Rights and Know-how, Innovation; Licensing; Technology
Pricing; Technical Standards; Technology Transfer in The Management of Technological
Innovation: An International and Strategic Approach, Oxford University Press, 2000, pp. 187207.

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Session 9b: Technology Transfer and Technology Capabilities

Objective: To understand if the transfer of technology really improves the capability of firms.
Building Technological Capability Through Importing Technology: The Case of Tourism
Industry in Cuba- Uma Kumar
Required Reading
Kumar, V., Kumar, U. and Persaud, A.N.S., Building Technological Capability Through
Importing Technology: The Case of Indonesian Manufacturing Industry, Journal of Technology
Transfer, Vol. 24, No. 1, pp. 5-24, March-April 1999.

Session 10: Business Incubators

Objective: This session focuses on incubating technology. Brick and Mortar incubators and
Virtual incubators will be discussed. Characteristics of a successful incubator will be highlighted.
Incubation activities in university, government labs, and large corporations will also be
discussed.
Comment on System of Innovation
Required Reading:
Kumar, U. and Kumar, V. Best Practices in Incubating Technology, Federal Partners in
Technology Transfer, 1997. (Part I, II, III)

Session 11: R&C Project Presentations and Exam Review

Session 12: Final Exam

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IMPORTANT ADDITIONAL INFORMATION

REQUIRED CALCULATOR IN BUSI COURSE EXAMINATIONS
Starting Fall 2006, only Texas Instruments BA II Plus calculators will be permitted in all 1000level Business course examinations.
Starting Fall 2007, only Texas Instruments BA II Plus calculators will be permitted in all
Business course examinations.
This calculator is available in the campus bookstore (1st floor, University Centre) and at various
other off-campus retail stores.
GROUP WORK
The Sprott School of Business encourages group assignments in the school for several
reasons. They provide you with opportunities to develop and enhance interpersonal,
communication, leadership, follower-ship and other group skills. Group assignments are also
good for learning integrative skills for putting together a complex task. Your professor may
assign one or more group tasks/assignments/projects in this course. If you have a group
assignment you may find the resources at
http://sprott.carleton.ca/academic_programs/groupwork useful.
Before embarking on a specific problem as a group, it is your responsibility to ensure
that the problem is meant to be a group assignment and not an individual one.
MEDICAL CERTIFICATE
Please note that in all occasions that call for a medical certificate you must use or furnish the
information demanded in the standard university form.
http://www.carleton.ca/registrar/forms/Med_Cert_Carleton_University.pdf
PERSONS WITH DISABILITIES
Students with disabilities requiring academic accommodations in this course are encouraged to
contact a coordinator at the Paul Menton Centre for Students with Disabilities to complete the
necessary letters of accommodation. After registering with the PMC, make an appointment to
meet and discuss your needs with me at least two weeks prior to the first in-class test or ITV
midterm exam. This is necessary in order to ensure sufficient time to make the necessary
arrangements. Please note the deadline for submitting completed forms to the PMC for formally
scheduled final exam accommodations in December is November 9, 2007. Please refer to
http://www.carleton.ca/pmc/ for all PMC information.
RELIGIOUS OBSERVANCE
Students requesting academic accommodation on the basis of religious observance should
make a formal, written request to their instructors for alternate dates and/or means of satisfying
academic requirements. Such requests should be made during the first two weeks of class, or
as soon as possible after the need for accommodation is known to exist, but no later than two
weeks before the compulsory academic event. Accommodation is to be worked out directly
and on an individual basis between the student and the instructor(s) involved. Instructors will
make accommodations in a way that avoids academic disadvantage to the student.
Students or instructors who have questions or want to confirm accommodation eligibility of a
religious event or practice may refer to the Equity Services website for a list of holy days and

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Carletons Academic Accommodation policies, or may contact an Equity Services Advisor in the
Equity Services Department for assistance.
PREGNANCY
Pregnant students requiring academic accommodations are encouraged to contact an Equity
Advisor in Equity Services to complete a letter of accommodation. The student must then make
an appointment to discuss her needs with the instructor at least two weeks prior to the first
academic event in which it is anticipated the accommodation will be required.
PLAGIARISM
The University Senate defines plagiarism in the regulations on instructional offenses as: to use
and pass off as ones own idea or product work of another without expressly giving credit to
another.
Borrowing someone elses answers, unauthorized possession of tests or answers to tests, or
possession of material designed in answering exam questions, are also subject to university
policy regarding instructional offences. For more information on Carleton Universitys Academic
Integrity Policy, consult: http://www.carleton.ca/studentaffairs/academic_integrity.
The photocopying of substantial portions of a textbook (e.g. more than 1 chapter or 15% of the
total page count) without the publisher's permission is another misuse of intellectual property,
and is also a violation of Canadian copyright law. Access Canada's web site provides
guidelines on legitimate copying. You may also find helpful information at:
http://library.wlu.ca/access/guidelines.htm
IMPORTANT DATES TO REMEMBER
September 4, 2007 Fall term begins. All students are expected to be on campus
September 6, 2007

First day of fall term classes

September 21, 2007 Last day for registration

Last day to change courses or sections for fall/winter and fall term
courses.
October 5, 2007

University Day at Carleton. Undergraduate classes suspended

October 8, 2007

Statutory holiday, University closed

November 9, 2007

Last day to withdraw from fall term courses and any other courses that
end this term.
Last day to submit, to the Paul Menton Centre for students with
Disabilities, formal examination accommodation forms for December
examinations.

December 3, 2007

Last day of fall-term classes. Fall term ends.

December 6-22, 2007 Final examinations in fall term courses and mid-term examinations in
fall/winter courses will be held. It may be necessary to schedule
examinations during the day for classes held in the evening and vice
versa.
December 24, 2007January 1, 2008
University closed.

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