Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Robert Stephens Discusses CIO Leadership and IT Innovation
Freedom with Fences—Robert Stephens Discusses CIO Leadership and IT Innovation
Chapter 1: Freedom with Fences—Robert Stephens Discusses CIO Leadership and IT
Innovation
Founder and Chief Inspector of Geek Squad and Vice President for Best Buy, Robert Stephens is an
articulate information technology leader and innovator who feels most comfortable and direct
when sharing his insights and experiences by speaking rather than writing. This chapter
transcribes a dialogue based on several recorded sessions with the editor. Section headings were
subsequently assigned by the editor to indicate changes in the themes of the discussion.
THE CIO LEADERSHIP PARADOX
Joe Stenzel: As an innovative IT entrepreneur with experience in both the arts and
engineering sciences, you’re schooled to appreciate the vital balance between the creative
dimensions and professional disciplinary standards of CIO leadership expectations and
responsibilities. Describe how this apparent paradox plays out in the current information
environment.
Robert Stephens: The nature of the game has changed from the perspective of the CIO, especially in
the last five years. Some of the rules for IT architecture and design are partially less formal, moving
back in the direction of the mainframe, server client, and dumb terminal, but rapid prototyping is
the area where innovative playfulness will soon be codified. With the development of mobile
applications, smaller screens, and fewer buttons, it will be increasingly important for the CIO to
avoid becoming too formal. CIOs will increasingly promote a cultural layer of playfulness within the
enterprise and IT organization—a virtual sandbox if you will—as a part of the CIO’s arsenal, point
of view, and leadership attitude.
Balance is everything. We have freedom to innovate in play, but it has to be a freedom with fences.
There’s always a tendency to equate playfulness with the ignorant or the rule breakers. What about
HIPAA? What about Sarbanes‐Oxley? Critics will tell us that we can’t playfully innovate while
protecting our enterprises. They’re simply wrong. CIOs get paid to help innovate and stretch. IT has
become even more central to business success than ever, because the lines between an internal
enterprise IT system and a customer‐facing experience are diminishing all the time.
We need a balance between the formal discipline and playful innovation that characterizes the CIO,
and the metaphor is really the human brain. The more we learn about the brain through functional
MRI and PET scans, the more we learn that everybody is creative, everybody is methodical,
everybody has varying degrees and kinds of intelligence by which we express our unique gifts—
cognitive, emotional, social, ecological, artistic. Much of this is inherited, and the rest is fostered by
the environment. The CIO facilitates creation of an innovative environment within the IT
organization and the greater enterprise by setting the tone as a disciplined, but innovative, chief
executive.
Innovation is art. Balancing is an art. As an inherently playful activity, art shows us the way to
creativity and innovation. CIOs have to get things done, but business pressures place the CIO in a
position of constant paradox: innovate, but keep the enterprise safe and secure. Business is how we
live, and art is why we live. Back and forth, back and forth.
I’m only now coming up with the words to articulate this human intellectual dynamic. Art and
playfulness are essential in life, and strategically essential in business. Art is that abstract, shapeless
2 | Chapter 1: Freedom with Fences
playground from which new ideas spring, and that’s why it’s so relevant to business strategy:
processes very quickly become commoditized, copied, and stolen. As Picasso said, “Bad artists copy.
Good artists steal.” The CIO has to find a way to help enterprise employees find access to that
artistic space where they develop newer, brighter, faster, cheaper forms of products and services.
That’s why every art historian should take an engineering class and every engineer should have
that art history class—CIOs included.
This suggests that balanced leadership is characterized by highly personal frameworks for
understanding disciplined creativity.
I share the conclusions drawn in Richard Florida’s Rise of the Creative Class[1] and Daniel Pink’s A
Whole New Mind[2] about the importance of developing the right‐brain, but the message I want CIOs
to understand is that everybody has artistic capacity to some degree, especially our employees. I
learned two important things in my two short years of art school. Maggie Phillips was a member of
one of the first graduating classes from the Institute in the 1920s, a classmate of Georgia O’Keeffe,
and my 2‐D drawing instructor at the Art Institute of Chicago. She’d walk around us as we were
drawing—like a football coach on the sidelines—and she would train us by saying:
Don’t look at your hands. Don’t look at what you’re drawing on the paper, look at what you’re
drawing—the real object. Your mind will draw and express the object only as well as it has come to
know that object. There is no perfect line except the one you draw without editing, without that
parental frontal cortex telling you the “rules.” Ignore that voice.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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