229
Chapter Nine
THE EDISON INNOVATION LITERACY BLUEPRINT
The Edison Innovation Literacy Blueprint will help you assess your current level of innovation literacy and make it easier for you to set goals and chart
your progress. You will have the opportunity to rate yourself in each of the fi ve competencies of innovation, on an element- by- element basis. Once you’ve com-pleted this pro cess for yourself, we will provide you with resources to do the same thing for your team—and eventually your whole or ga ni za tion.
Using the Edison Innovation Literacy Blueprint as a guide, you can begin map-ping where you need to improve most, and create an action plan to Innovate Like Edison. Building your innovation literacy is a three- step pro cess, as follows:
Step 1: Complete the assessments and scoring gauges for the fi ve competen-cies of innovation.
Step 2: Chart your innovation literacy strengths and gaps on the Edison Innovation Literacy Blueprint.
Step 3: Make an individual innovation literacy development plan for yourself.
On the Blueprint included toward the end of this chapter (page 261), you will note that the fi ve competencies of innovation are listed horizontally along the bottom of the chart, and the elements rise vertically above them.
Step 1 begins with the completion of the fi ve twenty- question assessments in-cluded on the following pages, with one assessment per competency. Immediately following each assessment is a scoring gauge tailored to that specifi c competency. Read the instructions shown on each chart, transferring your point scores from the assessment onto the scoring gauge. Every scoring gauge is designed like a
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230 INNOVATE L IKE ED ISON
radar screen. Your innovation strength areas lie closer to the outside of the gauge, and gap areas lie closer to the interior. A sample of a completed scoring gauge is included to give you a visual reference on how to complete it. Once you have completed all fi ve assessments, you can summarize your scores by transferring them onto the master scoring gauge for elements, then the master scoring gauge for competencies, following the directions provided.
If you do not wish to make marks in your book as you work through the assess-ments and scoring gauges, or if you are away from your book and still want to take an assessment, you can download copies of the assessments and scoring gauges free at www.innovatelikeedison.com. Now, grab a pencil and complete Step 1 to begin identifying your current innovation literacy level.
Step 2 begins on page 255, once you have completed your assessment.
Assessment for Competency #1—Solution- centered Mindset
Please respond to the statements in these assessments by circling the choice that best describes your current habits, not your desired habits. Add the total points for each individual element on the “subtotal” lines shown. When you have completed the entire assessment, fi nd the scoring gauge for Competency #1 and enter the point subtotals for each element, following the directions on the scoring gauge.
If you are completing the assessment based on either a team or division approach, neither category should exceed 50 (fi fty) persons. If the group you desire to assess has more than 50 persons, separate it into smaller segments, then add your results to-gether. This allows you to preserve valuable detail for each member of the group.
If the body of individuals you desire to assess does not lie within your company, or does not have a par tic u lar classifi cation, please identify it as a “unit.” When you enter your data on the scoring gauge chart, you will see a place to name your unit so you can recall whom you are scoring.
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THE EDISON INNOVATION L ITERACY BLUEPR INT 231
COMPETENCY #1: ASSESSMENT
I am completing this assessment based on (select one):
——— Myself as an individual ——— My team ——— My division ——— My unit
Today’s Date: _________
Almostalwaystrue ofme
Mostlytrueof me
Some-timestrueof me
Rarelytrueof me
Almostnevertrueof me
NA/Don’tknow
I write down my goals. 5 4 3 2 1 0I review my written goals on a regular basis.
5 4 3 2 1 0
I visualize each of my goals, seeing them as completed.
5 4 3 2 1 0
I link a feeling of satisfaction, happiness, joy, or other positive emotions with each goal I set.
5 4 3 2 1 0
Element 1 subtotal: ____
I am optimistic and upbeat. 5 4 3 2 1 0When I experience setbacks, I respond by coaching myself in a positive and adaptive manner.
5 4 3 2 1 0
I am always looking for solutions no matter how daunting the challenge.
5 4 3 2 1 0
I am able to inspire and infl uence others using positive persuasion rather than bullying or intimidation.
5 4 3 2 1 0
Element 2 subtotal: ____
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232 INNOVATE L IKE ED ISON
Almostalwaystrue ofme
Mostlytrueof me
Some-timestrueof me
Rarelytrueof me
Almostnevertrueof me
NA/Don’tknow
I have a deep curiosity about many areas of life.
5 4 3 2 1 0
I believe learning continues throughout life, and doesn’t end when formal education ends.
5 4 3 2 1 0
I read on a daily basis (books, periodicals, journals, etc.).
5 4 3 2 1 0
I am informed about current events. 5 4 3 2 1 0
Element 3 subtotal: ____
I view living as a series of experiments. 5 4 3 2 1 0I seek to fi nd practical ways to test the validity of my ideas.
5 4 3 2 1 0
I pursue solutions with relentless vigor and resolve.
5 4 3 2 1 0
I understand and can apply the scientifi c method.
5 4 3 2 1 0
Element 4 subtotal: ____
I am open- minded. 5 4 3 2 1 0I seek out and empathically consider different perspectives besides my own.
5 4 3 2 1 0
I can separate my emotions from my analysis when evaluating a problem.
5 4 3 2 1 0
I do not discard unexpected out-comes or anomalies.
5 4 3 2 1 0
Element 5 subtotal: ____
Record your points for each element subtotal on the Competency #1 Scoring Gauge.
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15 10 515
15
15
10
5
510
1510
5
105
#1
ALI
GN
GO
ALS
TO
PA
SSIO
NS
#5
PUR
SUE
RIG
OR
OU
SO
BJE
CT
IVIT
Y
#2
CU
LTIV
ATE
CH
AR
ISM
ATIC
OPT
IMIS
M
#3
SEEK
KN
OW
LED
GE
REL
ENT
LESS
LY
#4
EXPE
RIM
ENT
PER
SIST
ENT
LY
POIN
T S
CO
RES
FO
R E
LEM
ENT
S 1–
5
CO
MPE
TEN
CY
#1—
Scor
ing
Gau
ge
CO
MPE
TEN
CY
#1—
SOLU
TIO
N- C
ENT
ERED
MIN
DSE
T
Dir
ectio
ns: P
lace
an
"x"
on t
he s
cale
corr
espo
ndin
g to
you
r po
int
tota
l for
each
Ele
men
t fr
om t
he C
ompe
tenc
y #
1A
sses
smen
t. A
fter
ent
erin
g al
l fiv
esc
ores
, con
nect
the
x's
from
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hEl
emen
t. T
hose
poi
nts
lyin
g cl
oses
t to
th
e ou
tsid
e of
the
circ
le in
dica
te a
reas
of
inno
vatio
n st
reng
th, t
hose
clo
sest
to
the
cent
er r
evea
l inn
ovat
ion
liter
acy
gaps
.
SCO
RE
TA
BU
LAT
ION
Usi
ng y
our
asse
ssm
ent
for
Com
pete
ncy
#1,
ent
er y
our
poin
t su
btot
als
here
fro
m e
ach
Elem
ent,
and
als
o en
ter
them
on M
aste
r Sc
orin
g G
auge
1.
Elem
ent
#1:
poin
tsEl
emen
t #
2:po
ints
Elem
ent
#3:
poin
ts
Elem
ent
#4:
poin
ts
Elem
ent
#5:
poin
ts
DAT
E:
YOU
R N
AM
E:
IND
IVID
UA
L
SCO
RIN
G B
ASE
LIN
E:(S
elec
t on
ly o
ne)
TEA
M
DIV
ISIO
N
UN
IT (
Nam
e)
33969_ch03.indd 23333969_ch03.indd 233 8/27/07 1:22:30 PM8/27/07 1:22:30 PM
234 INNOVATE L IKE ED ISON
Assessment for Competency #2—Kaleidoscopic Thinking
Please respond to the statements on the chart by circling the choice that best de-scribes your current habits, not your desired habits. Add together the total points for each individual element on the subtotal lines shown. When you have com-pleted the entire assessment, fi nd the scoring gauge for Competency #2 and enter the point subtotals for each element, following the directions on the scoring gauge.
If you are completing the assessment based on either a team or division approach, neither category should exceed 50 (fi fty) persons. If the group you desire to assess has more than 50 persons, separate it into smaller segments, then add your results to-gether. This allows you to preserve valuable detail for each member of the group.
If the body of individuals you desire to assess does not lie within your company, or does not have a par tic u lar classifi cation, please identify it as a “unit.” When you enter your data on the scoring gauge chart, you will see a place to name your unit so you can recall whom you are scoring.
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THE EDISON INNOVATION L ITERACY BLUEPR INT 235
COMPETENCY #2: ASSESSMENT
I am completing this assessment based on (select one):
——— Myself as an individual ——— My team ——— My division ——— My unit
Today’s date: _________
Almostalwaystrue ofme
Mostlytrueof me
Some-timestrueof me
Rarelytrueof me
Almostnevertrueof me
NA/Don‘tknow
I maintain a notebook. 5 4 3 2 1 0I make entries in my notebook on a daily basis.
5 4 3 2 1 0
I write freely in my notebook, without censoring or editing.
5 4 3 2 1 0
I review my notebook entries on a regular basis.
5 4 3 2 1 0
Element 6 subtotal: ____
I can easily generate a lot of ideas. 5 4 3 2 1 0I am skilled at making analogies. 5 4 3 2 1 0I can readily engage my imagination by making up fantastical stories and image streams.
5 4 3 2 1 0
I can let my ideas fl ow without pre-judging, editing, or censoring them.
5 4 3 2 1 0
Element 7 subtotal: ____
I trust my hunches and intuitions. 5 4 3 2 1 0I can translate ideas or solutions from one project to another.
5 4 3 2 1 0
I am able to deal with information gaps or ambiguities in a productive way.
5 4 3 2 1 0
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236 INNOVATE L IKE ED ISON
Almostalwaystrue ofme
Mostlytrueof me
Some-timestrueof me
Rarelytrueof me
Almostnevertrueof me
NA/Don‘tknow
I am able to see the big picture as well as the details.
5 4 3 2 1 0
Element 8 subtotal: ____
I can picture my ideas in my mind’s eye.
5 4 3 2 1 0
I use drawing, sketching, and creative doodling as part of my problem- solving pro cess.
5 4 3 2 1 0
I use models or graphical simulations of my ideas to expand my thinking.
5 4 3 2 1 0
I use pictures, sketches, or creative doodles to help share my ideas with others.
5 4 3 2 1 0
Element 9 subtotal: ____
I regularly question conventional wisdom.
5 4 3 2 1 0
I regularly question my own assumptions.
5 4 3 2 1 0
I am able to stand my ground when everyone around me disagrees with me.
5 4 3 2 1 0
I am able to be in de pen dent- minded without being pigheaded.
5 4 3 2 1 0
Element 10 subtotal: ____
Record your points for each element subtotal on the Competency #2 Scoring Gauge.
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#8
DIS
CER
NPA
TT
ERN
S
#7
PRA
CT
ICE
IDEA
PHO
RIA
#6
MA
INTA
IN A
NO
TEB
OO
K
#10
EXPL
OR
E T
HE
RO
AD
S N
OT
TAK
EN
SCO
RE
TAB
ULA
TIO
N
Elem
ent
#6:
poin
ts
#9
EXPR
ESS
IDEA
SV
ISU
ALL
Y
DAT
E:
SCO
RIN
G B
ASE
LIN
E:(S
elec
t on
ly o
ne)
IND
IVID
UA
L
TEA
M
DIV
ISIO
N
UN
IT (
Nam
e)
NA
ME:
15 10 515
15
15
10
5
510
1510
5
105
Elem
ent
#7:
poin
ts
poin
tspo
ints
poin
ts
Elem
ent
#8:
Elem
ent
#9:
Elem
ent
#10
:
Usi
ng y
our
asse
ssm
ent
for
Com
pete
ncy
#2,
ent
er y
our
poin
t su
btot
als
here
fro
m e
ach
Elem
ent,
and
als
o en
ter
them
on M
aste
r Sc
orin
g G
auge
1.
Dir
ectio
ns: P
lace
an
"x"
on t
he s
cale
corr
espo
ndin
g to
you
r po
int
tota
l for
each
Ele
men
t fr
om t
he C
ompe
tenc
y #
2A
sses
smen
t. A
fter
ent
erin
g al
l fiv
esc
ores
, con
nect
the
x's
from
eac
hEl
emen
t. T
hose
poi
nts
lyin
g cl
oses
t to
the
outs
ide
of t
he c
ircle
indi
cate
are
as o
fin
nova
tion
stre
ngth
, tho
se c
lose
st t
o th
ece
nter
rev
eal i
nnov
atio
n lit
erac
y ga
ps.
POIN
T S
CO
RES
FO
R E
LEM
ENT
S 6–
10
CO
MPE
TEN
CY
#2—
Scor
ing
Gau
ge
CO
MPE
TEN
CY
#2—
KA
LEID
OSC
OPI
C T
HIN
KIN
G
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238 INNOVATE L IKE ED ISON
Assessment for Competency #3—Full- spectrum Engagement
Please respond to the statements on the chart by circling the choice that best de-scribes your current habits, not your desired habits. Add together the total points for each individual element on the subtotal lines shown. When you have com-pleted the entire assessment, fi nd the scoring gauge for Competency #3 and enter the point subtotals for each element, following the directions on the scoring gauge.
If you are completing the assessment based on either a team or division ap-proach, neither category should exceed 50 (fi fty) persons. If the group you desire to assess has more than 50 persons, separate it into smaller segments, then add your results together. This allows you to preserve valuable detail for each member of the group.
If the body of individuals you desire to assess does not lie within your company, or does not have a par tic u lar classifi cation, please identify it as a “unit.” When you enter your data on the scoring gauge chart, you will see a place to name your unit so you can recall whom you are scoring.
33969_ch03.indd 23833969_ch03.indd 238 8/27/07 1:22:32 PM8/27/07 1:22:32 PM
THE EDISON INNOVATION L ITERACY BLUEPR INT 239
COMPETENCY #3: ASSESSMENT
I am completing this assessment based on (select one):
——— Myself as an individual ——— My team ——— My division ——— My unit
Today’s date: _________
Almostalwaystrue ofme
Mostlytrueof me
Some-timestrueof me
Rarelytrueof me
Almostnevertrueof me
NA/Don’tknow
I use breaks to optimize my energy and productivity.
5 4 3 2 1 0
I know how and when to shift from one topic to another to optimize my energy and productivity.
5 4 3 2 1 0
I experience working in a fl ow state on a regular basis.
5 4 3 2 1 0
When I’m running a meeting, I use breaks and topic shifts to optimize the group’s energy and productivity.
5 4 3 2 1 0
Element 11 subtotal: ____
I value playfulness as a quality that gives me access to new ways of thinking and being.
5 4 3 2 1 0
I am able to be lighthearted in the midst of stressful situations.
5 4 3 2 1 0
I can laugh at myself. 5 4 3 2 1 0
I use humor to help others relax and refocus.
5 4 3 2 1 0
Element 12 subtotal: _____
I understand the concept of intellectual capital.
5 4 3 2 1 0
I know the difference between a patent, a trademark, a ser vice mark, and a trade secret.
5 4 3 2 1 0
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240 INNOVATE L IKE ED ISON
Almostalwaystrue ofme
Mostlytrueof me
Some-timestrueof me
Rarelytrueof me
Almostnevertrueof me
NA/Don’tknow
I am able to share information about my projects in a way that does not compro-mise proprietary methods or pro cesses.
5 4 3 2 1 0
I appreciate the role of protecting intellectual property in the pro cess of innovation.
5 4 3 2 1 0
Element 13 subtotal: ____
I am skilled at eliminating the unneces-sary.
5 4 3 2 1 0
I am able to give clear, concise direc-tions.
5 4 3 2 1 0
I can remain calm and centered while embracing a wide array of challenges.
5 4 3 2 1 0
In the midst of complex situations, I’m able to clearly prioritize a way forward.
5 4 3 2 1 0
Element 14 subtotal: ____
I spend some time in solitude each day. 5 4 3 2 1 0
I have a favorite place where I can go to spend time in quiet contemplation.
5 4 3 2 1 0
I have practical strategies for fi nding peace in the midst of a chaotic environ-ment.
5 4 3 2 1 0
I value the way my time alone prepares me to be more sensitive and attuned to others.
5 4 3 2 1 0
Element 15 subtotal: ____
Record your points for each element subtotal on the Competency #3 Scoring Gauge.
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#11
INT
ENSI
TY
& R
ELA
XAT
ION
#12
SER
IOU
SNES
S&
PLA
YFU
LNES
S
#13
SHA
RIN
G &
PRO
TEC
TIN
G
SCO
RE
TAB
ULA
TIO
N
Elem
ent
#11
:po
ints
#14
CO
MPE
XIT
Y&
SIM
PLIC
TY
#15
SOLI
TU
DE
& T
EAM
DAT
E:
SCO
RIN
G B
ASE
LIN
E:(S
elec
t on
ly o
ne)
IND
IVID
UA
L
TEA
M
DIV
ISIO
N
UN
IT (
Nam
e)
NA
ME:
15
15 10 515
15
10
5
510
15
10
5
105
Elem
ent
#12
:po
ints
Elem
ent
#13
:po
ints
Elem
ent
#14
:po
ints
Elem
ent
#15
:
Usi
ng y
our
asse
ssm
ent
for
Com
pete
ncy
#3,
ent
er y
our
poin
t su
btot
als
here
fro
m e
ach
Elem
ent,
and
als
o en
ter
them
on M
aste
r Sc
orin
g G
auge
1.
Dir
ectio
ns: P
lace
an
"x"
on t
he s
cale
corr
espo
ndin
g to
you
r po
int
tota
l for
each
Ele
men
t fr
om t
he C
ompe
tenc
y #
3A
sses
smen
t. A
fter
ent
erin
g al
l fiv
esc
ores
, con
nect
the
x's
from
eac
hEl
emen
t. T
hose
poi
nts
lyin
g cl
oses
t to
the
outs
ide
of t
he c
ircle
indi
cate
are
as o
fin
nova
tion
stre
ngth
, tho
se c
lose
st t
o th
ece
nter
rev
eal i
nnov
atio
n lit
erac
y ga
ps.
poin
ts
POIN
T S
CO
RES
FO
R E
LEM
ENT
S 11
– 15
CO
MPE
TEN
CY
#3—
Scor
ing
Gau
ge
CO
MPE
TEN
CY
#3—
FULL
-SPE
CT
RU
M E
NG
AG
EMEN
T
33969_ch03.indd 24133969_ch03.indd 241 8/27/07 1:22:33 PM8/27/07 1:22:33 PM
242 INNOVATE L IKE ED ISON
Assessment for Competency #4—Master- mind Collaboration
Please respond to the statements on the chart by circling the choice that best de-scribes your current habits, not your desired habits. Add together the total points for each individual element on the subtotal lines shown. When you have com-pleted the entire assessment, fi nd the scoring gauge for Competency #4 and enter the point subtotals for each element, following the directions on the scoring gauge.
Please note that this assessment as well as the assessment for Competency #5 have added the phrase “True of me or my environment.” Many of the statements you will be responding to address your workplace or work environment. If you have multiple work environments—such as multiple divisional locations—or if you are a municipal body that is part of a state or county, for example—name the specifi c environment you are assessing on the line marked “my environment.”
If you are completing the assessment based on either a team or division ap-proach, neither category should exceed 50 (fi fty) persons. If the group you desire to assess has more than 50 persons, separate it into smaller segments, then add your results together. This allows you to preserve valuable detail for each member of the group.
If the body of individuals you desire to assess does not lie within your company, or does not have a par tic u lar classifi cation, please identify it as a “unit.” When you enter your data on the scoring gauge chart, you will see a place to name your unit so you can recall whom you are scoring.
33969_ch03.indd 24233969_ch03.indd 242 8/27/07 1:22:33 PM8/27/07 1:22:33 PM
THE EDISON INNOVATION L ITERACY BLUEPR INT 243
COMPETENCY #4: ASSESSMENT
I am completing this assessment based on (select one):
——— Myself as an individual ——— My team ——— My division ——— My unit
Today’s date _________
My environment _________
Almostalwaystrue ofme or myenviron-ment
Mostlytrue ofme or myenviron-ment
Some-timestrue ofme or myenviron-ment
Rarelytrue ofme or myenviron-ment
Almostnevertrue ofme or myenviron-ment
NA/Don’tknow
When I’m evaluating candidates for employ-ment, I pose questions to determine how well they “think on their feet.”
5 4 3 2 1 0
When I’m evaluating candidates for employ-ment, I assess their breadth of skills and interests as well as their areas of expertise.
5 4 3 2 1 0
When I’m evaluating candidates for employ-ment, I place them in contexts similar to the ones they would experience as actual employees.
5 4 3 2 1 0
When I’m evaluating candidates for employ-ment, I assess how well they would integrate with my team.
5 4 3 2 1 0
Element 16 subtotal: ____
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244 INNOVATE L IKE ED ISON
Almostalwaystrue ofme or myenviron-ment
Mostlytrue ofme or myenviron-ment
Some-timestrue ofme or myenviron-ment
Rarelytrue ofme or myenviron-ment
Almostnevertrue ofme or myenviron-ment
NA/Don’tknow
I value a multidisciplinary approach to problem solving.
5 4 3 2 1 0
I regularly seek input from people with different backgrounds and perspec-tives.
5 4 3 2 1 0
I respect and encourage diverse approaches to accomplishing an objec-tive.
5 4 3 2 1 0
I am aware of different learning styles and person-ality types, and leverage these differences for optimal results.
5 4 3 2 1 0
Element 17 subtotal: ____
I am aware of the ways in which fear prevents open-ness in my or ga ni za tion.
5 4 3 2 1 0
I actively seek new and creative ways to encourage an open exchange of ideas.
5 4 3 2 1 0
I use open- ended ques-tions to encourage people around me to share ideas freely.
5 4 3 2 1 0
I encourage others to step outside of mainstream thought.
5 4 3 2 1 0
Element 18 subtotal: ____
33969_ch03.indd 24433969_ch03.indd 244 8/27/07 1:22:34 PM8/27/07 1:22:34 PM
THE EDISON INNOVATION L ITERACY BLUEPR INT 245
Almostalwaystrue ofme or myenviron-ment
Mostlytrue ofme or myenviron-ment
Some-timestrue ofme or myenviron-ment
Rarelytrue ofme or myenviron-ment
Almostnevertrue ofme or myenviron-ment
NA/Don’tknow
I understand how to use incentives and compensa-tion as rewards for collabo-ration.
5 4 3 2 1 0
I take the initiative to creatively reward collab-orative efforts by my colleagues at all levels.
5 4 3 2 1 0
I strive to make the collaborative pro cess in my or ga ni za tion intrinsically rewarding.
5 4 3 2 1 0
I am aware of the behav-iors and practices that have discouraged collabo-ration in my or ga ni za tion.
5 4 3 2 1 0
Element 19 subtotal: _____
I have an accurate and up- to- date record of everyone in my network.
5 4 3 2 1 0
I regularly touch base with all the people in my network.
5 4 3 2 1 0
I target diverse resources and key infl uencers in my networking efforts.
5 4 3 2 1 0
In my networking efforts, I help others achieve their goals, while also focusing on the outcomes I seek.
5 4 3 2 1 0
Element 20 subtotal: _____
Record your points for each element subtotal on the Competency #4 Scoring Gauge.
33969_ch03.indd 24533969_ch03.indd 245 8/27/07 1:22:34 PM8/27/07 1:22:34 PM
#18
ENV
IRO
NM
ENT
OF
OPE
N E
XC
HA
NG
E
#17
MU
LTID
ISC
IPLI
NA
RY
CO
LLA
BO
RAT
ION
TEA
MS
#16
REC
RU
IT F
OR
CH
EMIS
TR
Y
#20
BEC
OM
E A
MA
STER
NET
WO
RK
ER
SCO
RE
TAB
ULA
TIO
N
Elem
ent
#16
:po
ints
poin
ts
poin
ts
poin
tspo
ints
#19
REW
AR
DC
OLL
AB
OR
ATIO
N
DAT
E:
SCO
RIN
G B
ASE
LIN
E:(S
elec
t on
ly o
ne)
IND
IVID
UA
L
TEA
M
DIV
ISIO
N
UN
IT (
Nam
e)
NA
ME:
15
15
10 5
15
15
10
5
510
15
10
5
105
Elem
ent
#17
:
Elem
ent
#18
:
Elem
ent
#19
:El
emen
t #
20:
Usi
ng y
our
asse
ssm
ent
for
Com
pete
ncy
#4,
ent
er y
our
poin
t su
btot
als
here
fro
m e
ach
Elem
ent,
and
als
o en
ter
them
on M
aste
r Sc
orin
g G
auge
1.
Dir
ectio
ns: P
lace
an
"x"
on t
he s
cale
corr
espo
ndin
g to
you
r po
int
tota
l for
each
Ele
men
t fr
om t
he C
ompe
tenc
y #
4A
sses
smen
t. A
fter
ent
erin
g al
l fiv
esc
ores
, con
nect
the
x's
from
eac
hEl
emen
t. T
hose
poi
nts
lyin
g cl
oses
t to
the
outs
ide
of t
he c
ircle
indi
cate
are
as o
fin
nova
tion
stre
ngth
, tho
se c
lose
st t
o th
ece
nter
rev
eal i
nnov
atio
n lit
erac
y ga
ps.
POIN
T S
CO
RES
FO
R E
LEM
ENT
S 16
– 20
CO
MPE
TEN
CY
#4—
Scor
ing
Gau
ge
CO
MPE
TEN
CY
#4—
MA
STER
-MIN
D C
OLL
AB
OR
AT
ION
33969_ch03.indd 24633969_ch03.indd 246 8/27/07 1:22:35 PM8/27/07 1:22:35 PM
THE EDISON INNOVATION L ITERACY BLUEPR INT 247
Super- value Creation Assessment
Please respond to the statements on the chart by circling the choice that best de-scribes your current habits, not your desired habits. Add together the total points for each individual element on the subtotal lines shown. When you have com-pleted the entire assessment, fi nd the scoring gauge for Competency #5 on the page immediately following the assessment, and enter the point subtotals for each element as directed on the scoring gauge.
Please note that this assessment includes the phrase “True of me or my environ-ment.” Many of the statements you will be responding to address your workplace or work environment. If you have multiple work environments—such as multiple divisional locations—or if you are a municipal body that is part of a state or county, for example—name the specifi c environment you are assessing on the line marked “my environment.”
If you are completing the assessment based on either a team or division ap-proach, neither category should exceed 50 (fi fty) persons.
If the body of individuals you desire to assess does not lie within your company, or does not have a par tic u lar classifi cation, please identify it as a “unit.” When you enter your data on the scoring gauge chart, you will see a place to name your unit so you can recall whom you are scoring.
33969_ch03.indd 24733969_ch03.indd 247 8/27/07 1:22:35 PM8/27/07 1:22:35 PM
248 INNOVATE L IKE ED ISON
COMPETENCY #5: ASSESSMENT
I am completing this assessment based on (select one):
——— Myself as an individual ——— My team ——— My division ——— My unit
Today’s date _________
My environment _________
Almost always true of me or my environ-ment
Mostly true of me or my environ-ment
Some-times true of me or my environ-ment
Rarely true of me or my environ-ment
Almost never true of me or my environ-ment
NA/Don’t know
I seek to identify trends. 5 4 3 2 1 0I regularly search for quality, pricing, technol-ogy, or other kinds of gaps in the marketplace.
5 4 3 2 1 0
I am aware of my or ga ni za tion’s core strengths.
5 4 3 2 1 0
I seek to make practical linkages between the trends I observe, the gaps I identify, and my or ga ni-za tion’s core strengths.
5 4 3 2 1 0
Element 21 subtotal: ____
I am focused on the needs of my customers/clients.
5 4 3 2 1 0
33969_ch03.indd 24833969_ch03.indd 248 8/27/07 1:22:35 PM8/27/07 1:22:35 PM
Almost always true of me or my environ-ment
Mostly true of me or my environ-ment
Some-times true of me or my environ-ment
Rarely true of me or my environ-ment
Almost never true of me or my environ-ment
NA/Don’t know
I take creative initiative to fi nd out more about my customers’/clients’ needs.
5 4 3 2 1 0
When I learn about a challenge my customer/client has with one of my products/ser vices, I take immediate action to address it.
5 4 3 2 1 0
I can consistently translate my areas of expertise in terms my customers/clients can understand.
5 4 3 2 1 0
Element 22 subtotal: ____
I know what a business model is.
5 4 3 2 1 0
I am aware of different types of business mod-els, and the importance of fi nding the right one.
5 4 3 2 1 0
I am aware of the importance of modifying business models in response to changing market conditions or technology shifts.
5 4 3 2 1 0
My company’s business model is optimized to drive innovation.
5 4 3 2 1 0
Element 23 subtotal: ____
33969_ch03.indd 24933969_ch03.indd 249 8/27/07 1:22:35 PM8/27/07 1:22:35 PM
250 INNOVATE L IKE ED ISON
Almost always true of me or my environ-ment
Mostly true of me or my environ-ment
Some-times true of me or my environ-ment
Rarely true of me or my environ-ment
Almost never true of me or my environ-ment
NA/Don’t know
I appreciate the impor-tance of solving a problem when it’s small.
5 4 3 2 1 0
Before my team, group, or or ga ni za tion intro-duces something new to the marketplace, we make a quanti-tative assessment of anticipated costs, profi ts, and market size.
5 4 3 2 1 0
Before launching a new initiative, my team, group, or or ga ni za tion sets a projected bud get and timetable for the scale- up pro cess.
5 4 3 2 1 0
Before launching an innovation, my team, group, or or ga ni za tion connects the team(s) involved in the origina-tion of the new prod-uct/ser vice with the team(s) involved in the scale- up early in the pro cess.
5 4 3 2 1 0
Element 24 subtotal: ____
33969_ch03.indd 25033969_ch03.indd 250 8/27/07 1:22:36 PM8/27/07 1:22:36 PM
Almost always true of me or my environ-ment
Mostly true of me or my environ-ment
Some-times true of me or my environ-ment
Rarely true of me or my environ-ment
Almost never true of me or my environ-ment
NA/Don’t know
I am committed to a pro cess of continuously improving the effective-ness of my communica-tion.
5 4 3 2 1 0
When preparing a pre sen ta tion, I focus on ensuring that my audi-ence will remember my message in addition to understanding it.
5 4 3 2 1 0
In all my communica-tions, I mea sure my success by the response I get from my audience.
5 4 3 2 1 0
I recognize myself as a brand whose distinctive strengths I must nurture over the long term.
5 4 3 2 1 0
Element 25 subtotal: _____
Record your points for each element subtotal on the Competency #5 Scoring Gauge.
THE EDISON INNOVATION L ITERACY BLUEPR INT 251
33969_ch03.indd 25133969_ch03.indd 251 8/27/07 1:22:36 PM8/27/07 1:22:36 PM
15
#21
LIN
K T
REN
DS,
GA
PS W
ITH
ST
REN
GT
HS
#22
TU
NE
IN T
OTA
RG
ETA
UD
IEN
CE
#23
APP
LY R
IGH
TB
USI
NES
S M
OD
EL
SCO
RE
TAB
ULA
TIO
N
Elem
ent
#21
:po
ints
#24
UN
DER
STA
ND
SCA
LE-U
P EF
FEC
TS
#25
CR
EAT
E A
MA
RK
ET-M
OV
ING
BR
AN
D
DAT
E:
SCO
RIN
G B
ASE
LIN
E:(S
elec
t on
ly o
ne)
IND
IVID
UA
L
TEA
M
DIV
ISIO
N
UN
IT (
Nam
e)
NA
ME:
10 515
15
15
10
5
510
15
10
5
105
Elem
ent
#22
:po
ints
Elem
ent
#23
:po
ints
Elem
ent
#24
:po
ints
Elem
ent
#25
:
Usi
ng y
our
asse
ssm
ent
for
Com
pete
ncy
#5,
ent
er y
our
poin
t su
btot
als
here
fro
mea
ch E
lem
ent,
and
als
o en
ter
them
on
Mas
ter
Scor
ing
Gau
ge 1
.
Dir
ectio
ns: P
lace
an
"x"
on t
he s
cale
corr
espo
ndin
g to
you
r po
int
tota
l for
each
Ele
men
t fr
om t
he C
ompe
tenc
y #
5A
sses
smen
t. A
fter
ent
erin
g al
l fiv
esc
ores
, con
nect
the
x's
from
eac
hEl
emen
t. T
hose
poi
nts
lyin
g cl
oses
t to
th
e ou
tsid
e of
the
circ
le in
dica
te a
reas
of
inno
vatio
n st
reng
th, t
hose
clo
sest
to
the
cent
er r
evea
l inn
ovat
ion
liter
acy
gaps
.
poin
ts
POIN
T S
CO
RES
FO
R E
LEM
ENT
S 21
– 25
CO
MPE
TEN
CY
#5—
Scor
ing
Gau
ge
CO
MPE
TEN
CY
#5—
SUPE
R-V
ALU
E C
REA
TIO
N
33969_ch03.indd 25233969_ch03.indd 252 8/27/07 1:22:36 PM8/27/07 1:22:36 PM
MA
STER
SC
OR
ING
GA
UG
E 1—
ELEM
ENT
S
ELEM
ENT
S 1–
25: T
rans
latin
g "P
oint
s" t
o "P
erce
ntag
es"
ESTA
BLI
SHII
NG
INN
OVA
TIO
N L
ITER
AC
Y
Dir
ectio
ns:
T
his
char
t tra
nsla
tes
your
indi
vidu
al p
oint
subt
otal
s fo
r eac
h El
emen
t int
o a
perc
enta
ge.
Perc
enta
ges
are
usef
ul w
hen
sum
mar
izin
g yo
urin
divi
dual
sco
res
with
you
r tea
m's
scor
es.
B
egin
by
reco
rdin
g yo
ur E
lem
ent s
ubto
tals
for
all 2
5 El
emen
ts in
the
boxe
s no
ted.
The
n, u
sing
the
char
t at r
ight
, tra
nsla
te p
oint
sub
tota
ls in
tope
rcen
tage
s.
Add
the
perc
enta
ges
for e
ach
Elem
ent,
crea
ting
a "C
ompe
tenc
y To
tal %
,” th
en d
ivid
e by
5. I
f Ele
men
t sco
res
fall
belo
w 1
0 po
ints
, tr
ansla
te th
ese
as “
0%.”
Ent
er e
ach
of y
our
five
Com
pete
ncy
Tota
l %'s
on M
aste
r Sco
ring
Gau
ge 2
. Thi
s w
ill h
elp
you
visu
ally
"see
" you
r in
nova
tion
liter
acy
scor
es in
gra
phic
al fo
rm.
Y
ou c
an u
se th
e sc
orin
g bo
x in
the
low
er
right
cor
ner t
o su
mm
ariz
e in
divi
dual
or t
eam
perc
enta
ges
by C
ompe
tenc
y.
TR
AN
SLAT
ING
POIN
TS
INT
OPE
RC
ENTA
GES
POIN
TS
TO
PER
CEN
TAG
ES:
CO
MPE
TEN
CY
#1:
DAT
E:
Poin
ts
Com
p 1
Tota
l %Re
cord
tota
l on
Mas
ter S
corin
gG
auge
2
10
=
5
0%11
=
55%
12
=
6
0%13
=
65%
14
=
7
0%15
=
75%
16
=
8
0%17
=
85%
18
=
9
0%19
=
95%
20
=
1
00%
%
Elem
ent
1:=
Elem
ent
2:=
Elem
ent
3:=
Elem
ent
4:=
Elem
ent
5:=
NA
ME:
POIN
TS
TO
PER
CEN
TAG
ES:
CO
MPE
TEN
CY
#2:
Reco
rd to
tal o
n M
aste
r Sco
ring
Gau
ge 2
Elem
ent
6:=
Elem
ent
7:=
Elem
ent
8:=
Elem
ent
9:=
Elem
ent
10:
=
POIN
TS
TO
PER
CEN
TAG
ES:
CO
MPE
TEN
CY
#3:
Poin
ts%
%%
Reco
rd to
tal o
n M
aste
r Sco
ring
Gau
ge 2
Elem
ent
11:
=El
emen
t 12
:=
Elem
ent
13:
=El
emen
t 14
:=
Elem
ent
15:
=
POIN
TS
TO
PER
CEN
TAG
ES:
CO
MPE
TEN
CY
#4:
Poin
ts
Reco
rd to
tal o
n M
aste
r Sco
ring
Gau
ge 2
Elem
ent
16:
=El
emen
t 17
:=
Elem
ent
18:
=El
emen
t 19
:=
Elem
ent
20:
=
POIN
TS
TO
PER
CEN
TAG
ES:
CO
MPE
TEN
CY
#5:
CA
LCU
LAT
ING
IND
IVID
UA
L O
R T
EAM
CO
MPE
TEN
CY
PER
CEN
TAG
ESPo
ints
%Po
ints
%Po
ints
Reco
rd to
tal o
n M
aste
r Sco
ring
Gau
ge 2
Calc
ulat
e yo
ur te
am p
erce
ntag
eby
add
ing
indi
vidu
al C
ompe
tenc
ype
rcen
tage
sco
res
toge
ther
for
each
team
mem
ber,
then
div
ide
by th
e to
tal n
umbe
r of m
embe
rson
the
team
.
Elem
ent
21:
=C
omp
1:%
Com
p 2:
%C
omp
3:%
Com
p 4:
%C
omp
5:%
Elem
ent
22:
=El
emen
t 23
:=
Elem
ent
24:
=El
emen
t 25
:=÷ 5
=C
omp
2 To
tal %
÷ 5
=
Com
p 3
Tota
l %÷
5 =
Com
p 4
Tota
l %÷
5 =
Com
p 5
Tota
l %÷
5 =
33969_ch03.indd 25333969_ch03.indd 253 8/27/07 1:22:37 PM8/27/07 1:22:37 PM
80 60 204080
8080
4060
20
2040
8060
60
20
40
6040
20
MA
STER
SC
OR
ING
GA
UG
E 2
—C
OM
PET
ENC
Y %
CO
MPE
TEN
CIE
S #
1–#
5: R
ecor
ding
Com
pete
ncy
Perc
enta
ges
EST
AB
LISH
ING
INN
OV
AT
ION
LIT
ERA
CY
CO
MPE
TEN
CY
#1
SOLU
TIO
N-C
ENT
ERED
MIN
DSE
T
CO
MPE
TEN
CY
#5
SUPE
R-V
ALU
EC
REA
TIO
N
CO
MPE
TEN
CY
#2
KA
LEID
OSC
OPI
CT
HIN
KIN
G
CO
MPE
TEN
CY
#3
FULL
-SPE
CT
RU
MEN
GA
GEM
ENT
CO
MPE
TEN
CY
#4
MA
STER
-MIN
DC
OLL
AB
OR
AT
ION
DA
TE:
NA
ME:
Dir
ectio
ns: P
lace
an
"x"
on t
he s
cale
corr
espo
ndin
g to
you
r %
tot
al f
or e
ach
Com
pete
ncy
from
Mas
ter
Scor
ing
Gau
ge 1
. Aft
er e
nter
ing
all f
ive
scor
es,
conn
ect
the
x's
from
eac
h C
ompe
tenc
y.
Poin
ts ly
ing
clos
est
to t
he o
utsi
de o
f th
e ci
rcle
indi
cate
are
as o
f in
nova
tion
stre
ngth
, tho
se c
lose
st t
o th
e ce
nter
re
veal
inno
vatio
n lit
erac
y ga
ps.
Rec
ord
your
per
cent
age
scor
es f
rom
Mas
ter
Scor
ing
Gau
ge 1
for
eac
h C
ompe
tenc
ybe
low
:
Com
pete
ncy
#1:
%
Com
pete
ncy
#2:
%
+C
ompe
tenc
y #
3:
% +
Com
pete
ncy
#4:
%
+C
ompe
tenc
y #
5:
% =
÷ 5
=
%A
VG
. OV
ERA
LL IN
NO
VA
TIO
N L
ITER
AC
YSC
OR
E:SCO
RE
TA
BU
LAT
ION
SCO
RIN
G B
ASE
LIN
E:(S
elec
t on
ly o
ne)
IND
IVID
UA
L
TEA
M
DIV
ISIO
N
UN
IT (
Nam
e)
33969_ch03.indd 25433969_ch03.indd 254 8/27/07 1:22:37 PM8/27/07 1:22:37 PM
THE EDISON INNOVATION L ITERACY BLUEPR INT 255
Congratulations! You have now completed Step 1 of improving your innova-tion literacy, and learning to Innovate Like Edison. Next, you will map your inno-vation literacy profi le using results from the scoring gauges. If you have downloaded the charts from the www.innovatelikeedison.com Web site, gather your completed scoring gauge charts. As well, fi nd orange, yellow, green, blue, and purple colored markers or colored pencils, and locate the Innovation Literacy Blueprint on page 261.
Look specifi cally at the scoring gauge charts for each competency, and locate your individual element scores. Now, fi nd the elements for which you have the highest point totals. Consulting the table below, see if any of your element scores were at 16 points or more. If so, fi nd the squares on the Edison Innovation Blue-print on page 261 that correspond to these scores, and color them purple. You’ve achieved a “Superior” innovation literacy rating for these elements. Now, fi nd the next highest element scores. See if you have any with at least a 15- point rating. If so, fi nd the squares on the Edison Innovation Blueprint which correspond to these scores and color them blue. For these elements you have achieved an “Excellent” rating. Continue this same pro cess until you have found and colored in the ele-ment squares for scores of at least 14 points (Above Average), 12 points (Average), and 10 points (Below Average). Here is a summary of the innovation literacy rating levels:
Innovation Literacy Tracking Chart—Individual Basis
Innovation Literacy Rating Level
Total Number of Elements Activated
Innovation Literacy Rating Color
Below Average Elements with at least 10–11 points each
Orange
Average Elements with at least 12–13 points each
Yellow
Above Average Elements with at least 14 points each
Green
Excellent Elements with at least 15 points each
Blue
Superior Elements with at least 16 points each or higher
Purple
33969_ch03.indd 25533969_ch03.indd 255 8/27/07 1:22:37 PM8/27/07 1:22:37 PM
256 INNOVATE L IKE ED ISON
Once you’ve fi nished this part of Step 2, you may see that some of your Edison In-novation Literacy Blueprint squares on page 261 have no color in them at all. These squares are “inactive.” You have not yet achieved a threshold level of innovation liter-acy for these elements because your score is under 10 points. Ten points is the thresh-old because it represents 50 percent of the 20 points possible for each element. Don’t worry about the inactive elements on your Innovation Blueprint. Inactive elements will be a great place to begin building your innovation literacy in Step 3.
Now, spend several minutes looking at your Blueprint with all the squares you’ve just colored in, and fi nd the colored squares with elements corresponding to your highest scores. These are your “leverage” points. You will want to use these high scores as “levers” to begin raising lower scores in other elements, or to bridge into new territory on the Blueprint where you have little or no innovation literacy currently established.
To get you started, here are sample results from Pat, one of our prepublication readers, showing scores from Competency #1 plus a 90- day plan to build innovation literacy. Based on Pat’s scores, shown on page 257, Pat made a notebook entry using the SMART EDISON approach outlined in Element 1. Pat developed a step- by- step plan to move forward by leveraging high scores to pull up low scores en route to completing a goal of becoming a vice president in two years. You can apply the same philosophy. Although it’s possible to improve your innovation literacy in multiple competencies at the same time, we suggest you begin by focusing on just one.
Here is Pat’s 90- day notebook entry:
MondayYesterday, I took the hundred- question innovation literacy assessment. I noticed
some of my lowest scores were in Competency #1, so I picked this as my fi rst prior-ity. If I want to be a division vice president, I must improve my solution orienta-tion. Here are my scores:
Element 1 (goals): 8 points = Below Average
Element 2 (optimism): 19 points = Superior
Element 3 (knowledge): 15 points = Excellent
Element 4 (experimentation): 14 points = Above Average
Element 5 (objectivity): 10 points = Average
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258 INNOVATE L IKE ED ISON
I realize I can use my strong scores in “optimism” and “knowledge” to build up my low scores in “goals” and “objectivity.” I can view the whole thing as an “ex-periment,” and actually bring up my score up for that element as well.
Here is my plan for how to do this, using SMART EDISON:
MY NINETY- DAY INNOVATION LITERACY PLAN—COMPETENCY #1 SMART EDISON
S (Specifi c)—Raise my “goals” score to 15 or higher by writing down my goals. Raise my “objectivity” score to 14 or higher by seeking out perspectives beside my own. Reframing my outlook to a solution orientation rather than a worry orientation will release my constant concern about how everything will turn out. I can view outcomes with more “objectivity,” knowing that I can always try again.
M (Measurable)—Review my written goals every week on Sundays. Retake the Competency #1 assessment on the last Sunday of the month for the next three months. Track results against my targets. At the end of ninety days I will complete the relevant charts and mea sure my progress.
A (Accountability)—I’m accountable! I will share my goals and results with my friend Chris, who has been a mentor for years.
R (Relevant)—It’s relevant for me to focus on becoming more solution- oriented because I see solutions are valued in my or ga ni za tion. I also want to be a happier, more solution- centered person.
T (Timeline)—I’ll complete my fi rst ninety- day goal in time for our or ga ni za-tion’s tenth anniversary conference, where I can share results with Chris and other colleagues.
E (Emotion)—I feel excited, exuberant, and joyful, envisioning myself sharing my progress at the conference.
D (Decision)—I am solution- oriented and objective in my business life—and my personal life!
I (Integration)—I can connect my strong, optimistic attitude to my goal to become solution- oriented. I can start looking at what I read every day with an
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THE EDISON INNOVATION L ITERACY BLUEPR INT 259
objective viewpoint rather than an emotional viewpoint. Overall, achieving my goal will help me become a more effective leader, and a more effective person.
S (Sensory)—I see myself sharing my results at the anniversary conference, beaming as I show my colleagues my Scoring Gauge charts, my notebook, and telling them how I am newly looking at my job—and my life. I see smiles on their faces, and hear them asking me how they can expand their innova-tion literacy, too.
O (Optimistic)—I am a solution- oriented person who suggests experiments on how to change things in my or ga ni za tion. I experiment in my life with ways to change things for the better.
N (Now)—I am Innovating Like Edison every day, manifesting my goals, working forward with optimism, and viewing outcomes objectively. For the fi rst time, I see how each day can be a mini- experiment helping me move ahead productively.
Just as Pat has done, begin expanding your innovation literacy by fi rst setting a big goal, then logging your fi rst ninety- day SMART EDISON plan into your note-book. Be sure to cover all aspects of SMART EDISON in your plan. As you work through it, refer to the assessments in the book to see what specifi c skills you need to build upon. You can also refer to the competency chapters earlier in the book, and consult the resources we have included for your use in the Resources and Reference Notes (see page 263).
Additional copies of the Edison Innovation Literacy Blueprint, including assessments and scoring gauges, are available free of charge on our Web site www.innovatelikeedison.com. Your or ga ni za tion can begin creating a corporate in-novation infrastructure by committing to train a critical mass of your people to become innovation literate. As innovation literacy expands within an or ga ni za-tion, a culture of innovation emerges. As more individuals at all levels embody the competencies, your or ga ni za tion will develop a unique culture of innovation that cannot be copied by competitors. If you’d like to share the innovation literacy pro-cess with your innovation team and introduce it throughout your entire or ga ni za-tion, we offer free guidelines to help you begin optimizing your or ga ni za tion for innovation, also available at www.innovatelikeedison.com.
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260 INNOVATE L IKE ED ISON
Thomas Edison lives as a timeless example of the principles of innovation and success. As he reminds us, “The value of an idea lies in the using of it.” Your life is your laboratory for exploring his practical wisdom. By committing yourself to the disciplines of innovation literacy, you will become a force for creative illumination in your daily life, at work, and at home.
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