Not all ideas are ‘shot down’ by an intimidating boss- Albert Einstein’s formal letter paved the way to American atom bomb research.
Everyone says they want innovation in their organization, but when an ambitious employee offers it to a Boss or CEO, for example, the idea is often shot down, says Neal Thornberry, Ph.D., faculty director for innovation initiatives at the Naval Postgraduate School in California.
“Senior leaders often miss the value-creating potential of a new concept because they either don’t take the time to really listen and delve into it, or the innovating employee presents it in the wrong way,” says Thornberry, who recently published “Innovation Judo,” (www.NealThornberry.com), based on his years of experience teaching innovation at Babson College and advising an array of corporate clients, from the Ford Co. and IBM to Cisco Systems.
Neal Thornberry: ” Innovation should be presented as opportunities, not ideas. Opportunities have gravitas while ideas do not!”
Thornberry outlines a template for innovation that works:
1 Intention: Once the “why” is answered, leaders have the beginnings of a legitimate roadmap to innovation’s fruition. This is no small task and requires some soul searching.
“I once worked with an executive committee, and I got six different ideas for what ‘innovation’ meant,” he says. “One wanted new products, another focused on creative cost-cutting, and the president wanted a more innovative culture. The group needed to agree on their intent before anything else.”
2 Infrastructure: This is where you designate who is responsible for what. It’s tough, because the average employee will not risk new responsibility and potential risk without incentive. Some companies create units specifically focused on innovation, while others try to change the company culture in order to foster innovation throughout. “Creating a culture takes too long,” Thornberry says. “Don’t wait for that.”
3 Investigation: What do you know about the problem? IDEO may be the world’s premier organization for investigating innovative solutions. Suffice to say that the organization doesn’t skimp on collecting and analyzing data. At this point, data collection is crucial, whereas brainstorming often proves to be a waste of time if the participants come in with the same ideas, knowledge and opinions that they had last week with no new learning in their pockets.
4 Ideation: The fourth step is also the most fun and, unfortunately, is the part many companies leap to. This is dangerous because you may uncover many exciting and good ideas, but if the right context and focus aren’t provided up front, and team members cannot get on the same page, then a company is wasting its time. That is why intent must be the first step for any company seeking to increase innovation. Innovation should be viewed as a set of tools or processes, and not a destination.
If you’re gonna ‘demo’ your idea you better have practiced and perfected your routine before showing your boss-
5 Identification: Here’s where the rubber meets the road on innovation. Whereas the previous step was creative, now logic and subtraction must be applied to focus on a result. Again, ideas are great, but they must be grounded in reality. An entrepreneurial attitude is required here, one that enables the winnowing of ideas, leaving only those with real value-creating potential.
“Innovation without the entrepreneurial mindset is fun but folly,” Thornberry notes.
6 Infection: Does anyone care about what you’ve come up with? Will excitement spread during this infection phase? Now is the time to find out. Pilot testing, experimentation and speaking directly with potential customers begin to give you an idea of how innovative and valuable an idea is. This phase is part selling, part research and part science. If people can’t feel, touch or experience your new idea in part or whole, they probably won’t get it. This is where the innovator has a chance to reshape their idea into an opportunity, mitigate risk, assess resistance and build allies for their endeavor.
7 Implementation/Integration: While many talk about this final phase, they often fail to address the integration part. Implementation refers to tactics that are employed in order to put an idea into practice. This is actually a perilous phase because, in order for implementation to be successful, the idea must first be successfully integrated with other activities in the business and aligned with strategy. An innovation, despite its support from the top, can still fail if a department cannot work with it.
For the Silo, Neil Thornberry.
Working 9 to 5? Think about the best times to approach your boss.
Neal Thornberry, Ph.D., is the founder and CEO of IMSTRAT, LLC a consulting firm that specializes in helping private and public sector organizations develop innovation strategies. A respected thought leader in innovation, Thornberry is a highly sought-after international speaker and consultant. He also serves as the faculty director for innovation initiatives at the Center for Executive Education at the Naval Postgraduate School in Monterey, Calif. Thornberry, author of “InnovationJudo:Disarming Roadblocks & Blockheads on the Path to Creativity”, holds a doctorate in organizational psychology and specializes in innovation, corporate entrepreneurship, leadership and organizational transformation.
“Pay attention students, write this down for memorization.” The Trivium and Quadrivium, medieval revival of classical Greek education theories, defined the seven liberal arts necessary as preparation for entering higher education: grammar, logic, rhetoric, astronomy, geometry, arithmetic, and music. Even today, the education disciplines identified since Greek times are still reflected in many education systems. Numerous disciplines and branches have since emerged, ranging from history to computer science…
Now comes the Information Age, bringing with it Big Data, cloud computing, artificial intelligence as well as visualization techniques that facilitate the learning of knowledge.
All this technology dramatically increased the amount of knowledge we could access and the speed at which we could generate answers to our questions.
“New and more innovative knowledge maps are now needed to help us navigate the complexities of our expanding landscape of knowledge,” says Charles Fadel. Fadel is the founder of the Center for Curriculum Redesign, which has been producing new knowledge maps that redesign knowledge standards from the ground up. “Understanding the interrelatedness of knowledge areas will help to uncover a logical and effective progression for learning that achieves deep understanding.”
Joining us inThe Global Search for Educationto talk about what students should learn in the age of AI is Charles Fadel, author ofFour-Dimensional Education: The Competencies Learners Need to Succeed.
“We need to identify the Essential Content and Core Concepts for each discipline – that’s what the curation effort must achieve so as to leave time and space for deepening the disciplines’ understanding and developing competencies.” — Charles Fadel
Charles, today students have the ability to look up anything. Technology that enables them to do this is also improving all the time. If I want to solve a math problem, I use my calculator, and if I want to write a report on the global effects of climate change, I pull out my mobile. How much of the data kids are being forced to memorize in school is now a waste of time?
The Greeks bemoaned the invention of the alphabet because people did not have to memorize the Iliad anymore. Anthropologists tell us that memorization is far more trained in populations that are illiterate or do not have access to books. So needing to memorize even less in an age of Search is a natural evolution.
However, there are also valid reasons for why somecarefully curatedcontent will always be necessary. Firstly, Automaticity. It would be implausible for anyone to constantly look up words or simple multiplications – it just takes too long and breaks the thought process, very inefficiently. Secondly, Learning Progressions. A number of disciplines need a gradual progression towards expertise, and again, one cannot constantly look things up, this would be completely unworkable. Finally, Competencies (Skills, Character, Meta-Learning). Those cannot be developed in thin air as they need a base of (modernized, curated) knowledge to leverage.
Sometimes people will say “Google knows everything” and it is striking, but the reality is that for now, Googlestoreseverything. Of course, with AI, what is emerging now is the ability toanalyzea large number of specific problems and make predictions, so eventually, Google and similar companies will know a lot more than humans can about themselves!
Closeup of mobile phone with language learning application in jeans pocket. focus on screen
“What we need to test for is Transfer – the ability to use something we have learned in a completely different context. This has always been the goal of an Education, but now algorithms will allow us to focus on that goal even more, by ‘flipping the curriculum’.” — Charles Fadel
If Child A has memorized the data in her head while Child B has to look up the answers, some might argue that Child A is smarter than Child B. I would argue that AI has leveled the playing field for Child A and Child B, particularly if Child B is digitally literate, creative and passionate about learning. What are your thoughts?
First, let’s not conflate memory with intelligence, which games like Jeopardy implicitly do. The fact that Child A memorized data does not mean they are “smarter” than Child B, even though memory implies a modicum of intelligence. Second, even Child B will need some level of content knowledge to be creative, etc. Again, this is not developed in thin air, per the conversation above.
So it is a false dichotomy to talk about KnowledgeorCompetencies (Skills/Character/Meta-learning), it has to be Knowledge (modernized, curated) and Competencies. We’d want children to both Know and Do, with creativity and curiosity.
Lastly, we need to identify the Essential Content and Core Concepts for each discipline – that’s what the curation effort must achieve so as to leave time and space for deepening the disciplines’ understandinganddeveloping competencies.
Given the impact of AI today and the advancements we expect by this time next year, when should school districts introduce open laptop examinations to allow students equal access to information and place emphasis on their thinkingskills?
The question has more to do with Search algorithms than with AI, but regardless, real-life is open-book, and so should exams be alike. And yes, this will force students to actually understand their materials, provided the tests do more than multiple-choice trivialities, which by the way we find even at college levels for the sake of ease of grading.
What we need to test for is Transfer – the ability to use something we have learned in a completely different context. This has always been the goal of an Education, but now algorithms (search, AI) will allow us to focus on that goal even more, by “flipping the curriculum”.
Today, if a learner wants to do a deep dive into any specific subject, AI search allows her to do this outside of classroom time. What do you say to a history teacher who argues there’s no need to revise subject content in his classroom?
For all disciplines, not just History, we must strike the careful balance between “just-in-time, in context” vs “just-in-case”. Context matters to anchor the learning: in other words, real-world projects give immediaterelevancefor the learning, which helps it to be absorbed. And yet projects can also be time-inefficient, so a healthy balance of didactic methods like lectures are still necessary.McKinseyhas recently shown that today that ratio is about 25% projects, which should grow a bit more over time as education systems embed them better, with better teacher training.
Second, it should be perfectly fine for any student to do deep dives as they see fit, but again in balance: there are other competencies needed to becoming a more complete individual, and if one is ahead of the curve in a specific topic, it is of course very tempting to follow one’s passion. And at the same time, it is important to make sure that other competencies get developed too. So, balance and a discriminating mind matter.
Employers consider ethics, leadership, resilience, curiosity,mindfulness and courage as being of “very high” importance to preparing students for the workplace. How does your curriculum satisfy employers’ demands today and in the years ahead?
These Character qualities are essential foremployersand life needs alike, and they have converged away from the false dichotomy of “employability or psycho-social needs.” A modern curriculum ensures that these qualities are developeddeliberately, systematically, comprehensively, and demonstrably. This is achieved by matrixing them with the Knowledge dimension, meaning teaching Resilience via Mathematics, Mindfulness via History, etc. Employers have a mixed view and success as to how to assess these qualities, so it is a bit unfair that they would demand specificity they do not have. And it is also unfitting of school systems to lose relevance.
people, education, technology and exam concept – close up of students with smartphones taking picture of books page and making cheat sheet in school library
“Educators have been tone-deaf to the needs of employers and society to educate broad and deep individuals, not merely ones that may go to college. The anchoring of this problem comes from university entrance requirements.” — Charles Fadel
There is a significant gap between employers’ view of the preparation levels of students and the views of students and educators. The problem likely exists partly because of incorrect assumptions on both sides, but there are also valid deficiencies. What specific inadequacies are behind this gap? What system or process can be devised to resolve this issue?
On one side, employers are expecting too much and shirking their responsibility to bring up the level of their employees, expecting them to graduate 100% “ready to work” and having to spend nothing more than job-specific training at best. On the other side, educators have been tone-deaf to the needs of employers and society to educate broad and deep individuals, not merely ones that may go to college.
The anchoring of this problem comes from university entrance requirements (in the US, AP classes, etc.) and their associated assessments (SAT/ACT scores). They have for decades back-biased what is taught in schools, in a very self-serving manner – narrowly as a test of whether a student will succeed at university. It is time to deconstruct the requirements to broaden/deepen them to serve multiple stakeholders. For the Silo, C.M. Rubin.
Join me and globally renowned thought leaders including Sir Michael Barber (UK), Dr. Michael Block (U.S.), Dr. Leon Botstein (U.S.), Professor Clay Christensen (U.S.), Dr. Linda Darling-Hammond (U.S.), Dr. MadhavChavan (India), Charles Fadel (U.S.), Professor Michael Fullan (Canada), Professor Howard Gardner (U.S.), Professor Andy Hargreaves (U.S.), Professor Yvonne Hellman (The Netherlands), Professor Kristin Helstad (Norway), Jean Hendrickson (U.S.), Professor Rose Hipkins (New Zealand), Professor Cornelia Hoogland (Canada), Honourable Jeff Johnson (Canada), Mme. Chantal Kaufmann (Belgium), Dr. EijaKauppinen (Finland), State Secretary TapioKosunen (Finland), Professor Dominique Lafontaine (Belgium), Professor Hugh Lauder (UK), Lord Ken Macdonald (UK), Professor Geoff Masters (Australia), Professor Barry McGaw (Australia), Shiv Nadar (India), Professor R. Natarajan (India), Dr. Pak Tee Ng (Singapore), Dr. Denise Pope (US), Sridhar Rajagopalan (India), Dr. Diane Ravitch (U.S.), Richard Wilson Riley (U.S.), Sir Ken Robinson (UK), Professor Pasi Sahlberg (Finland), Professor Manabu Sato (Japan), Andreas Schleicher (PISA, OECD), Dr. Anthony Seldon (UK), Dr. David Shaffer (U.S.), Dr. Kirsten Sivesind (Norway), Chancellor Stephen Spahn (U.S.), Yves Theze (LyceeFrancais U.S.), Professor Charles Ungerleider (Canada), Professor Tony Wagner (U.S.), Sir David Watson (UK), Professor Dylan Wiliam (UK), Dr. Mark Wormald (UK), Professor Theo Wubbels (The Netherlands), Professor Michael Young (UK), and Professor Minxuan Zhang (China) as they explore the big picture education questions that all nations face today.
C. M. Rubin is the author of two widely read online series for which she received a 2011 Upton Sinclair award, “The Global Search for Education” and “How Will We Read?” She is also the author of three bestselling books, includingThe Real Alice in Wonderland, is the publisher ofCMRubinWorldand is a Disruptor Foundation Fellow.
“Education is the kindling of a flame, not the filling of a vessel.” -Socrates There is a misconception that education is the end of a road. On the contrary, it is merely the beginning. For many of us, youth is taken up with those things we feel we need to learn and less so with all that we most desire to know. Once we come of age, we begin to truly earn our education, gleaning the knowledge we have craved all along. This is the case for many artists who spend years, decades in other pursuits having been told that their inclination toward art is unsustainable or simply wrong.
Peter Cole is is a poet who works prodigiously with painters. Recently he has worked with Terry Winters who asked him to write about his current works. Some of that series appeared in Paris Review and sparked a series of work from Winters in turn which again sparked another series of writing and so forth.
Cole’s work includes translations from Hebrew and he explains that one of the most famous aspects of translation in the 20th century is that poetry is lost in translation. To hear more about Cole’s work as well as more about the concept of translating poetry, listen to the complete interview. Diego Leclery is presently working in his studio in Queens. When he left school his work dematerialized considerably for roughly 11 years until very recently when he and his wife were able to get a house and designate studio space. At the moment he is hard at work building out a studio space. Although Leclery could have afforded a studio when he worked full time, he hesitated and waited until he could afford a practice that was entirely material and could be everything or nothing.
Diego Leclery
To hear more from Diego Leclery, including his thoughts on modern day confusion and feelings, enlightenment thinking and pre-me-too ideas, all of which culminates in an understanding of limitations, listen to the complete interview. For the Silo, Brainard Carey. Read more from Brainard by clicking here.
