创新团队VIEW测评

       为什么我们总是对自己团队的创新能力没有信心？创新团队不是把一批暂时闲散的团队成员聚在一起，创新团队是组织最高水平产出的保障。创新团队的组建需要根据团队成员特质进行最佳组合，如何快速在企业内部建立一支真正有价值、有突破性成果产出的创新团队？什么样特质的团队成员组合才是创新团队的最佳组合呢？什么样的团队组织能对组织创新产生最大的支持，产生突破性创新成果？

      创新团队最佳组合测评-VIEW测评，是美国基于30多年的研究和开发，开发和超过56000个应用程序使VIEW测评成为创新团队搭建最有力的评估工具。VIEW测评帮助参与者采取积极主动的态度，建立一个团队成员可以充分发挥个人潜力，更有效地创新团队合作环境。 使创新团队成员能够更有效的实施组织战略和计划，充分发挥团队成员的优势并彼此欣赏差异，减少内部阻力。

创新组织氛围—SOQ测评

为什么要考虑组织的创新氛围？

1.创新氛围是组织创新和增长的关键能力。研究和实践经验表明，那些在众多创新和增长指标上表现更好的组织将会深度管理他们的

  工作环境。

2.创新氛围是帮助组织管理变革的关键因素。那些有着健康环境的组织和团队可以更有创造力的处理更复杂的工作问题，拥有更高效

  的创新团队，以及更高的灵活性。因此，他们会大幅度提高了自己的盈利水平，缩短了创新产品的上市时间，提高了组织的盈利水. 

  平。

3.创新氛围是组织提高业务绩效的关键因素。优秀的企业领导者和管理者都会深度将注意力集中在创造一种吸引员工的氛围上，他们

  的盈利率（增加收入、股价和净收入）、生产率和客户忠诚度都会更高。

4.创新氛围是工作场所团队的幸福关键。健康的工作环境与工作满意度的提高、员工流动率的降低、工作场所压力的降低以及满足感

  和热情的增加有关。直接导致最终的业绩与原创表现

创新创造力组织氛围测评（SOQ）美国基于50多年的研究和开发，是全世界范围内最具影响力也是至今为止唯一一个能用于衡量组织在其直接工作环境中，对创造力、创新支持的组织氛围水平测评，以及领导者对组织氛围的影响水平。超过50年的广泛的研究，开发，和测试使创新氛围测评（SOQ）成为建立在一个坚实的统计基础的可靠的、有效的和有价值的测评。

SOQ测评报告将清晰的指出您的组织与全世界最具创新力的组织相比对的创新氛围差距，从而指导组织的创新氛围调整方向与创新激励制度的改进指导标准。创新组织氛围测评包括9个维度：团队融入组织的水平、团队迎接挑战的能力、团队创意时间的状况、辩论氛围、创意支持程度、冲突管理、幽默与欢乐程度、冒险精神、组织的开放与信任程度。

SOQ测评的目的是帮助组织产生真正的、持久的创新和变革。SOQ创新氛围测评是衡量组织团队创造力氛围能否持续点燃的评估工具，帮助组织培养能够领导创新的中高层领导团队。多方法测量利用定量和定性数据产生强大的结果。这项测评已被超过10000多个人利用，在100个组织中，其中许多是世界500强公司。

TESTIMONIALS 客户鉴证

Our goal in creating VIEW was to provide an instrument that was research based, easy to administer and score while providing feedback that was understandable and applicable in ways that enhance the efforts of groups and individuals to solve problems and manage change. As you can see by our testimonials, we succeeded!

Ed Selby Principle

Author of VIEW: An Assessment of Problem Solving Style SM

VIEW gives people rapid yet deep insights into the fundamental human dynamics of creative change and learning. Like the best tools in any field, it is disarmingly easy to engage with and yet has multiple layers of depth and value. It belongs to my core set of tools which get used over and over again. 

Alan ArnettNine Daisies - a leadership practice

I am using VIEW in some coaching and training sessions. It is always very enriching and gives a good base to talk openly and safely about cooperation in the team. 

Annemie SimkensConsultant/Trainer

The training for the VIEW instrument was thorough and insightful. As a result, I have complete confidence in my ability to bring value to my clients using this tool.

John P. GaulinPresident
Success Force, Inc.

Much of the work in our organization is done by teams of volunteers. VIEW has been an invaluable tool that has helped us shape those teams. I appreciate and have greater respect for working styles that are different from my own. 

 Mo GuyProgram Materials Coordinator

Destination ImagiNation, Inc.

Using VIEW has provided my students many Aha! moments that helped to clarify why they prefer to use a generating or focusing tool in the way they do.  For my students it has helped them understand themselves much better and helped them appreciate their classmates and co-workers as well as their instructor!  And, for me, as their instructor, I have a much clearer picture of each student and their approach to the course.

Patricia Schoonover, Ph.D. (WI)

Thales Training and Consultancy have been using VIEW extensively within Thales Group and those of their clients to provide genuine insights that bridge differences, enhance problem solving, enable learning and create significant positive impact on organisation-wide transformation. 

Adrian TerryThales Training & Consultancy

After taking the VIEW assessment I have a whole new understanding of how I think and process information and make decisions. More importantly, I have a far better understanding of how others do as well. In my job, I have been able to leverage that knowledge to build high performing teams from strong individual performers.

Scott CramerSolutions Consulting

At Perspectiv, we find clients believe VIEW, can remember VIEW, can use VIEW every day, and can see the value in using VIEW. 

Andy WilkinsPartner in Perspectiv LLP

We have found VIEW to be an extraordinarily useful tool both for preparing pre-service teachers at the university level and for reaching out in meaningful ways to educators in the field. In particular, this instrument has made a real difference in our work with school administrators, in that it provided a mechanism for us to encourage and help them (1) to think about, examine, and refine their own problem-solving styles, (2) to respect diversity, different points of view, and other ways of doing things, (3) to seek out and hire individuals from divergent backgrounds who bring something new to the party, and (4) to work collaboratively with their teams to improve the tone, establish a climate for innovation, and create creative environments creatively in their schools.

Ken McCluskey, Ph.D.Dean/Professor of Education

The University of Winnipeg

I have used VIEW with over 300 students preparing for teaching careers in the past three years. My own and my students' experience with VIEW has helped my student teachers gain insights into their own classroom teaching and management styles. I believe that VIEW has helped my student teachers become more sensitive to student learning style differences and better able to adapt a variety of instructional methods to meet student needs. 

 John C. Houtz, PhDProfessor of Educational Psychology

Fordham University
Graduate School of Education

In past years my students would always choose to work with their friends during laboratory and group activities. However, this was not always beneficial to their learning. By using the VIEW Assessment with my classes, I was able to give the students the experience of working in groups based on their style preferences. The students were excited to learn more about their individual preferences and enjoyed working within these groups so much that they continued to use their style groups throughout the year!

Melissa TironeChemistry Teacher,

Stafford County Public School, Virginia

I found VIEW to be a valuable instructional asset in my classroom. A great feature of VIEW results is that each student receives not just a score but personalized feedback describing his or her problem solving. Having data about each student’s individual problem solving styles provided me with practical information to develop instructional strategies that were intended to help students strengthen their creative problem solving. Additionally, I used the data to assist me in creating differentiated lessons to address individual differences. By using VIEW, I provided a proactive way for my students to better understand their problem solving. My students appreciated learning more about how they best problem solve and how differences can be assets when problem solving. It really helped them to develop empathy toward each other's differences, especially when working in group activities. Secondary students typically experience a lot of stress. From the information obtained from VIEW, my students gained self-knowledge about their problem solving that they could use to help alleviate stress. 

Dr. Billie Kamp Johnson

Ridgefield High School, Ridgefield, CT

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