Is there enough task-oriented “conflict” in online networks?

shreddingplussingI watched a really good webinar from David Burkus this past week: 3 Ways Leaders Kill Creativity (And How to Get It To Thrive). While I had several takeaways, I was particularly drawn to the second way leaders kill creativity: getting along.

If you follow my writing, you know that I find there to be a lot of surface conversation on social networks. (Here and here.) During the hour, David reminded us that some level of disagreement in a group or on a team is good when it’s used to enhance the creative process and arrive at new and better solutions. After listening, I wondered how the “getting along” idea transfers to online networks.  Is there enough task-oriented “conflict” in online networks. (Mind you, task-focused conflict is different from personal conflict.)

To bring this idea of task-oriented conflict to life, David shares the story of how Pixar employs daily “shredding sessions” when creating a film. (You can read more about the process in Ed Catmull’s book Creativity, Inc.) During the process of critique – really fault-finding – the “shredder” critiques the idea but also provides at least one suggestion for making the process or product better. This is referred to as plussing. The process is not about “being right.” Rather, it’s about demonstrating that you care so much for the success of the project that you’re willing to come up with ideas and suggestions for making it even better. The person who’s ideas are being critiqued always has the prerogative and autonomy to utilize or not utilize any and all suggestions. It is through this challenging of ideas that we grow and enhance creativity with the end result being better products and processes.

Do we engage in “shredding” and “plussing” within our own online networks? How would the conversation change if we challenged  each other’s thinking more often?

As a leader, do you give your people opportunities to “shred” and “plus”? How do you foster a culture where everyone comes to the table with an open mind to critiques designed to improve the idea, improve the organization and ultimately improve individuals? How do you ensure your team has the skills to engage in “shredding” and “plussing”? (One of those crucial skills is not judging too early – the third way leaders kill creativity.)

Check out the full webinar for more ways to improve your leadership practice: 3 Ways Leaders Kill Creativity (And How to Get It To Thrive)


Finding the Uncommon Dots – #1

unknownfutureI love thinking about the future, bumping up against ideas and having conversations about how outlier ideas should or will impact our work in K12 education. As leaders, we need to be spending a good deal of our time looking beyond the immediate reality for “disruptive” ideas, trends and innovations, ideally creating urgency for change within our schools. My colleague, Lynn Fuini-Hetten and I were recently inspired by this video to challenge our staff to do just that – find the “uncommon dots.” To give the idea of “uncommon dots” some context and urgency, we reminded the staff that the incoming Kindergarten class will graduate in 2028.   “What will life be like, and how can we best prepare our children for the world, careers and jobs of 2028?”

A challenge in K12 education is that the majority of us aren’t asking big questions like this one because the answers (or lack of answers) can be a bit frightening. It’s time for us to overcome the fear of disruption, embrace the inevitable and take responsibility for creating the change necessary for our students to navigate this undefined future.

We should start by taking intriguing questions such as the one above and becoming masters of the domain, learning as much as we can about the “uncommon dots” being spoken about by the expert voices. Who are they and what are they saying? How can we take the ideas and generate viable answers to our big questions? Sawyer calls this the “learn” phase of creatively answering significant questions. So this is where I am – learning as much as I can about the “uncommon dot” ideas and figuring out how it informs my practice. Let me share what I recently discovered.

Tanmay Vora and his post Skills for Future Success in a Disruptive World of Work. In the post, Tanmay references a talk/article by Janna Q. AndersonFuture of Work? The Robot Takeover is Already HereDefinitely go read these thought-provoking works. For now, I want to draw you to their ideas on the skills today’s learners should be developing for career success in 2020 (just around the corner and certainly not as far off as 2028):

Janna and a Pew/Elon University study from 2012 on what she calls Generation AO. They should be honing their ability to:

  • concentrate, to focus deeply.
  • distinguish between the “noise” and the message in the ever-growing sea of information.
  • carry out public problem solving through cooperative work.
  • search effectively for information, discerning the quality and veracity of the information, and communicating findings well.
  • bring together details from many sources – to synthesize.
  • be futures-minded through formal education in the practices of horizon-scanning, trends analysis and strategic foresight. (This skill is the leadership focus of this post.)

To Janna’s list, Tanmay adds:

  • The ability to learn constantly in a self-directed mode.
  • Social Intelligence and the ability to connect with people beyond geographical barriers virtually in a deep/meaningful way and collaborate.
  • Adaptive mindset to evolve the thinking and learning to keep pace with the pace of changes around us.
  • Interdisciplinary thinking – He talks more about this here.
  • Critical thinking

After reading both lists, each of us should be asking the question How are we doing? within the unique context of our own schools and districts. What specific example/evidences can we provide? More broadly, how are these reflected in our We believe… statements? If we’re not doing so well, how do we change that? Can you add other skills/abilities our students should be developing that do not appear on either list?

One last related question about us adults: If we expect our students to have these skills, shouldn’t we – teachers and leaders – be modeling these for our students and communities? Do we? How do we?

As I’m still in the “learning phase” and haven’t had enough “incubation” time with these ideas, I don’t have many answers to share. I only intend to provoke with these questions and ideas which I will think about and share in future posts.

How do the ideas about skills for the future provoke your thinking as a leader? How might you contribute to a deeper conversation around these ideas on social media and in your school or district?


The Culture of “School”

culturesofthinkingI’m revisiting my highlights in Ron Richhart’s Creating Culture of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools. A revisit to any great text surfaces new questions. One of my biggest questions drawn from the text is What kind of intellectual life are we surrounding our children with at home, school and in the classroom?

You’d think the “intellectual life” would be a natural focus of our schools, but creating a culture of thinking is confounded by the fact that the natural disposition of many schools these days is to act as a sifting and sorting mechanism. From p. 23:

  • you either fit in or you don’t
  • there’s no place for dialog and conversation
  • learning requires individual seat work and practice
  • learning is competitive, not cooperative
  • being fast means you’re smart
  • there’s no time for questioning
  • learning is all about getting the grade

How many of our learners have a fixed mindset reinforced by the culture of the “school”? How many of our teachers are the same way? I think it might be interesting to have conversations with teachers, students and parents like those shared in the article How can students be successful in a high stakes world? The author suggests many of the issues above can be addressed through the “ABCs of engagement”: affective, behavioral and cognitive engagement, with cognitive being the one lost in most of our schools. I think the ideas in Creating Cultures of Thinking can help us move toward better engagement in all three areas, particularly the cognitive.

Join Erin Murphy (@MurphysMusings5) and me on Wednesday, August 26, 8 PM, on #currichat to talk some more about cultures of thinking.

What kind of intellectual life do you surround your children with at home, school and in the classroom?

Diving more deeply: Time to get beyond the surface?

surface2I shared a blog post a few months ago (Everybody shares, nobody reads) about our consumption of information from blogs and Twitter. I’ve since shared my frustrations with numerous colleagues about the large amount of surface conversation out there, both online and at face-to-face gatherings. I may seem a little judgmental and cynical with this post, but I’m OK with that…I’m trying to provoke some deeper conversation.

Surface conversation is fine, but it cannot be the majority of what we do. “Surfacy” conversation can be reinforced by the formats that we use today – Twitter, Twitter chats, blogs that are often 500 words or less, bite sized podcasts, etc. These are great places to find our focus/passion and connect with like-minded individuals. But here is where I’m a little perplexed – Where do these conversations grow and develop beyond the surface interactions? I see blogs from major organizations and thought leaders that have zero to a handful of comments but thousands of shares. I see people who mindlessly RT content I bet they haven’t read. How does these actions contribute to a deeper conversation around ideas? If I’m missing something, please tell me where these conversations are happening.

I wonder if this is a larger issue of information literacy. We are so inundated with information, in every possible area of interest, that we become paralyzed. We lose any and all sense of focus. We don’t prune our “following” list; in fact, we mindlessly follow to increase some irrelevant number. We don’t slow down; we whip our social media life into a high pitched frenzy in fear we will miss out on something. In actuality, we miss out on a lot – deeper, richer thinking and conversation. We don’t actually read blog posts and comment on them (and revisit to engage in the conversation). I know…you say we can’t possibly read and engage in everything that comes our way, but let’s ask ourselves how discerning we are and how focused we are to take the conversations that interest us to a deeper level. How much of our “conversation” reflect deep thinking and rich engagement with ideas – beyond the vapid “great post” feedback? Am I generalizing or is this lack of depth in our thinking (as a profession) a real problem?

What would our schools be like if we made connections (online and offline), found a focus and actually engaged in deeper conversations around that focus? OK…rant over. Looking forward to any comments and pushback…

Busting myths of creativity in education

mythsofcreativityEducation isn’t the most creative or innovative sector of society. Sure, we have classrooms within our system and schools around the country known for innovative practices. Generally, though, the field of education is firmly rooted in an industrial model and not too willing to change.

As a superintendent, I work with those in my district to embrace a more progressive vision of education (Make School Different) and want to see our students, teachers and school leaders embrace a growth mindset where creativity and innovation bring about the changes so necessary in our system. Recently, I’ve been exploring the idea of innovation in education (blog post, Edcamp Hershey, upcoming #currichat on August 5), and when I heard that David Burkus, author of The Myths of Creativity: The Truth About How Innovative Companies and People Generate Great Ideas is scheduled to be the featured speaker at the PASA Education Congress in 2016, I wanted to give the book a read. The ideas in the book, backed by examples from research, provide every kind of leader with the basis for rewriting the myths of creativity found in his/her organization.

Of the 10 myths, 4 stand out to me as particularly applicable to education:

  • The Expert Myth: Great ideas only come from people with an expertise in the problem. A diversity of perspectives, including those not in the domain area of the problem, bring about the most creative solutions. There is a bit of irony, however, in this myth relevant to education — all of the tinkering from policymakers, mostly considered non-experts in the field. In fact, policymakers do a pretty good job of ignoring the real “experts” — teachers, students and administrators – those with an insider perspective, too often without a voice at the policy level (we bear some of the responsibility for this).
  • The Breed Myth: The fixed mindset that only those with some special genes or born talent can develop creative or innovative ideas. In education, we take this myth a step further and believe only those with titles can/should be doing the creative/innovative work. Since becoming a superintendent in January 2015, I find that people often associate some kind of magical power with the title.
  • The Eureka Myth: Great ideas appear out of nowhere. Great ideas have a history of incubation where divergent ideas and thoughts are synthesized, resulting in something creative or innovative. In education, we are far too reactionary, generating mediocre solutions, typically in isolation, pressed by some sort of “urgency.” The need for idea incubation tells us we should slow down the train of urgency, and take the time to collaborate with other minds (experts and non-experts in education) to generate the most powerful solutions.
  • The Constraints Myth: Access to unlimited resources improves the quality of creative/innovative solutions. There isn’t a place on earth where resources are unlimited, least of all in education. Constraints on resources provide inspiration to be as creative and innovative as possible. Innovation, after all, is generating novel solutions using the resources you have while finding ways around the resources you don’t have.

Based on what David tells us about the myths of creativity, what can educational leaders change now to foster more creativity and innovation in the organization?

  • Engage a more diverse set of stakeholders – teachers, students, parents, board members (the expert myth) around problems of “significance” – those matters that will have a long-term, high impact on our vision and mission for education. How do we want teaching and learning to change? How can we engage a variety of stakeholders, particularly students, in these conversations and decisions? How does the constraint of time play into our decision making (the constraints myth and the eureka myth)? Time is actually on our side, I believe. “Urgency” is often fabricated by others, and we too easily respond while we push aside the more significant issues we ought to be dealing with. Time is also an invaluable opportunity to connect with other (sometimes opposing) viewpoints, and synthesize new and old ideas, arriving at the best creative solution (the breed myth).
  • Work to create a school/district culture where a flat hierarchy exists (the breed myth). We can do this by engaging the stakeholders mentioned above, getting out of the office and onto the front lines where the day-to-day work is happening. When we can make people feel good about their work and appreciated, perceptions that leadership titles and hierarchy correlate with creative and innovative ideas will be busted.
  • View every constraint (financial resources, human resources, time) as an opportunity to be creative and innovative (the constraints myth). Just about anything is possible if we’re willing to put in the time and the hard work to get there. Along the way, we’ll need to push back on the myths of creativity.

What are the barriers to creativity and innovation in your organization? How do you work to debunk the myths of creativity?<

Want to learn more about all 10 myths of creativity? In addition to consulting David’s book, to to the Change This site, and download  Rewriting the Myths of Creativity.

Check out David’s podcast on leadership, innovation and strategy, LDRLB, on iTunes and Twitter. This is one of my favorite podcasts, with interesting guests, thought provoking ideas and useful takeaways.