Semester I: Overview

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The concept of ‘multidisciplinary innovation’ was completely new to me before embarking on the course. However, any research on desired career choices resulted in seeing the phrases ‘multidisciplinary teams’ and ‘working in a multidisciplinary environment.’ The current definition of innovation is the process of “(making)…changes in something established, especially by introducing new methods, ideas, or products.” (Oxforddictionaries.com, 2015). I’d first like to challenge the accepted definition, where I claim Innovation as “Creating new, or additional measurable value for a particular or even indirect target.” This concept now became familiar, in that my own personality reflected a pursuit of challenging the status quo and a focus on a holistic, user-centred approach to solving problems from previous Psychology studies. In a world where information is widely available and organisations are unable to remain isolated, maintaining the edge over competition has become well sought after. In our 21st Century economy, sociocultural paradigms are transforming once more, including our needs from an emotional perspective. (Gardien et al., 2014). This translates into the commercial world, where product development and enhancing services are as competitive as ever. The main question that arises from executives and CEOs’ globally all revolve around a particular subject – How do we become more innovative?

 

 

Tim Brown claims to solve today’s problems; a multidisciplinary

team is the best approach. To satisfy an innovative idea, it must be

feasible, desirable and viable. A selection of varied disciplines

ensures that a product/service can be delivered successfully.

(Brown & Kātz, 2009). Innovation expert Clayton Christenson also

agrees to this approach, stating that associational thinking through

previous, individual experiences allows innovative ideas to flourish,

when combined with other team members’ culture, experience and

expertise. (Dyer, Gregersen & Christensen, 2011). Personally, I feel

at the intersections of others' experience and thinking, is where we

see most innovative work, particularly during the ideation phase.

Later, we use our expertise to bring results and deliver our findings.

 

 

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Further, academic research from (Ratcheva, 2009) reinforces this decision, analysing empirical data of five multidisciplinary teams through multi-method field research. While the author suggests a lack of a definition for multidisciplinary teamwork, knowledge integration, rather than knowledge itself, leads to effective cohesion. This however, can only come about through intense interactions and an appreciation of occupational knowledge. This is the exact nature of a multidisciplinary approach, yet a limiting factor is team styles of learning and diversity. I suggest that to maximise output through multidisciplinary teams is to gain a common understanding of the project first, and also establish each persons’ expertise. (Van Der & Bunderson, 2005) supports my claim, analysing 62 multidisciplinary teams in the Netherlands through qualitative data. While the study cannot be generalised to all multidisciplinary teams, the sample is broad. Their hypothesis was satisfied, stating “team learning behaviour mediates the relationship between expertise diversity and team performance.” Social and behavioural factors I feel should be researched more to create a better understanding of working with people of different backgrounds – whether occupational, cultural or geographical. Even teams consisting of the most intelligent individuals may fail to to reach their potential.​ The overwhelming evidence however, proves that multidisciplinary professionals applying process-driven teamwork, can cause a major impact on the world we live in. We as multidisciplinary professionals can contribute to the evolving problems of todays society and/or create value where necessary.

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This learning is highly applicable and relevant to my career development. These skills learned in a multidisciplinary setting are also appropriate in other careers and industries, which create even more value for my professional development, should I wish to venture on other endeavours.

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I personally feel I learned a great deal during the first semester of MSc Multidisciplinary Innovation. Learning from other backgrounds allowed me to gain insights of how others look at and solve complex, social problems. It has given me a clear purpose of becoming a multidisciplinary professional, that to progress and be successful in my chosen career, I should engage in this approach indefinitely. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The main outcomes listed above document my most significant learning upon reflecting on semester one. Value creation and business models I found very effective and implemented well in project work. It has even influenced some of my own external pursuits in becoming an entrepeneur. Learning about the design process I felt was the most productive learning experience of the semester, as it was completely new to me previous to this course and has now become integral across all projects. From persona creation to stakeholder analysis, it has been highly useful and effective, more so in Projects Azione and ABC. 

 

 In addition, I am grateful to learn effective ways to work with others in general – from my previous scientific background, usually working independently, I feel more competent to deal with team cohesion issues and working collectively to maximise productivity. 

 

A peculiar finding emerged throughout each project undertaken in semester one. I came to the realization that I tended to 'reverse-engineer success.' An example would be Project Azione, where I first established a desired business expansion, then worked backwards by making assumptions using divergent and associational thinking. I later found this methodology is also highly used by famous innovators Rita McGrath and Ian Macmillan, using a discovery-driven approach for business growth (McGrath & Macmillan, 1995).

 

 

 

 

 

 

 

 

 

My undergraduate programme in the discipline of science definitely influenced my style and approach to learning and project work. The first advantage of this was that in all prior work to this degree, I would have to vigorously research previous academia and learn to draw the most significant data and conclusions effectively. In all work completed this semester, I have been able to gather sound knowledge in areas such as service design, organizational behaviour and social enterprises. My expertise in psychology (particularly health and motivational) has been of great benefit to the course, especially in Project Mind, where I contributed to the new, improved service, supported by relevant theory.

 

Nevertheless, my learning style was certainly very different to what I was used to. While I have learned a great deal from the benefits of multidiciplinary teamwork, I feel old habits are still present and I don't effectively communicate with other team members. Perhaps my introvert personality or lack of confidence in a new environment means I don't talk to other colleagues as I should, but this is a weakness that I will need to improve on for next semester. I have considered solutions thus far (in particular, futher reading and self-efficacy techniques) and will pursue them to achieve optimal potential for my cohort and personal professional development.

 

 

 

 

 

 

 

 

 

 

 

Another improvement for my development is presenting work to clients. While reflecting on client presentations, I noticed a common theme of feedback - how clients were fond of visually appealing work. I believe this is essential in business, especially if I have to convince a superior to take a concept or prototype forward and into development. Many ideas do not make it into this stage, mainly due to projections and assumptions of commercial success. However, the need to present a pitch and make it convincing is crucial in this process. I feel I need to develop skills in software such as Adobe Photoshop and Adobe Illustrator to make my work aesthetic and intend for the client to understand my idea/pitch/recommendation fully. In addition, Scott Anthony of Innosight supports my claim, stating "...it is very hard to sell something without bringing the idea to life in some way" (Anthony, 2012). The same author suggests other methods besides powerpoint presentations and text, including: videos, websites, storyboards and magazine articles. This has led to a greater appreciation of technology and software, therefore I am indebted to the 'Science & Technology' strand.