Home

Innovation
University

Speakers
& Consultants

Membership

Conferences

Best
Practices

Products

Brain
Wake-Ups

About
Innovation Network

- N e t w o r k i n g -

Creative thinkers challenge assumptions and break familiar patterns, looking for new possibilities. In this article, we approach a familiar assumption from a new perspective, invite you to break apart old patterns that inhibit change, and in the process discover new possibilities that give "return-on-investment" new meaning to innovators in any setting.

To begin, consider this paradox:
On one hand, countless experts (in the Innovation Network and elsewhere) blame our country's educational system for turning curious, idea- generating, open-minded youngsters into narrow, in-the-box-thinking adults. However, our society (including most of us) tolerates the education and graduation of many linear, play-it-safe thinkers who've traded their imaginations for security.

On the other hand, our society rewards businesses which value creativity and innovation, while complaining about unproductive or unmotivated workers who only do what they're told. The result is that businesses are now training the skills -- creative problem- solving, opportunity-finding, and risk-taking -- back into their employees that many schools trained out!

How many times have you heard a speaker declare that schools wring the creativity out of kids, then proceed to tell the adult audience how to get it back? How many times have you read about research on the sharp creativity decline people suffer as they climb the rungs of the educational ladder? How many times have you repeated some version of this premise yourself?

As school bells ring and children return to classrooms carrying pristine notebooks and freshly sharpened pencils, we invite you take a new look from an innovator's perspective.

Myth or Reality?
Although the truth is more varied and complex than many assume, "Creativity decreases as education in- creases," wouldn't be so widely accepted if it weren't sufficiently grounded in people's experience. As IN professionals and former school teachers, we co-authors know that to varying degrees, this process happened to us, to our children, and to most adults we've taught.

We also know that 16,000 (mostly political) school boards as well as major local budget problems play roles over which educators have little control. Yet many teachers, adminis- trators, and parent volunteers brave the bureaucracy to nurture creativity in classrooms every day. They deserve our recognition and support.

Nevertheless, we're willing to say the premise is still more true than not, and will remain so until a lot more of us say, "Enough! This will not do!"

We in the Innovation Network know creativity can be purposefully developed and productively put to work. We have a body of knowledge, extensive research, a legion of skilled practitioners, and abundant materials.

We have the credibility to start talking about creative thinking as a basic life skill, as necessary to children's success as the proverbial "3 Rs."

So why don't we do something about it?
Perhaps because...

1) The problem seems too large, complex, and mired in bureaucracy.

2) The concern is real, but doesn't seem to touch our own professional or personal lives.

3) We're concerned and would like to help, but think we don't have the time or resources do anything about it.

We believe we can break through these thought patterns, starting with an IN dialogue about the following issues:

1) The education system is a large, complex bureaucracy that changes slowly. Yet, in every community, we can find individual schools and youth organizations open to change and growth. We in IN could help them, remembering that small efforts can make large differences. When people understand the creative process, they shift from reactively fixing problems to proactively accepting challenges as opportunities to create better futures. Then they can respond confidently to tough, complex problems rather than feel overwhelmed by them. True in business, true in personal lives, true in education, true in communities.

2) Is participating in bringing creativity and innovation into education and community organizations that serve youth really separate from our lives and, therefore, a lower priority? Our tax bases groan under the weight of the social consequences of ineffective education. How might we break that pattern, and create communities where people know how to solve problems creatively and make innovation a way of life?

3) Certainly educational systems and youth organizations operate with limited financial resources, yet if no one takes action because of that, the situation will never change. In business, one gains return -on-investment by making an investment to begin with. How might your business, whether corporation or consultancy, invest in children and community?

Here's a few beginning ideas, from what we know could be a long, feasible menu ...

• Many businesses foster and fund community service activities. What if they offered creativity and innovation information, training, or facilitation to their schools and communities?
• Ask what barriers your local schools or youth groups face, and work with key people to creatively address one.
• If you or your company offer workshops, save a place or two for an educator or community staffer. Corporations and consultants could work together to offer affordable community workshops where people could learn about creativity and innovation as they work on their problems together.
• Request a copy of "Creative Process ... a basic life skill" from Alison and her partner Ted Coulson, then discuss it with colleagues.
• Request a copy of "A Community Innovation/Creativity Center" from Jane, then consider taking its suggestion for a 15-minute step toward making this model concept a reality.
• Put your idea here!
  

What bottom-line returns might result from these efforts?

1) Free publicity, available through many channels, can generate paying business and save advertising dollars.

2) When people see creativity and innovation work, they want more. The sheer volume of education, youth, and community-related organizations represent a virtually untapped and potentially very profitable market for creativity and innovation products and services once people see payoffs ... especially those that save money!

3) Employees who use and value creative thinking in their lives will use and value it at work.

4) Vibrant communities attract skilled employees and promote healthy economies. In the win-win tradition, one can do financially well by doing societal good.

As this new school year begins, every time you see a school bus, a student, or a youth group or community organization flyer on a bulletin board, think of ways to expand creative, innovative thinking into your community. If you think you can't make an impact, remember Margaret Mead's words:

"Never doubt that a small group of thoughtful, committed citizens can change the world; indeed it's the only thing that ever has."

In that spirit, we invite IN members to respond to this article with challenges begging for creative solutions and/or ideas to try. Jot a quick line or longer to Jane (see below), who will collect ideas initially in order to facilitate further discussion by phone, fax or e-mail.

And the next time you are tempted to say, "Kids are naturally creative, but have it wrung out of them as they pass through school...," pause for a moment and then ask yourself and your audience, "What are we going to do about it?"

Jane Jacobs, at Educational Strategies, can be reached by e-mail at jjacobs@cpcug.org, phone 301-340-2266 or 301-279-2855, or fax 301-340-2241. Alison Strickland, at Applied Creativity, Inc., can be reached by e-mail at acialison@aol.com, phone 813-391-5080 or fax 813-391-0347.