Field Trip Assignment

Field Trip Assignment

Instrutions

The most efficient and effective way of making a change in your life is making or having a major structural change. (Move to a different part of the country, learn a new language, get married, have a child, etc.) We have a simpler activity.

Directions 

1. Take a trip to a place you have never been before or visited a long time ago. You can also take a virtual trip on the Google Earth, visit a part of town you have never been before; an art museum, another city or small town, tour local industry…you decide.

St. Petersburg

City in Russia

St. Petersburg (Russian, Санкт-Петербург About this sound / sankt pʲɪtʲɪrburk / (? · I), Sankt-Peterburg) is the second most populous city in Russia with 5,026,000 inhabitants (2013) and a metropolitan area of ​​5 , 85 million. It is located in the Region of Leningrad, name that shared with the city during the Soviet time (1924-1991). The other names of the city were Petrograd (in Russian, Петроград, Petrograd, from August 31, 1914 until January 24, 1924) and Leningrad (in Russian, Ленинград, Leningrad, after Lenin's death on 24 January 1924 through September 6, 1991).
It was founded by Tsar Peter the Great on May 27, 1703 with the intention of making it the "Russian window into the Western world." 2 From then on it became the capital of the Russian Empire for more than two hundred years. When the Russian Revolution broke out, the city was the center of the rebellion. In March 1918 the capital was transferred to Moscow. In January 1924, after the Bolshevik victory, the creation of the Soviet Union (1922) and the death of Lenin (1924), St. Petersburg changed its name to Leningrad, in honor of the Lenin communist leader. During World War II, the 29-month site of Leningrad took place, in which the Germans constantly bombarded the city and blocked it so that it could not be supplied. After the defeat of Germany in 1945, the city was named Heroic City by the Soviet authorities. When the USSR disappears with the collapse of communism, the city was renamed St. Petersburg and has become an important economic and political center of present-day Russia.
St. Petersburg is now the second largest city in the Russian Federation and one of the largest in Europe. The center of the city and other monuments of its surroundings have been considered a World Heritage Site by UNESCO since 1990.3 St. Petersburg is also the seat of the Constitutional Court of Russia.

St. Petersburg is home to more than 200 museums, many of them housed in historic buildings. The largest of the museums is the Hermitage Museum, with interiors of the former imperial residence and a vast collection of art. The Russian Museum is a large museum dedicated to Russian art in particular. Alexander Pushkin, Fyodor Dostoyevsky, Nikolai Rimsky-Korsakov, Feodor Chaliapin, Alexander Blok, Vladimir Nabokov, Anna Ajmatava, Mikhail Zoshchenko or Joseph Brodsky, as well as some sets of palaces and parks have also become public museums. Of the southern suburbs and remarkable architectural monuments, such as St. Isaac's Cathedral.


The Kunstkamera, with its collection created in 1714 by Peter the Great of curiosities from around the world, is considered as the first museum of Russia, which is currently the Museum of Anthropology and Ethnography Peter the Great. The Museum of Ethnography of Russia, which has been separated from the Russian Museum, is dedicated to the cultures of the peoples of Russia, the former Soviet Union and the Russian Empire.

Other notable museums include the Central Naval Museum, housed in the former stock exchange building, and the Zoological Museum, Railway Museum, Leningrad Site Museum, Erarta Museum of Contemporary Art, the largest non-governmental museum organization Of contemporary art in Russia, St. Petersburg History Museum in the fortress of St. Peter and St. Paul and the Artillery Museum, which in fact includes not only the artillery elements, but also a huge collection of other military equipment, uniforms and Decorations

St. Petersburg

5-day St. Petersburg tour program

Variant 1 5 day tour -> 5 day tour in St. Petersburg

Day 1: panoramica + cathedrals, churches + metro

9 30 meeting at the hotel

9 30 - 15 00 cityscape (of course with photo stops) with visits included in its emblenmaticos places - the fortress of San Pedro and San Pablo and its cathedral (Panteon of the Russian emperors), Blood Church Spilled, Cathedral San Isaak (these churches have no cult, they are museums), the Cathedral of Our Lady of Kazan (has worship), Church of St. Nicholas of the sea (has worship), METRO

Approx 15 30 return to the hotel

Day 2: Hermitage + Jewelery, walk along the canals and the Neva river
10 00 meeting at the hotel
10 30 - 14 30 excursion to the Hermitage (panoramic tour - visit the most luxurious rooms of the main residence of the Russian Tsars (Palace of Inviernno) and see the most famous works of the art gallery also distributed in the palatial rooms of the others Three palaces that form the museum of Hermitage) + Set of Jewels
15 00 - 16 00 pause to eat at your account or lunch included
16 30 - 17 30 ride in the little boat rented by the canals and the river Neva
Approx 18 00 return to the hotel

Day 3: summer residences of Catherine II in Pushkin and Paul I in Pavlovsk
9:00 am meeting at the hotel and departure to Catalina's residence in Pushkin
10 00 - 12 00 visit to the Palace of Catalina II (with Ambar room) and gardens
Transfer to Paul's residence in Pavlovsk (it is located about 10 km so we always combine these two visits)
12 30 - 14 30 visit to the Palace of Pablo I
If you wish, lunch in the famous restaurant Podvorie of traditional Russian cuisine located in Pavlovsk
back to the hotel

Day 4: summer residences of Peter I and Nicolas I in Petergoff
8 45 departure to the residence of Peter I in Petergoff
10 00 - 14 00 visit the Grande Palace of Pedro I, parks with fountains and the Private Palace of Nicolas I called Cottedge (if you want you can eat something fast in a cafeteria in the park, not included, to your account)
Approx 15 30 return to the hotel
NOTE If you wish, the program of this day can be completed by the excursion to Kronstadt, fortress city on the island of Kotlin, former naval base of the Russian navy, there is the famous Naval Cathedral
Or for the excursion to the residence of Catherine II and Peter III in Oranienbaum (CCЫЛКА) with the Grand Palace and / or Chinese Palace

Day 5: Palace of Princes Yusupov + Russian Museum
10 00 meeting at the hotel
11 00 - 13 00 visit to the Palace of the princes Yusupov
13 30 - 14 30 pause to eat at your account or lunch included
15 00 - 17 00 Russian Museum (national art - icons, paintings etc, is located in former palace of Grand Prince Miguel)
Aprox 17 30 return to the hotel

2. Illustrate at least one concept from each module: these illustrations can be in the form of a few pages in a journal, a photo journal, a series of poetry, a proposal for a project that you might want to do after the class is over.

Break the routine. Taking small steps keeps the brain in shape. Without fear of the unknown, he travels easily from curiosity to amazement. There are areas of comfort, stress and tension. The new paths are neural branches, like trees that transport the energy. Training intelligence is to move the switch from automatic to manual. Combine floating attention with targeting.

  Observing produces its effects, the reality is the same, what changes is the vision. The creative look captures what the conventional look does not see, even if the subject is the same. The observation is not innocent, if it is positive it generates endorphins, well-being neurotransmitters and high performance. Negative perceptions get sick.
The word is the complement of the image: reading teaches to look. The logical perception of the left hemisphere broadens the sensation, it gives the stimuli their meaning.

Observing produces its effects, the reality is the same, what changes is the vision. The creative look captures what the conventional look does not see, even if the subject is the same. The observation is not innocent, if it is positive it generates endorphins, well-being neurotransmitters and high performance. Negative perceptions get sick.

The word is the complement of the image: reading teaches to look. The logical perception of the left hemisphere broadens the sensation, it gives the stimuli their meaning.

Example 

Innovation and IFF- Helps me to live more 

effectively in the present.

Creative Diversity: I tolerate diversity and need to discover concrete ways of celebrating differences others have.

I look with great admiration at the diversity, I approach, I love and I listen. I ask for your thoughts.

CENTER: I need to clarify the changes in my deepest values now compared to when I was young.

Unlearn to learn the new explosion of a new world in concepts, reasons, work and empathy.

Entrepreneurship/Value creation: I need to work on prioritizing your wants and resources, especially what I have inside and what do I need to get from others.

They are around me are tools of understanding, ideals, perspectives, risks.

Change: I intend to get a first draft photo journal book done on Change during the next three months

I have been writing down the changes for many months, and they are positive

The development of a digital field Travel 

allocation

Tarea:

Develop a virtual trip. It should include a title slide, a slide indicating your travel goals (what Hopes that Learn from it), then virtual trip 6-10 slides, with descriptions on each slide so that the viewer can view independently. You can use either PowerPoint or inspiration for your field trip. The trip should include some links to websites, appropriate to the theme and the age of your audience, and include some digital images taken by you. You can include sound and / or video files, if desired, but these are not necessary.

Steps:

Task Steps

1 Identify the goals of your trip / guide - what you want students to be able to do as a result of taking the visualization of your route. (For example, as a result of taking a digital field trip from the Bagley area of ​​nature, students will be able to (a) identify the types of rocks found in the pond (b) explain the origins of the rocks and how they came to Being in Bagley)

2 Identify the audience and the context in which they would be using the tour (eg, high school age students who will view this as a center as part of a self-learning geology learning unit).

3 Decide on the program you will use to create your trip (eg PowerPoint, Word, Inspiration). Take into consideration students' needs, their own skills, and how the program features make the program an appropriate tool for achieving their goals. The program should be an effective tool to display the images and so you can provide the necessary text, hyperlinks and other features that are required for your tour.

4 Create the route using the program you have selected, the incorporation of images, text and other relevant and applicable features to the task (for example, links to the Internet or other programs, music, narration).

Means

(Courtesy of Terrie Shannon)

A panoramic picture of the United Nations Security Council Chamber: 

http://www.un.org/Pubs/CyberSchoolBus/untour/subsec.htm

Campus Virtual Tours: http://www.campustours.com/

Read about The development of virtual tours in:

http://www.field-trips.org/trips.htm     

Select one of the field outputs from the list and go on that virtual trip.
Take a look at the Iditarod as an example of a virtual field output
: http://www.tramline.com/trips.htm
Visit a cave in France, Chauvet-Pont-d'Arc
http://www.culture.gouv.fr/culture/arcnat/chauvet/en/index.html
Minnesota Science Museum: Maya Adventure http://www.sci.mus.mn.us/sln/ma/
 World Volcano:
 http://volcano.und.nodak.edu/vwdocs/volc_images/sorted_by_country.html
Smithsonian underwater photography examples of Belize
http://photo2.si.edu/uw/uwch.html
Museum Field virtual tour of Chicago: Sue, the largest, most complete Tyrannosaurus Rex: http://www.fieldmuseum.org/sue/about.asp
http://sesd.sk.ca/teacherresource/virtualtour/virtualtours.htm
http://www.virtualinsectary.com/
http://home.usit.net/~info7/plants.html

http://www.nmai.si.edu/subpage.cfm?subpage=exhibitions&second=online
http://www.msichicago.org/exhibit/coal_mine/coalhome.html
http://honolulu.hawaii.edu/dinos/dinos.2.html
http://www.louvre.fr/
http://www.education-world.com/a_curr/curr057.shtml 
(A good list of sites)A list of many museums on the net - science, art, history, natural history, cultural, etc.
 .: http://curry.edschool.virginia.edu/it/projects/Museums/Teacher_Guide/Hotlist/home.html 
http://www.whitehouse.gov/kids/tours/ 
http://froguts.com/flash_content/index.html

As you plan your next field trip, remember to make curriculum connections, plan for students to be involved in active data collecting; introduce students to the purposes and objectives of the trip; make advance preparations for permissions, transportation, meal and/or beverages, and chaperons; plan for field trip followup once students are back in the classroom; and have a Plan B for the day in case of rain or cancellation. Make arrangements for photographs and/or videotaping, collect student-centered resources and reference materials, and check the Internet for related web sites. Most of all, remember to make your field trip a memorable learning experience!
Notes
1. David Berliner, ìThe Field Trip: Frill or Essential?î Instructor 94, no. 9 (1983): 14-15.
2. Roberta McKay, ìChildrenís Construction of Meaning in a Thematic Unit.î Doctoral Dissertation, University of Alberta, Edmonton (1990).
3. National Council for the Social Studies, Expectations of Excellence: Curriculum Standards for Social Studies (Washington, DC: NCSS, 1994).
4. ìIdentify Community Helpers,î Curriculum Review 37, no. 5 (January 1998): 10.
5. Andrew V. Beale and Donna G. Nugent, ìThe Pizza Connection: Enhancing Career Awareness,î Elementary School Guidance and Counseling 30, no. 4 (1996): 294-304.
6. Linda Feldmann, ìA Preschool Visits a Shelter,î Christian Science Monitor 89, no. 67 (1997): 13.
7. ìCareers Exploration Project Brings Moms to Class, or the Class to Them,î Curriculum Review 32, no. 9 (1993): 15.
8. Janet Alleman and Jere Brophy, Social Studies Excursions, K-3: Powerful Units on Food, Clothing, and Shelter (Portsmouth, NH: Heinemann, 2001): 125-129.
9. Jesus Garcia and John U. Michaelis, Social Studies for Children: A Guide to Basic Instruction, 12th ed. (Needham Heights, MA: Allyn & Bacon, 2001): 68, 288;
10. Howard Gardner, ìReflections on Multiple Intelligences: Myths and Messages,î Phi Delta Kapan 77 (1995): 200-203, 206-209.

Suggested Readings
Bischoff, Henry. ìA Walking Tour of an Ethnic Neighborhood: Communities as Outdoor Classrooms for Teaching Immigration History,î Social Studies 76, no. 5 (1987): 202-205.
Clark, Penney. ìBringing the Outside In: Using Community Resources to Teach Social Studies,î In R. Case and P. Clark, eds., The Canadian Anthology of Social Studies: Issues and Strategies for Teachers. Vancouver, BC: Vancouver: Pacific Educational Press, 1999, 377-388.
Cox, III, Charles C. ìThe Field Trip as a Positive Learning Experience for the Learning Disabled,î Social Education 57, no 2 (1993): 92-94.
M. Gail Hickey is a professor of education at Indiana University-Purdue University Fort Wayne.

Figure 1. Linking Social Studies Strands to Themes for a Field Trip.

Curricular Strand	Field Trip Theme
Culture	Cultural traditions, folkways, and belief systems
Time, Continuity, and Change	Historical sites, landmarks, and how they got there
People, Places, and Environments	Landforms, human interaction with the environment
Individual Development and Identity	Changes in laws and customs over time
Individuals, Groups, and Institutions	Community leaders and neighborhoods
Power, Authority, and Governance	Government agencies and officials
Production, Distribution, and Consumption	Consumer institutions, business, and industry
Science, Technology, and Society	Transportation, tools for communication
Global Connections	Environmental concerns, interdependence
Civic Ideals and Practices	Citizen involvement in public issues

Action Plan Assignment

Action Plan Assignment

Instructions

Write an action plan for a goal 

that will work as a result of what

 is learned in this course.

1.    Write an action plan for a goal you are going to work on as a result of what you learned in this course? (Make sure you have a clear goal, to achieve goals that target dates and goals. Remember that if you are not on the schedule you will not do it)..

PLAN OF ACTION

_JOSE CARLOS LOMBAS HUERTA__

Then write your objectives and the actions you will take to improve your competencies and skills to find work or start your own company. With the training that you will receive in Job-Yes after completing the self-analysis of needs, can detect what skills are in which have a lower level and that you should improve. With these results, we suggest that you include the list of the skills that you have a level lower than in your Plan of action "Part I. training" and think of other learning activities that can help you improve.

OBJECTIVES (Target list)	TASKS (What you need to do to achieve the objectives.)	CRITERIA FOR SUCCESS (How are you going to know if you have achieved them?)	DATE OF COMPLETION (When what you gonna do?)	State S  (In progress / done)
PART I. FORMATION
1. in order to improve my skills related to "Social and civic" competition: a)     ...	Talk to unknown people, but what I don't have that problem. Use diplomacy	More smiles	04/19/2017	Well
2. to improve my skills related to 'Learn to learn' competition: (a)...	Begin to unlearn so as to learn from another form	Global understanding.	04 / 26/2017	Improving
3. to improve my skills with the "Sense of the initiative and the entrepreneurship" competition: (a)...	Browse new offers, send your cv, ask in businesses and offices and see calls for public administracciones	Varolar my curriculum offers and select	05 / 05/2017	Short empty time. Good for stress
4. in order to improve my skills related to Digital competition: (a)...	Training, courses, practice and exercises	Best presen benefits	10/05/2017	More creative
PART II. EMPLOYMENT
	Friends, acquaintances and employers to count my cv and my availability, and my needs	Get to know me, and create a need for my specialty	05/05/2017	Less stress and anxiety
PART III. ENTREPRENEURSHIP
	Browse new offers, send your cv, ask in businesses and offices and see calls for public administracciones		05/05/2017	Less stress and anxiety
	Business cooperative oen options		10/05/2017	More creative

What have you done in the past that will help you succeed?

 Study, read, travel, love, look, create and think.

What could stand in the way of completing this goal?

The scarcity of monetary resources, and consequent depression

What resources or tutors will you use to help achieve this goal?

Map route of places of my interest to work with my knowledge, skills and resources.

I have a job counselor who is a friend, and offers to accompany me.

At the end of each day, rank your progress through a numerical score from 1 (lowest) to 5 (highest)?

Between 4 and 5, effort in hours, interviews, questions queries and study

Choose someone who is going to inform you and who will inspire you to continue working on achieving your goal?

Image Result of Action Plan Assignment

My job counselor, who is willing, despite my age: 57 years, I feel very strong will, consciences and desire to learn and teach. 

My job counselor, who is willing, despite my age: 57 years, I feel very strong will, consciences and desire to learn and teach.         
                            

Documentary annexes

“Change is ongoing in organizations as new ways of working replace, reshape and overlap traditional structures. New working environments are sought where people can contribute their creativity and where new ideas can be nurtured and developed into further innovations that transform organizations and lead to the production of new commodities and the delivery of new services. Change, creativity and innovation represent key processes to organizations operating in the 21st. Century.” (Andriopoulos and Dawson. “Managing Change, Creativity and Innovation” )

What are your favorite reads? We’d love to hear your suggestions!

What I Wish I Knew When I Was 20: A Crash Course on Making Your Place in the World by Tina Seelig

Tina Seelig is one of Stanfords most famous professors in the field of creativity and innovation. While this book is not strictly about innovation, it still belongs on this list. It is a book about people who think out of the box, challenge their assumptions, do the unexpected. It’s full of funny and insightful examples of people learning to find their path in life and on the job, and it will most likely leave you feeling better about your own decisions, struggles and failures.
Also worth reading: InGenius. A Crashcourse on Creativity

Switch: How to Change Things When Change Is Hard by Chip & Dan Heath

The Heath brothers have a habit of writing books together, and several of them are worthy of getting a place on your shelf.
This one is already a classic, and it asks (and answers) the question: Why is it so hard to make lasting changes in our companies, in our communities, and in our own lives? In short: While our rational mind understands we need to change, our emotional mind needs convincing.

Also worth reading: Made to Stick: Why Some Ideas Survive and Others Die

Creators on Creating: Awakening and Cultivating the Imaginative Mindby Anthea Barron (Editor)

What do Frank Zappa, Henry Miller, Leonardo Da Vinci and Mary Shelley have in common? They all pondered over the power of innovation, and their essays, together with 35 others, are collected in this book. It’s incredible to see how the general assumptions and challenges of the human mind don’t change over the course of centuries. The single most powerful element this book names as the driver of change: Serendipity.

The Art of Innovation: Lessons in Creativity from IDEO, America’s Leading Design Firm by Tom Kelley

This is basically the bible of innovation, if you had to pick one. Already a classic, published in 2001, the book shows how Tom Kelley created an empire around innovation techniques at IDEO. Yes, it sometimes sounds like a religious cult. And yes, the approaches IDEO took are already widely known today. But still: The method that relies strongly on collaboration, user centered design, brainstorming and early prototyping is successful – and well worth the read.

Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation by Tim Brown

If you work in an organization – from supermarket to hospital, from agency to media organization – you are likely to be familiar with the difficulties of changing runnning systems. While Tim Brown also works with the IDEO method, being the CEO there, this book is much more hands on than the “Art of Innovation”. It gives you examples how change in you environment might work and how Design Thinking methods can help you drive it.

The Innovator’s Dilemma: The Revolutionary Book That Will Change the Way You Do Businessby Clayton Christensen

Let’s get down to business. You are in a leadership position at a company that is doing great, and you want to insure that it will stay on top of it’s game by trying to stay just the way you are? Well, good luck. If Clayton Christensen is right, not making any mistakes will not help. He makes the point that great companies can fail precisely because they do everything right – unless they manage to drive disruptive innovation in their field.

Where Good Ideas Come From: The Natural History of Innovation by Steven Johnson

If you read a lot about innovation, you can sometimes get the feeling that many books and essays consist of theoretical phrases rather than hands on examples, and this might become frustrating. Steven Johnson wrote a book that is much more entertaining and practical than many others in the field. It tells the story of famous ideas, where they came from and how they finally became services or products that changed our lives: The pencil. the flush toilet. The hashtag. The steam engine. You name it.

Some more book recommendations by our readers:
Thanks to Daniel Boese, Alex Schmidt

Reinventing Organizations by Frederic Laloux
Leading from the Emerging Future by Otto Scharmer
Nonzero: The Logic of Human Destiny by Robert Wright

Different Thinking: Creative Strategies for Developing  the Innovative Business by Anja Foerster, Peter Kreuz.


Creativity, innovation, and initiative are psychological processes that facilitate the transformation of individual work roles, teams, and organisations into desired future states. Therefore, the present paper focuses on potential research trends in this increasingly important area. Specifically, we identify three substantive gaps reflecting the needs for greater process differentiation, concept integration, and cross-cultural analysis. First, potential differential antecedents of specific creativity or innovation phases have received insufficient attention. Second, the creativity and innovation research domain may benefit from an integration of recently developed proactivity concepts such as personal initiative and voice behavior. Third, cross-cultural differences in values, motivational orientations, and leadership preferences may determine how creativity and innovation are enacted and cultivated across the globe. With respect to each of these future challenges, we provide suggestions for theoretical and empirical advancements and discuss potential practical and methodological developments.

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• Real life is… a perpetual compromise between the ideal and the possible; but the world of pure reason knows no, no practical limitations, no barrier to the creative activity.”   -    Bertrand Russell 

Most organizations have barriers to creativity, ideas, and innovation. Some are obvious while some are more subtle. Some barriers emerge from attitudes and perceptions of organizational leadership while others come from organizational structure or even from the employees themselves. Since these barriers have a tendency to eliminate creative possibilities from the organization, identifying and removing barriers to creativity and innovation is crucial. By pinpointing, recognizing, and acknowledging that barriers exist, an organization can bypass many common obstacles and become more idea-oriented by employing simple strategies.

• Common Workplace Barriers:
  
  Immovable Forces 
  
  
  ·         Cause: Resistance to new ideas and processes happens because it’s human nature to become uncomfortable when confronting potential change agents. Management and leadership tend to resist because creativity often means embracing uncertainty and may pose possible difficulties in measuring returns on investment.
  ·         Effect: Old habits, beliefs, and assumptions cloud openness to new ideas and overpower creative and innovative initiatives. The status quo remains in place and nothing changes. 
  ·         Strategy: Share stories about creativity and innovation in a workplace setting through all available channels to put creativity into context and to dispel preconceived notions about creativity and innovation. Build an Idea Library to provide resources that make creativity more familiar. Pinpoint and communicate the benefits of adopting new ideas, for both the organization as well as for the employees, to help gain acceptance.
  Judgment
  
  
  ·         Cause: Fear of a new idea is often manifested as criticism and sometimes harsh judgment. People mock and ridicule what they don’t understand.
  ·         Effect: Employees who have ideas are reluctant to share because they worry that no one will like the idea. They are afraid of ridicule or the implications of possible failure. 
  ·         Strategy: Adopt a no-ridicule ideology within the organization. Invite and encourage all employees, from all levels and departments, to become involved with innovative initiatives. Communicate failure and missteps as a necessary stepping stone to new approaches, products, and services.
  Playing by the Rules
  
  
  ·         Cause: Policies and procedures, inflexible and rigid organizational structures, traditions, and a culture of playing by the rules, are keeping employees from participating, stifling any innovative or creative processes.
  ·         Effect: An oppressive environment has a tendency to force employees to conform to accepted patterns, rules, and inherent limitations of the status quo. This hampers creative thinking and new ideas.
  ·         Strategy: Although some rules are necessary, many can suppress innovation and ideas. Consider if some of the rules can be relaxed, changed, updated, or eliminated to make allowances for the idea process to flourish.
  Hard Work
  ·         Cause: Bringing ideas from development to implementation often takes a lot of effort or time to produce results. Most organizations and employees don’t want to devote the necessary time or effort to complete a creative project.
  ·         Effect: Negativity takes hold even before beginning a project or a project is eliminated before it even gets up and running.  Lack of faith in the possible payoffs of a creative process can easily stymie or eliminate what might have been the next big idea.
  ·         Strategy: Going beyond the known, stock answers and allowing some time to discover more than one answer takes effort. Encourage employees by making it a competition or breaking larger initiatives into smaller, more manageable pieces.
  
  No process
  ·         Cause: Employees have ideas and want to share them but all they see is a dusty suggestion box. No other channels to input ideas are known by members to exist.
  ·         Effect: Past organizational experience shows employees that ideas put in the suggestion box disappear into a black hole so employees don’t bother to submit anything. They may feel there is no reason to get involved. 
  ·         Strategy: Make it easy for employees to input ideas through a variety of different channels and technologies to encourage inputs. Have leadership acknowledge and celebrate the value of ideas even if they can’t be utilized. If an idea works, develop it.
  Misunderstanding
  ·         Cause: Within an organization, creativity can be misunderstood by employees who are not creative in their work processes. Sometimes management will have little knowledge of the type of work it takes to produce creative projects.
  ·         Effect: An inaccurate impression of what is creative can result in workplace conflicts that hinder productivity and creativity, or even create an unpleasant or impractical work environment for some employees.
  ·         Strategy: Supply opportunities for all employees to use their creative side. Provide a context for ideas and innovation within the organization with creative examples. Offer training opportunities for employees to become more comfortable with their creative side.
  The effects of barriers within an organization can range from the most subtle undermining of possible changes to out-and-out misinterpretation of creativity. Whatever the barrier, it can cripple idea and innovation processes.  Not only can barriers stop employees from becoming involved but they can keep the organization as a whole from moving forward.
  
  For those reasons, it’s crucial to identify creative barriers with the understanding it’s natural for organizations and employees to resist change.  Through a conscious effort to move past creative roadblocks, an organization can embrace new depths of creativity and overcome these barriers. The result is an organization that is more innovative, creative, and idea-oriented.
  
  Karen Sieczka is an award-winning workplace trainer, author, Creativity@Work expert, and founder of Growing Great Ideas.com , a workplace training resources website and the Growing Great Ideas blog . Karen has facilitated a variety of learning programs including technology, soft skills, and customized courses in customer service and business communications. She also trains organizations to become more creative and innovative in the workplace with insights and exercises from her eBook 
  Written for TrainingIndustry.c
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• Growing Great Ideas: Unleashing More Creativity@Work . 
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