Our Creativity Bias

Embed from Getty Images

 

“As important as creativity has been in our species’ recent centuries, it is the cornerstone for our next steps.  From our daily activities to our schools to our companies, we are all riding arm-in-arm into a future that compels a constant remodeling of the world.”  -via The Runaway Species: How Human Creativity Remakes the World by Eagleman and Brandt

And yet…

Research and studies inform us that we have a inherent bias against creativity, especially in leadership roles.  As Heidi Grant Halvorson shares in her 99u article, The Bias Against Creative Leaders…

“Our idea of a prototypical creative person is completely at odds with our idea of a prototypical effective leader.”

While David Burkus follows up in his article from The Creativity Post, Why Do We Keep Creative People Out Of Leadership Roles? of evidence published in the Journal of Experimental Social Psychology by researchers Mueller, Goncalo and Kamdar that when they analyzed their findings on creativity and leadership…

“They found a negative correlation between creativity and leadership potential.  The employees were assuming that those with more creative ideas were less prepared to be leaders.”

However, the bias against creativity did not stop with leaders and leadership roles.  We actually harbor individual bias’ against creativity itself.  In a follow-up study led by Mueller it was found that “Participants said they desired creative ideas, but subconsciously rejected creativity.”  

For which Burkus adds…

“Perhaps the explanation for both studies is our preference for order and the status quo.  For an idea to be creative, it must be novel and useful.  For a leader to be creative, their ideas and methods must be novel and useful.  but if an idea is novel, it departs from the status quo or established order.  That same order is often used for evaluating whether the idea is useful.”

We know that our brains crave certainty.  And in the same way, even though we purport to be in favor of creativity, deep down, we still cling to order and the status quo.

As Eagleman and Brandt share in The Runaway Species

“This mandate for innovation is not reflected in our school systems. Creativity is a driver of youthful discovery and expression – but it becomes stifled in deference to proficiencies that are more easily measured and tested.  This sidelining of creative learning may reflect larger societal trends.  Teachers typically prefer the well-behaved student to the creative one, who is often perceived as rocking the boat.  A recent poll found that most Americans want children to have respect for elders over independence, good manners over curiosity, and would prefer them to be well behaved rather than creative.”

Which may be one of the reasons that our organizations deal much better with ideas of reform and incremental change, over disruptive, transformational and even exponential shifts.  Even though we love to hear the stories of the latter, we cling to the former.

If creativity is as important as we believe it to be for the future success of our individuals, organizations, and even society, as stated in the opening quote by Eagleman and Brandt, yet we inherently hold onto bias’ against creativity and creative leaders, then we will most assuredly continue to struggle to effectively move towards any type of deep transformation of our organizations and systems that move us beyond incremental changes that run in line with the current order of things.

And should not be surprised that we continue to march forward in a predictable, linear, status quo fashion.

“If we want a bright future for our children, we need to recalibrate our priorities.  At the speed the world is changing, the old playbooks for living and working will inevitably be supplanted – and we need to prepare our children to author the new ones.”  -via The Runaway Species: How Human Creativity Remakes the World

Advertisements

Exploring “What If” With Our Systems

Embed from Getty Images

 

If the brain thrives on certainty, we must intentionally create environments and situations that both allow and force us to engage and grapple with uncertainty…if we are to gain the capacity that pushes us towards change that leads to transformation.

For transformation to occur, to really occur, we have to begin to create organizational environments where the willingness to ask “what if” moves us from greater awareness, to collective action around and toward a better vision for the future…

For this is much deeper than just risk-taking.  

It is embracing a willingness to move past the constant exploitation and amplification of the known, of what we’ve always done, in order to intentionally engage with the unknown and explore uncertainty.  Spending time in this arena, grappling with thinking and ideas beyond our current awareness and understandings, allows us to stretch and even unlearn the frames by which our current mental models are held in place.

For this is where new learning and new knowledge is created.

As individuals and organizations, we need to both explore and engage more “what if” questions that require us to create the mental scenarios that allow us to anticipate, forecast, and even prepare more effectively for the future, and what the future might require of us and our organizations.

We have to approach “what if” collectively…

What if we knew that we were going to be facing a possible dystopian future with automation and artificial intelligence causing major job displacement and economic upheaval, how would we decide to change our organizations and systems?

What if we knew that our current way of operating as an organization would be determined irrelevant and would face major disruption in the next two years, how would we decide to change our organization and our systems?

What if we knew that the content and skills we were teaching our students would be determined to be disconnected towards helping them find future success in a quickly changing world, how would we decide to change our organizations and systems?

What if we knew that the only way to thrive effectively in the future as individuals and organizations, required ongoing and continuous learning and change, how would that change our organizations and systems?

What if we knew that the way forward for individual and organizational success in the future required greater emotional intelligence, empathy, creativity, inventiveness, curiosity, how would we decide to change our organizations and systems?

What if we knew what the future would require of us and our organizations, would we be willing to change ourselves, our organizations, and our systems?

It is in our questions, much more than our answers, that we truly begin to determine a vision of what transformation may look like, both individually and organizationally.

And yet, what we often fail to realize, both individually and organizationally, is that even when we know the dire outcomes of an unwillingness to change, when we know that status quo thinking and doing will lead us into eventual irrelevance or worse…we still cling to the known, of what we’ve always done.

Too often, the fear of the unknown keeps us grounded in the irrelevance of the known.

Framing the future in fear is not going to create the change necessary to move us and our organizations forward more effectively.  Rather, we need to create new frames, new scenarios of a much more positive future, by allowing our “what if” questions to paint a picture of what we could become, of a better way forward, and a better future for us all.

In the end, always remember, if we never ask what if…we will always be left with what is.

 

 

 

My TEDx Experience

Embed from Getty Images

 

“When you take risks you learn that there will be times when you succeed and there will be times when you fail, and both are equally important.”  -Ellen DeGeneres

I want to begin this piece by truly thanking Greg McWhorter @gmcwhorterVVUSD Phil Harding @pharding2 Matt Penner @mattpenner and Michael McCormick @ValVerdeSupt for the tremendous work they do to improve the profession of education for educators and students, as well as their ongoing positive support and encouragement they’ve provided me along my own journey. 

So, let’s set the stage…

I grew up with an unhealthy fear of public speaking, an almost paralyzing problem that would have me looking for any escape route available when the faintest possibility that I may have to get up and speak reared its ugly head.  As a student, when a presentation assignment required it, I would most assuredly find a way to be absent or sick on that day.  A ritual of avoidance that followed me into my college days.

Which followed me just as relentlessly into my adult life and career.

As an educator, I learned to come to grips with this fear in the classroom, however it did not stop me from finding the need or excuse to exit the room when it was apparent that the moment or occasion may be warranted in a meeting or professional development situation.  This is not to say that I felt comfortable with these avoidance behaviors, rather I was unable to find any relief or remedies from the debilitating anxiety and fear that public speaking arose at my very core.

As I moved from the classroom into administration, the need arose more regularly and in larger arenas.  I was slowly becoming more adept at handling these opportunities, which is not to say that knowing I had to speak to a large crowd at an upcoming date did not make the in-between time any less anxiety-riddled, often bringing on deep levels of stress and shortness of breath.

Yet, over time it got better and better.

Jumping to current circumstances, public speaking has become a large part of the work that I do, both in and outside of my regular day job.  Now, this is not to say that the shortness of breath and moments of deep anxiety do not still exist, but I have found ways to cope much more effectively, even as the events and opportunities get bigger, including my first keynote opportunity this year in front of several hundred educators.

While I will not say that my first inclination isn’t still to look for a way out of the opportunity when they arise, I have come to a place where I am much more willing to push through and not allow this fear to turn into future regret, of opportunities found and then ultimately lost.

Which takes us to now…

One of the greatest driving forces for squelching my avoidance of public speaking, was the way it debilitated my ability to bring ideas to the table.  I don’t want to be able to speak to be a speaker, rather I want the opportunity to have a voice at the table of transformation.  To be engaged in the discourse that leads to positive change and collective impact for individuals and organizations.  Unfortunately, for years, my fear was removing my voice from being engaged in that space.

So when I received a call a short time back to see if I was interested in taking part in a TEDx event, I was humbled, overwhelmed, and thankful not only to be a part of the event, but to even be considered.  So even though fear was gently tugging away at the back of my mind, I thankfully accepted the invitation.

However, sometimes we have to be aware of what our conscience is telling us as well, and sometimes it is more than the fear of speaking, or even public failing.

My gnawing conscience was trying to tell me that I was already on overload at work.  Not only were the last few months a heavy lift that had left me feeling cognitively drained, the upcoming time to the talk was filled with an even heavier lift and trainings.  However, it was just not something you say no too (or do you), as the opportunity may never come around again.  So you push through.

Arriving backstage…

Arriving that Saturday morning, after a week of very little sleep, mentally heavy trainings out of town over the last few days and the wear and tear of travel, I was still feeling energized, albeit a bit scared and definitely wound tight.  But here was a chance, a chance to engage ideas that I am deeply passionate about, ideas that I believe are worth sharing.  But I also new the relentless pace of the last few months had left very little time, physically or cognitively to plan for the talk, which had me very nervous.

On the stage…

The thing that we often forget, is that we always see the big opportunity as the game-changer, but sometimes the big opportunity doesn’t play out as planned, or envisioned.

Sometimes you crash and burn…and learn.

So here are a few of my take-aways from being in the TEDx moment, when it crashed and burned:

  • I allowed fear to overrule my better judgment.  Instead of getting out there and providing an authentic talk, I created a presentation.  I let my speaking bias’ get in the way of the indicators that were warning me that I was not approaching the process in the best way possible.  I tried to choose perfection over authenticity, and it just didn’t work (and not because the slides delayed).
  • I was so focused on relaying the intent and the message, that I lost my ability for connection (and let’s be honest, maybe the fact that it was being recorded did have a bit to do with it).  I found myself pushing, trying too hard to present this perfect message, when I should have been  focused on the story, which cost me not only the opportunity for greater connection, but greater overall impact.
  • I missed the “in the moment’ opportunities for engaging what was happening (which I know I attribute to being filmed).  Unfortunately, especially since I did not take the opportunity to use it as learning moment, a fly followed me out on to that TEDx stage, and it continued to relentlessly pursue the back of my head and face throughout the talk (which made me think of the HD film that it was being captured on).  So instead of using the fly as a story touchpoint, I tried to become more focused, leading to more frustration as I felt the message of what I was trying to engage slip through my fingers.

In the end, I allowed my focus on an outcome and the urgency to achieve that outcome to make me blind to what the environment and the indicators were telling me.  But that does not mean that I am not grateful for the opportunity, in fact I probably learned more than if it would have went off without a hitch.  It has allowed me an opportunity to be reflective, to reach into my core for resilience, and it has taught me a variety of lessons.  And it has made me much more aware of being open to listening to those indicators and of blindspots that we are all open to as leaders and learners.

Leaving the stage…

While there is a deep level of frustration and cognitive devastation as you walk through the curtain, the one thing I do know is that the level of connection I failed to achieve on that TEDx stage, will come forth in my day to day work.  For, it is in our failures, that we are able to gain the empathy to support those around us who are dealing with the same struggles.  And while I will probably never guide people to the link for that talk, the lessons learned, and how I will share them with others, will carry on much longer than the impact of any successful talk.

“Failure isn’t a necessary evil.  In fact, it isn’t evil at all.  It is a necessary consequence of doing something new.”  -Ed Catmual via Creativity, Inc.

At The Intersection Of Adaptive Leadership, Design And Systems Thinking

Embed from Getty Images

 

“We can’t impose our will on a system.  We can listen to what the system tells us, and discover how its properties and our values can work together to bring forth something much better than could ever be produced by our will alone.”  -via Donella Meadows Thinking in Systems: A Primer

We live in a world relentlessly pushed forward by the velocity, volatility, uncertainty, disruption, and disequilibrium of constant change.  As the pace of change accelerates, so does the shelf-life of our strategies, processes, frameworks, and systems.  The rapidity of change now requires an expanding and continuously evolving breadth and depth to our repertoire of problem-solving strategies and leadership skill-sets.  Yet, even in the face of this rapidity of change and the disequilibrium it creates, too often, we find ourselves as individuals and organizations siloed in and dedicated to only one way of doing and working.  In many ways, we continue to approach the problems we are trying to solve in very limited and one-dimensional manner.

If it worked before, we believe it will continue to work…even when it doesn’t.

In many ways, we fail to adapt, both as individuals and organizations, especially in the midst of this shift from technical problems to adaptive challenges.  As Heifetz and Linsky share in Leadership on the Line, “Indeed, the single most common source of leadership failure we’ve been able to identify – in politics, community life, business, or the nonprofit sector – is that people, especially those in positions of authority, treat adaptive challenges like technical problems.”

In the article, Becoming an Adaptive Leader, they share seven ways to know if you are facing an adaptive challenge:

  • The solution requires operating in a different way than you do now
  • The problem AND the solution require learning
  • The solution requires shifting authority and responsibility to the people who are actually affected
  • The solution requires some sacrifice of your past ways of working or living
  • The solution requires experimenting before you’re sure of the answer
  • The solution will take a long time
  • The challenge connects to people’s deeply held values

While it is vitally important to determine and distinguish between whether you are facing a technical problem or adaptive challenge, it is no longer enough without expanding, evolving and innovating the ways in which we will respond and react to these new and growing challenges.

It is at this intersection of recognition, that learning and improvement can exist.

It is at this intersection, where adaptive leadership, design and systems thinking meet, mingle and begin to coexist, that will eventually allow us to adapt and intervene towards  more improved problem-solving processes to today’s growing list of “adaptive” challenges.  To allow us to approach these challenges in a much more expansive and effective manner, both individually and organizationally.

Especially as we consider the phases or steps of each of these individual processes and frameworks.

Adaptive Leadership: observation, interpretation, intervention.

Design Thinking: empathy, definition, ideation, prototyping

Systems Thinking: interconnections, linkages, interactions

Visually seeing these three processes and frameworks together side by side, not only shows how similar each of these are, but how they can support and build upon each other, as well as fill in the gaps that one or the other may be missing.  In many ways, they are best served not as building blocks for each other, but as blending blocks that provide a more integrated approach.

For example, as design thinking may push to disrupt the status quo of doing and working, systems thinking fills in by allowing us to determine how that shift can and will affect the whole, while adaptive leadership presses forward to prepare us for how people will interpret and be affected by that change and prepare interventions for the push-back that will eventually come from the uncertainty and possible loss of that change.

It is also when you look at Peter Senge’s ideas on systems thinking and learning organizations…

  • Deep, persistent commitment to real learning
  • Be prepared to be wrong, reflecting on mental models
  • Gain a diversity of thinking and points of view, collective
  • Understanding the problems we are dealing with and gain some perspective on those problems

That we see not only the intersection, but how the coalescing and fusing of these three processes and frameworks for problem-solving and adaptive change support an environment that is constantly evolving and continuously improving.

It is at the intersection of adaptive leadership, design and systems thinking, we are able to engage empathy, allow for our observations to lead to deeper connections and interconnections.  To not only interpret those observations and connections, but allow them to better define the real problem or problems we are facing and to see how they link to the entire system.  While providing the space for ideation and divergent thinking that will provide more relevant solutions and prototypes to those problems, while trying to understand how people will interact with these changes and consider  possible interventions that will allow for us to overcome ingrained status quo habits and behaviors that impede progress and change.

It is at the intersection of these three forces that not only better futures are imagined, but the tools are provided to help bring those possibilities to realization.

“The main tenet of design thinking is empathy for the people you’re trying to design for.  Leadership is exactly the same thing-building empathy for the people that you’re entrusted to help.”  -David Kelley Found of IDEO

Future Thinking

Embed from Getty Images

 

A recent survey study by the Institute for the Future, The American Future Gap revealed that, “The vast majority of people never think about the far future.”

As author of the survey and senior researcher Jane McGonigal adds, “The majority of people aren’t connecting with their future selves, which studies have shown leads to less self-control and less pro-social behavior.”  McGonigal adds, “Thinking about the future in 5, 10 and 30 years is essential to being an engaged citizen and creative problem solver.  Curiosity about what might happen in the future, the ability to imagine how things could be different, and empathy for our future selves are all necessary if we want to create positive change in our own lives or the world around us.”

So, if future thinking is shown to have positive benefits for us and society, then it might behoove us to consider learning ways in which a futurist may approach thinking about the future.

To think more like a futurist, let’s dig a bit into Dr. Joseph Voros’ work A Primer on Future Studies, Foresight and the Use of Scenarios, and to what he refers to as the three “laws” of futures:

The future is not predetermined.  Understanding that there are limitless and or endless possibilities for the future, is also in understanding that while the present does have bearing on the future, the future can and does remain undetermined by our current situation.  Or as Dr. Voros adds,Therefore, there is no, and cannot be, any single predetermined future, rather there are considered to be infinitely many potential alternative futures.”

The future is not predictable.  The future is not some process that keeps marching forward in a linear, predictable manner.  As Dr. Voros shares, “Even if the future were predetermined, we could never collect enough information about it to an arbitrary degree of accuracy to construct a complete model of how it would develop.”  And yet, in many ways, especially in our organizations, we continue to approach the future in a safe, linear, predictable manner, which is at odds with the velocity and acceleration of change in today’s complex world.

Future outcomes can be influenced by our choices in the present.  And while we are faced with infinite possibilities of how our future will emerge, that does not mean that we have no influence on that emergence, no matter the limitless possibilities it proposes.  For which Dr. Voros puts forth, “Even though we can’t determine which future of an infinite possible variety will eventuate, nevertheless we can influence the shape of the future which does eventuate by the choices we make regarding our actions (or inaction) in the present.”  Too often we remain cognitively unaware and immune to the power of seeing how we think and act can have great influence on this constantly evolving and emerging future, allowing our mental models to provide us with a predetermined approach to the future.

In A Primer on Future Studies, Foresight and the Use of Scenarios, Dr. Joseph Voros provides “four” classes of potential and or alternatives when considering the future.

Possible futures.  As Dr. Voros shares, “This class of futures includes all the kinds of futures we can possibly imagine – those which might happen – no matter how far-fetched, unlikely or way out.”  These fall into the class of might happen future.

Plausible futures.  These futures fall into the class of could happen” futures.    While possible futures are often reliant on future knowledge, plausible futures are driven more by “current knowledge.”

Probable futures.  These futures tend to fall into the class of “likely to happen” futures.  As Dr. Voros adds, they “stem in part from the continuance of current trends” and are “a simple linear extension of the present.”

Preferable futures.  Whereas, plausible futures fall into the class of what we “want to happen” futures.  The difference of preferable futures to the three classes of futures is that preferable futures are “largely emotional rather than cognitive” and the other three classes of futures are “concerned with informational or cognitive knowledge.”

In the end, it doesn’t matter that we think like futurist, as much as it matters that begin to spend time future thinking.

As Jane McGonigal shares, “Future thinking is one of our most under-developed skills sets.  It takes less than a minute a day, but studies have shown it can lead to improved health, better financial stability and much more.”  And yet, “The vast majority of people never think about the far future.”  Even though “Studies show the less people think about their future lives, the less self-control they exhibit and the less likely they are to make choices that benefit the world in the long-run.”

And while it is important to be in the present, it may be just important that we spend a bit more time thinking about our future.

Preparing in the present…can keep us from being stranded in the future.

References and quotes from…

Voros, Joseph.  A Primer on Future Studies, Foresight and the Use of Scenarios.  2001. Thinking Futures: Designing Collaborative Conversations about the Future

McGonigal, Jane. The American Future Gap. 2017. Institute for the Future

That World Doesn’t Exist Anymore…

Embed from Getty Images

 

“One of the key issues in an exponential world…whatever understanding you have today is going to rapidly become obsolete, and so you have to continue to refresh your education about technologies and about organizational capabilities. That’s going to be very challenging.”  -Salim Ismail Exponential Organizations

Working one job until retirement…

(According to the U.S. Bureau of Labor Statistics, the average time in a single job is 4.2 years and individuals born in the latter years of the baby boom (1957-1964) held an average of 11.9 jobs from age 18-50.)

The lifespan of Fortune 500 companies…

(According to BBC News, the average lifespan of a company in the S&P 500 index has decreased by more than 50 years in the last century, from 67 years in the 1920’s to just 15 years today, according to Richard Foster from Yale University.  He also estimates that by 2020, more than three-quarters of the S&P 500 will be companies we have not heard of yet.)

Big organizations are responsible for the main creation of new jobs…

(A recent study by Harvard and Princeton economists showed that 94% of net job growth from 2005 to 2015 was in ‘alternative work,’ defined as independent contractors and freelancers.)

The skills that got you here, will keep you here…

(A World Economic Forum report found that 63% of workers in the U.S. say they’ve participated in job related training in the past 12 months, yet employers are reporting the highest talent shortages since 2007. On average, by 2020, more than a third of the desired core skill sets of most occupations will be comprised of skills that are not yet considered crucial to the job today, according to the respondents.)

Phone Booths…

(According to Google, the number of mobile phone users in the world is expected to pass the 5 billion mark by 2019. In 2014, nearly 60% of the population worldwide already owned a mobile phone.)

According to The Telegraph and Business Insider here are few more things that technology have made obsolete in today’s world…

  • Printing out photographs
  • Getting film developed
  • Movie rental stores and VCR’s
  • Record stores, buying CD’s
  • Fax machines
  • Backing up your data on floppies or CD’s
  • Long-distance charges
  • Phone books, dictionaries, encyclopedias
  • Checking a map before or during a car journey
  • Dial-up Internet
  • VHS Tapes

Not to consider the jobs that no longer exist due to technology and the current level of digital disruption.  The jobs and the percentage of work that we continually hear about as being on the verge of being replaced by automation, robots and artificial intelligence in the near future.

As an example, Fast Company shares these 10 jobs that will likely be replaced by robots…

  1. Insurance Underwriters and Claims Representatives
  2. Bank Tellers and Representatives
  3. Financial Analysts
  4. Construction Workers
  5. Inventory Managers and Stockists
  6. Farmers
  7. Taxi Drivers
  8. Manufacturing Workers
  9. Journalists
  10. Movie Stars

For which, Martin Ford shares, “The impact that accelerating progress has on the job market and overall economy is poised to defy much of conventional wisdom.”

Of which Ford adds, “Technology is not just advancing gradually: it is accelerating.  As a result, the impact may come long before we expect it…”

Preparing for this automated, augmented, artificially intelligence infused future is difficult to imagine, let alone prepare effectively for, both as individuals and organizations.  So the objective then becomes, not to try and predict the future (which is impossible), but to try and forecast and determine those signals for the future that are arising from the chaos of the present.  It is in understanding…

Preparing our students for an automated future, is a much different proposition.

For which I will leave you with this excerpt from The Economist (Economist Intelligence Unit-EIU) report sponsored by Google, Driving the Skills Agenda: Preparing Students for the Future, “It is also a safe bet that most Americans will need to acquire new knowledge and skills over their work lives in order to earn a good living in a changing work world.  In this context, the nation’s challenge is to sharply increase the fraction of American children with the foundational skills needed to develop job-relevant knowledge and to learn efficiently over a lifetime.”

For what we are learning and realizing more and more, is that the world we grew up in, the world that we so easily recognized, may no longer exist anymore…

It is in realizing what changes, AND in what stays the same, that we can more effectively support our individuals and organizations in moving more successfully into this new and unknown future.

And also realizing that human aspirations such as love, compassion, caring, understanding, resilience, empathy, imagination, inventiveness, creativity, emotional intelligence and awareness tend to continually stand the test of time.

Or as Faisal Hoque and Drake Baer share in Everything Connects, “We have to assume that everything we think is right today will be wrong tomorrow.”

Experimentation Is Not An Event

Embed from Getty Images

 

“The most important and visible outcropping of the action bias in the excellent companies is their willingness to try things out, to experiment.  There is absolutely no magic in the experiment.  It is simply a tiny completed action, a manageable test that helps you learn something, just as in high school chemistry.  But our experience has been that most big institutions have forgotten how to test and learn.  They seem to prefer analysis and debate to trying something out, and they are paralyzed by fear of failure, however small.”  -Tom Peters In Search of Excellence

Without experimentation we limit our opportunity to evaluate the value of new ideas and thinking.

Without experimentation we lack space to discover and engage new learning and knowledge.

Without experimentation we fail to have a process that invites innovation.

Without experimentation, we never become true learning organizations.

As Stefan Thomke shares in his work Experimentation Matters, “Experimentation matters because it fuels the discovery and creation of knowledge and thereby leads to the development and improvement of products, processes, systems, and organizations.”

In other words, experimentation allows us the space, the processes, and the opportunity to continually retool and upskill our thinking, our ideas, our processes, our systems, and our organizations.

It allows room for learning.

However, the problem with experimentation for many individuals and organizations begins with how we see experimentation, with our mindset.  Too often we treat experimentation like an event.  Something we do occasionally.

Rather than an iterative and reflective process for continually improving and determine how to get better.

Which means we are going to need to strip away the “event” aura that surrounds our idea and thinking in and about experimentation.  To begin to think of experimentation as something natural, something designed into the everyday processes of our organizations and systems.

To move from event thinking, to natural integration.

If we are going to transform ourselves and our organizations, both incrementally and exponentially, we have to begin to see exploration, experimentation and discovery as everyday processes intertwined and designed into our systems and organizations…not one time events that do little to move us towards that transformation and a mindset of continuous improvement.

Innovation is not determined by a well-defined plan, but discovered through ongoing experimentation, risk-taking, reflection, and feedback.  It is in this process that not only is new learning engaged, but very often, new knowledge is created.

When experimentation is intertwined and designed into an organization’s processes and systems, new learning and ongoing idea flows become a much more natural and open phenomena in and across the organization.

Which is the very foundation of what a learning organization should be.

For far too long, individuals and organizations have limited themselves to becoming initiative implementers, which is the antithesis of the autonomy and learning that is required for organizations to retain relevance in an accelerated world shifting at a volatile and exponential pace.

If we truly intend to become learning individuals and organizations, we have to determine how to work discovery, exploration, experimentation, creativity and innovation back into our individual and organizational DNA.

Divergent Thinking + Creativity = Big Ideas

Big Ideas + Experimentation + Execution = Innovation

Innovation + Technology = Acceleration

Acceleration + Network Learning = Collective Impact

Learning Organization

“Perhaps the attribute most critical to a learning organization is experimentation.”  -via Exponential Organizations