A635.4.3.RB_MaceRoyce
I can agree with Tom Wujec's analysis of why Kindergartners perform better on the Spaghetti Marshmellow Challenge than MBA students. In simple terms, the Kindergartners are less concerned with who is in charge and lack any "egos" at their young age. Their ability to create better structures likely derives from for two very big reasons: 1) the lack of time spent deciding who is in charge or any subsequent disagreements between group members, and 2) these young individuals are at a stage where their learning environment allows them to be more creative thus avoiding a singular appoach to building the structure.
Wujec (2010) points out that while business graduate students are taught that there are typically singular ways to do things, kids (particularly the kindergartners in these scenarios) are more creative when it comes to designing prototypes. I believe that the kindergartners are more creative because they haven't been conditioned to think that there is one absolute way to build the structure. I believe that the young mind is most creative because they can design and collaborate freely without ego or rigid planning processes.
CEOs with an administrative assistant likely perform better than CEOs alone because of the simple fact that the administrative assistant helps facilitate the overall project and simply add another set of eyes that can ensure that all phases of the project can move along in a timely manner. If asked to facilitate a process intervention workshop, this video would help me to understand collaborative roles within a group and the importance of prototypes.
In viewing this video and thoroughly digesting it, I have learned about the power of leaving the "ego" and "power-trips" at the door. A team is there to collaborate and contribute their own unique capabilities. Additionally, it is important to understand that prototyping can help alleviate the singular view that there is only one way to do something. In my own career, I can use this video as a means to understand that facilitation and prototyping can serve as a means to alleviate collaborative issues in any group setting.
References
Wujec, T. (2010). TEDTalks: Tom Wujec--Build a Tower, Build a Team [Video file]. Retrieved from
https://www.ted.com/talks/tom_wujec_build_a_tower#t-392604
Wujec (2010) points out that while business graduate students are taught that there are typically singular ways to do things, kids (particularly the kindergartners in these scenarios) are more creative when it comes to designing prototypes. I believe that the kindergartners are more creative because they haven't been conditioned to think that there is one absolute way to build the structure. I believe that the young mind is most creative because they can design and collaborate freely without ego or rigid planning processes.
CEOs with an administrative assistant likely perform better than CEOs alone because of the simple fact that the administrative assistant helps facilitate the overall project and simply add another set of eyes that can ensure that all phases of the project can move along in a timely manner. If asked to facilitate a process intervention workshop, this video would help me to understand collaborative roles within a group and the importance of prototypes.
In viewing this video and thoroughly digesting it, I have learned about the power of leaving the "ego" and "power-trips" at the door. A team is there to collaborate and contribute their own unique capabilities. Additionally, it is important to understand that prototyping can help alleviate the singular view that there is only one way to do something. In my own career, I can use this video as a means to understand that facilitation and prototyping can serve as a means to alleviate collaborative issues in any group setting.
References
Wujec, T. (2010). TEDTalks: Tom Wujec--Build a Tower, Build a Team [Video file]. Retrieved from
https://www.ted.com/talks/tom_wujec_build_a_tower#t-392604
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