Category Archives: education

Take Charge of Your Mind to Reclaim Your Potential

Take Charge of Your Mind to Reclaim Your Potential

GUEST POST from Janet Sernack

In our recent blog, we explored how our focus and attention have been stolen, and how our ability to pay attention is collapsing and described why we need to be intentional in reclaiming it. Yet, many of us are constantly challenged by very short attention spans, where we can often be found sitting at our desks, dealing with a range of very urgent deadlines with a distracted, and unfocussed mind. Despite being intrinsically motivated to meet our deadlines, and being self-aware of needing to focus on completing the tasks in front of us, many of us often still struggle to disrupt and stop our thoughts from wandering randomly and haphazardly. Because, we are no longer being in charge of our minds, our time, or of our cognitive capacities and abilities that help us self-regulate, concentrate and focus our attention, kickstart change, innovate and become resilient.

A recent article in Psychology Today “The War For Your Attention” reinforces this problem by stating:

 “We live in a time when attention has become our most valuable asset, one for which multiple stakeholders are competing. Political parties, media outlets, companies, and individuals want a share of it, and if they can have it, they want it all. As a result, remaining in charge of our minds has become a daily challenge. Our attention defines our experience, which sets the mindset of our minds”.

Become Resilient

Because we don’t know if companies will ever return to their pre-pandemic-like worlds, and what new technologies will emerge, we need to become resilient to be future-fit, in this new world of unknowns.

This requires people to unlearn some of their less resourceful “bad pre and post-pandemic habits” and be:

  • Open towards relearning and reskilling in how to focus, concentrate and observe, and how to manage, direct and expand our attention spans.
  •  Intentional, outcome-focused, and therefore, effective, agile, adaptive, and resilient in an uncertain world full of disruption and crises.

This is reinforced by a recent article “Seizing the momentum to build resilience for a future of sustainable inclusive growth” by McKinsey & Co:

“In the past year, leaders have been confronted with a lifetime’s worth of disruption and crises: global conflict, energy uncertainty, food shortages, accelerating inflation, and severe climate events. Natural and human-made disruptions will only persist. To enable long-term, sustainable, and inclusive growth, today’s business leaders and policymakers must strengthen resilience beyond a survival capacity.”

  • From surviving to thriving

The nature and speed of change are not going to slow down, at the same time, our uncertain world full of disruption and crises is having a harsh psychological toll on everyone, impacting negatively on people’s states of emotional and physical health.

If we want people to thrive, we have to start helping people to live better than we ever have.

Taking the first baby steps requires people to confidently and courageously be, think and act differently.

Starting with empowering and enabling people to take charge of their hearts and minds, and commit to focusing their attention on building their resilience.

The Switch-Cost Effect

In his best-selling book Johann Hari – Stolen Focus, describes how Professor Earl Miller, a specialist in neuroscience, at the Massachusetts Institute of Technology, states that “our brains can only produce one or two thoughts” in our conscious minds at once.

Because “we are very, very single-minded” and have “very limited cognitive capacity.”

  • Multi-tasking is an illusion

The delusion that we can multitask, or juggle a number of thoughts and activities at the same time, is revealed, through robust research, as actually “switching, back and forth.”

He states that we don’t notice the switching because:

“Our brain sort of papers it over to give a seamless experience of consciousness, but what they’re actually doing is switching and reconfiguring their brain moment-to-moment, task-to-task – which comes with a cost.”

  • Losing time to refocus

This is described as the “switch-cost effect” and means that every time we switch tasks while trying to work, we are actually losing a huge amount of time required to concentrate and manage our attention spans to refocus afterward.

“For example, one study at Carnegie Mellon University’s human-computer interaction lab took 136 students and got them to sit a test. Some of them had to have their phones switched off, and others had their phones on and received intermittent text messages. The students who received messages performed, on average, 20% worse. It seems to me that almost all of us are currently losing that 20% of our brainpower, almost all the time. Miller told me that as a result we now live in “a perfect storm of cognitive degradation”.

Reducing Cognitive Degradation

There are a number of simple and obvious ways to reduce our cognitive degradation and heal our unconscious “attention deficit syndromes”, and cognitively reappraise to be in charge of our minds, concentrate and effectively manage our attention spans.

It is also the first step we need to take to empower and enable ourselves and others, in taking charge of our hearts and minds and demonstrating our commitment to focusing our attention and becoming initially resilient.

These simple actions require us to be self-disciplined, methodical, and rigorous and open to re-learning how to concentrate and self-regulated our attention spans by habitually:

  • Stripping out distractions,
  • Ceasing to multi-task,
  • Getting more quality sleep,
  • Taking regular short breaks,
  • Doing brain exercises,
  • Doing physical exercises,
  • Listening to music,
  • Setting priorities,
  • Using a timer.

How to be in charge of our own minds

If we want to cultivate a calmer, coherent, and resourceful psychological state, to achieve the outcomes we want to have in our lives, then focus and place our attention on both what we want to manifest (our intention), and on what we want your attention to move away from, to cease.

  • Attention activates

When choosing to consciously slow down, hit our pause buttons, and retreat into stillness and silence, opens the sacred space, that allows us to reflect, focus and pay deeper attention to the impact of our emotions and beliefs on our thoughts.

We can then also attend to, and break down any unresourceful beliefs, emotions, and cognitive distortions about what we can really and truly influence and control to:

  • Create a more normalised state of equilibrium and calm, get grounded and fully present and manage our attention spans to concentrate on what really matters to us, in ways that are self-compassionate and optimistic about the future.
  • Support ourselves by believing that we can succeed in handling our situations, responsibly, creatively, and effectively.
  • Become resilient by knowing how to respond to events in real-time, anticipate events and problems that may occur in the future, and bounce from adversity whilst processing the insights and learnings gained by conquering key challenges.

Developing Resilience

We can then be in charge of our minds, become resilient, and create a safe space and generosity for others to fully show up and connect with us. We can open our eyes, minds, and hearts to all options, unleash possibilities and opportunities, make smart change choices, and innovate, rather than panicking and retreating from the risks emerging in an uncertain world full of disruption and crises.

Find out about our collective, learning products and tools, including The Coach for Innovators, Leaders, and Teams Certified Program, presented by Janet Sernack, is a collaborative, intimate, and deeply personalized innovation coaching and learning program, supported by a global group of peers over 9-weeks, starting Friday, May 12, 2023.

Image Credit: Pixabay, Pexels

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The Impact of AI on Human Civilization

A New Era of Possibility

The Impact of AI on Human Civilization: A New Era of Possibility

GUEST POST from Douglas Ferguson

OpenAI released ChatGPT on Nov 30th, 2022, which has captivated the public due to its applicability to various needs and asks and near-human accuracy at astounding efficiency. AI has traditionally elicited mixed reactions, ranging from excitement and anticipation to fear and hesitation. With the introduction of this revolutionary technology, questions about its implications are beginning to arise. How will this affect knowledge workers? Which career paths are likely to become obsolete? What new knowledge do marketers, creators, programmers, etc. need to acquire to make the most of this changing landscape?

These are valid and important questions to consider, and it is essential that we have open and honest conversations about the potential impacts of AI on the workforce and how its emergence is making us and our co-workers feel. As the workplace continues to evolve and adopt more of these tools, It is critical to explore some common fears people have about AI and discuss ways that individuals and organizations can adapt, maintain the best parts of our humanity, and thrive alongside these technological advancements.

The tools now available to the public are incredibly powerful and are ushering in a momentous time of discovery. The availability of such powerful AI tools has opened up new avenues for discovery and innovation in various fields. GPT-3, Claude,  Sparrow, and the technology they will inspire all have the potential to revolutionize the way we communicate, learn, and interact with information. If we approach this game-changing tech with humanity, curiosity, and excitement, we can easily step into a world where AI is not only a tool but also a collaborator.

A common reaction to experiencing the power of AI is a feeling of cheating or that we are replaceable, this leads to discussion and debate about whether people will lose their jobs. It’s important to remind ourselves that this feeling is not new or unique to AI. Consider innovations like the printing press or the internet. While initially seen as disruptive, more opportunity has always been generated than lost. New roles and markets emerge in times of massive change.

One unique thing about AI technologies, in particular, is that there are advancing and improving at an astonishing rate. This means that it’s an exciting time to play and watch and learn what can be done with these tool and how they might shape our work in the future. As we learn more and gain clarity and confidence, we are better suited to experiment with new approaches to our work. From there, we can consider how our jobs might shift and take on new requirements and meanings. If the AI can now automate 80% of your work, what can you do with that 80% that is now gifted back to you? Are you able to spend focus on the 20% that really provided the most value? The part that speak to your humanness?

While many people will shift habits and behaviors, some will shift into complete new roles with new titles that never existed before. We’ve already seen this happen in the AI ecosystem. A role that has specifically caught my attention is the “Prompt Engineer” I fondly like to refer to them as AI Facilitators. If you’ve spent any time with ChatGPT, you’ve learned that getting great results from Chat GPT is similar to getting great results from a room of people you are facilitating. You have to ask GREAT QUESTIONS.

Software companies seeking to add GPT capabilities into their products are hiring Prompt Engineers to create the best prompts for GTP to tailor the responses for their product use cases. Think of it like constructing the perfect MadLib. Consumers of a product will interact with the product and maybe fill in some data or make some requests in the app. The app will then submit that request and data to GTP by inserting the pieces into this perfectly crafted MadLib that will generate the ideal result for the end user. Prompt Engineers design these prompts and Madlib-like structures to get desired outcomes from the AI model.

It’s fun to watch the job boards and careers pages for AI consultancies and AI-forward tech companies to see what trends are emerging around new job titles. Reflecting on these observations and considering what that means for overall trends and how those might emerge in your work can lead to valuable insights. Take a look. What ideas surface for you when you consider potential new roles in this emerging landscape?

If nothing else, remember to be curious! It’s totally normal to feel overwhelmed, confused, scared, frustrated, dubious, and generally concerned. Take time to move past those reactions and cultivate the generative curiosity needed to learn and understand the technology. When we are curious, we see connections that are non-obvious, and when these pathways are illuminated are able to design our future more effortlessly.

Putting It Into Action

As I mentioned previously, questions have always been paramount in facilitation, which is still true for ChatGTP and other language modules. While these tools are amazing, you won’t get far if you don’t know how to ask good questions or know what questions you should be asking. Questions are uniquely human. No other being discovered has this ability. And, when we engage in self-reflection, introspection, and empathy towards others, we connect more deeply with our humanity—leading to a better understanding of our thoughts, emotions, and values as well as how we are connected to those around us. Thoughtful inquiry cultivates a greater sense of awareness, compassion, and connection within our teams, organizations, and, eventually the AIs alongside us.

Master facilitators have spent years honing their skills and developing their ability to attune to and guide the flow of energy, attention, and conflict in a room. Successful facilitation in the future will also require mastering the art of collaborating with machines. Adapting and extending existing practices to maximize new potential with AI will be the norm. In preparation for this new age of collaboration, we’ve started experimenting by employing proven facilitation techniques while interacting with ChatGPT and other tools. The familiarity of the tools provides some comfort and confidence as we experiment with the unknown.

Start with classic facilitative questions to help guide ChatGPT toward your outcomes:

  1. How might we clarify and align the goals and objectives?
  2. How might we identify the tone and perspective?
  3. How might we recognize empathetic requirements that are considerate to our audience?
  4. How might we brainstorm and generate ideas for prompts and test them?
  5. How might we evaluate and prioritize prompts with core values in mind?

If you are a leader, facilitation is key to your work, or you are curious to grow into these areas, start by familiarizing yourself with the capabilities and nuances of the tools. You’ll want to start with any tool-specific tutorials to familiarize yourself with the UI and functions of the tool. Once you are on the tool and ready to start experimenting, take a moment to explore and learn how to craft questions that yield the best outcomes. As with any good question, think about the context of your audience, what do they know, the purpose of your question, what’s the format of a really good response, and even the types of answers you’d like to avoid.  Remember that we have spent our entire lives asking, communicating, and presenting questions to other humans, and it will take some time and experimentation to master questions for machines.

I have been experimenting with ChatGPT and have made some progress on how to get the most interesting results.

  • Always make sure to start with your purpose, and think clearly about why this is important. Find ways to incorporate your why into the questions and prompts you construct for ChatGPT.
  • Consider the personality of, or style of, the response that might be most valuable to you. Would you like to have your meeting summarized from the perspective of an investigative journalist, Charles Dickens, or Gandhi Think about the tone, attitude, and mindsets you seek to convey.
  • Remember that ChatGPT is there to perform tasks for you. What is the thing you want it to generate? An essay, a poem, a love letter, a summary, a report, or computer code.
  • One noteworthy feature of ChatGPT is that it can reference up to approximately 3000 previous words from the conversation. Take advantage of this is beneficial for requesting revisions and getting the tool to generate variations and adaptations until you get results you are happy with. Give it specific instructions on how to improve.
  • Include specific qualities or requirements you have for defining a good response. This may not be immediately apparent when you first start, and you’ll need to rely on iterating and refining to get the answer you want. Over time you’ll get a handle on the criteria and instructions that are important to you. Save these for the next time you use ChatGPT.

We have created a template laying out these steps in further detail so you can play with ideas and help streamline this process.

ChatGPT has lots of potential but how do we get the most out of it? It’s all about the prompt. Writing and tweaking prompts specific to your needs is key to unlocking the best results. Use this tool template to think through what you’d like to achieve and how to construct the ideal prompt for ChatGPT to get you there.

Collaborating With AI

Practice, practice, practice! Learn to ask the right questions and become more comfortable collaborating with AI. This is key because, eventually, AI will work with us on our teams. We need to become accustomed to how they operate and how they “think”, as it will be different than collaborating with humans. We have generations of experience collaborating with humans, and now is the time to start building that same experience with machines.

Imagine you are on a team of five, four humans and one AI.

  1. What does collaboration with AI look like, and how does it feel?
  2. What questions will the team ask the AI?
  3. How will we learn to work and collaborate in new ways?
  4. What does it mean to invite AI in as a team member?
  5. How might we notice and encourage it to have more ethical and inclusive answers?

Inviting the AI in as a team member means giving it context and teaching it how to work best with us. We can help it learn our culture and values to better align with our mission, vision, and purpose. Building a strategy to incorporate AI as a team member is not unlike working with people in an organization. When a company’s strategy is aligned with its values and purpose, it can create a more meaningful and fulfilling work experience for employees. AI can be an extension of this, reinforcing desired norms and behaviors. Creating a safe environment allowing people to bring their whole selves to work and tap into their innate sense of purpose and connection with others. This can, in turn, help employees lean deeper into their humanity and contribute to a more positive, ethical, and sustainable organizational culture.

Transcending The AI

There are many examples of how technology has allowed us to put aside trivial matters and  elevate as humans. AI is currently simplifying tasks of all kinds by efficiently performing mundane tasks on demand. For example, AI design tools are able to nearly eliminate the creation of UI design, allowing designers to spend their time considering the strategy, conceptual design, how to elevate user experience, and how to address accessibility or other concerns. While the simple example is handy for examples sakes, the potential is much greater than just moving from tactical work to strategic work. As these tools advance and provide deeper functionality for us, we will shift into a higher state of work, finding deeper connections and relating at levels never before experienced in the workplace.

Humans are exceptionally adaptable organisms, and the AI revolution is a time that calls for us to lean into that ability. As with any change, we must also be considerate of long-term systemic implications and sustainability of our actions and work. As you embark on your journey, consider the ethics of what you or your organization are asking of the AI.  Think about the second and third-order effects of what you are asking. If the AI excels at doing this task, what might result from that and so on and so forth? What are the long-term consequences of that? Finally, consider if we might want to pick a different starting point or provide more conditions to properly guide or constrain the AI.

I’m excited about what the future holds for us. As we explore these times together, join me as I focus on appreciating and respecting the diversity of experiences and perspectives that make us all unique. As we begin to create our first relationships with AI, remember to reach firmly into the deepest depths of our humanity.

Article first published at VoltageControl.com

Image credit: Pixabay

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Trends in Medical School Innovation and Entrepreneurship Education

Trends in Medical School Innovation and Entrepreneurship Education

GUEST POST from Arlen Meyers, M.D.

Biomedical and health entrepreneurship continues to expand around the world. Driven by global pressures to optimize the allocation of scarce resources, life science bioentrepreneurs are creating innovative products, platforms, service and systems that deliver more value. As a result, the demand for biomedical and health professional entrepreneurial talent has increased and biomedical and health innovation and entrepreneurship education and training (BEET) programs are growing to fill the gap.

Authors of a 2019 analysis of 171 allopathic medical schools conducted an exhaustive search of the published literature and websites of existing medical school innovation and entrepreneurship (MS I&E) programs, with an emphasis on answering the following three questions:

1. How are I&E programs organized and integrated with the medical school curriculum?
2. What are the core competencies of the I&E program?
3. How are the core competencies measured/evaluated?

Twenty-eight I&E-oriented medical education programs were identified from 26 schools; all of the programs integrated faculty leadership with backgrounds in medicine, engineering, and/or business/entrepreneurship. Of the programs, 57% (16/28) had been launched within the past four years and 75% (21/28) based program enrollment on a selective application process. Nearly all (27/28) incorporated lecture series and/or hands-on modules as a teaching technique. The most prevalent metric was completion of a capstone project (22/28; 79%). At least 15.2% (26/171) of American and Canadian allopathic medical schools include the option for students to participate in an I&E curriculum-based program.

In a few short years, educational offerings in MS I&E have accelerated, in part due to the impact of the COVID pandemic. Trends include:

  1. Sharing lessons learned teaching medical students innovation and entrepreneurship
  2. Experimenting with various program business models
  3. Creating medical student entrepreneurs
  4. Rethinking MS I&E
  5. Designing a curriculum map and defining learning objectives, entrustable professional activities and knowledge,skills, abilities and competencies
  6. Mentoring and guiding medical students
  7. Offering non-clinical-career options
  8. Providing exit ramps
  9. Rethinking how we select medical students
  10. Resetting the future of academic medical center work
  11. Using principles of medical education reform and what we should be teaching in MedEd 2030
  12. Training MS I&E faculty
  13. Encouraging interprofessional and transdisciplinary entrepreneurship programs
  14. Integrating premed, medical student and postgraduate programs
  15. Encouraging life-long learning

We should teach innovation, entrepreneurship and the business of medicine in medical schools, not MD/MBA programs. MBE programs are a better option for those interested in getting an idea to a patient.

Here are the many reasons why physician entrepreneurship is important and why we are likely to see more of the international design, development and deployment of MS I&E programs in both allopathic and osteopathic schools as well as other health professional schools, including nursing, pharmacy and public health schools. Ultimately, as a result, patients and sickcare systems will be the beneficiaries and doctors will be better and happier.

Image credit: Pixabay

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Should a Bad Grade in Organic Chemistry be a Doctor Killer?

NYU Professor Fired for Giving Students Bad Grades

Should a Bad Grade in Organic Chemistry be a Doctor Killer?

GUEST POST from Arlen Meyers, M.D.

A recent article described the termination of an NYU organic chemistry professor in response to a student petition. When the professor pushed students’ grades down, noting the egregious misconduct, he said they protested that “they were not given grades that would allow them to get into medical school.” The reporter noted that, in short, this one unhappy chemistry class could be a case study of the pressures on higher education as it tries to handle its Gen-Z student body. Should universities ease pressure on students, many of whom are still coping with the pandemic’s effects on their mental health and schooling? How should universities respond to the increasing number of complaints by students against professors? Do students have too much power over contract faculty members, who do not have the protections of tenure?

And how hard should organic chemistry be anyway? One faculty member said, “Unless you appreciate these transformations at the molecular level, I don’t think you can be a good physician, and I don’t want you treating patients.”

I know the feeling. While organic chemistry is termed a “doctor killer” by premedical students, getting any grade less than an “A”, typically in science, technology, engineering, or math subjects, can doom your application. When I saw that B I got in physics in my junior year of college, I started thinking about Plan B. Then I really learned the gravity of the situation.

Despite the noise and groaning, medical school applications continue to rise, driven by many factors. However, the medical school education model dates back to the Flexner report issued in 1910. Many are trying to address the challenges of how to train the biomedical research and practice workforce to win the 4th industrial revolution, but progress has been slow. Here were the challenges facing medical schools in 2015. Things have not radically changed. Medical educators, particularly those in public medical schools, will continue to face several basic problems in the coming years. The “invisible enemy” has exacerbated many.

We should rethink how we recruit and accept medical students.

Here are some questions that should inform that transition:

1. Do doctors really need to be that “smart”? GPAs can vary significantly across different medical schools, so it pays to do your research before applying. The Association of American Medical Colleges (AAMC) reported an average GPA for medical school of 3.60 across all applicants for the 2021-2022 application cycle. For the same year, applicants had an average science GPA of 3.49 and an average non-science GPA of 3.74.

2. What kind of intelligence do doctors need to meet the needs of their stakeholders and communities?

Types of Intelligence by Mark Vital

3. Do patients really care what grade their doctor got in organic chemistry, or, for that matter, whether they graduated last in their class from medical school?

4. How has the pandemic and the persona of Gen Z changed medical education?

5. What do doctors and patients need to know to win the 4th industrial revolution? Organic chemistry?

6. How does the present system and its reliance on undergraduate STEM academic performance impact inequitable socioeconomic and demographic acceptance rates?

7. How should we transform premedical, medical, and post-graduate pedagogy? Examples are project-based learning and peer reviewed feedback.

8. Why do we insist that undergraduates declare a major?

9. Is the purpose of a medical school education solely to graduate students who have the knowledge, skills, abilities, and competencies to take care of patients, or should we provide them with exit ramps too?

10. How do we balance a medical culture of conformity with a culture of creativity?

11. What will be the future of medical work?

I’m lucky that I dodged the bullet. But I still have Plan B.

Image Credits: Adioma (Mark Vital), Pixabay

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Kicking the Copier Won’t Fix Your Problem

Kicking the Copier Won't Fix Your Problem

GUEST POST from John Bessant

Have you ever felt the urge to kick the photocopier? Or worse? That time when you desperately needed to make sixty copies of a workshop handout five minutes before your session begins. Or when you needed a single copy of your passport or driving license, it’s the only way you can prove your identity to the man behind the desk about not to approve your visa application? Remember the awful day when you were struggling to print your boarding passes for the long-overdue holiday; that incident meant you ended up paying way over the odds at the airport?

The copiers may change, the locations and contexts may differ but underneath is one clear unifying thread. The machines are out to get you. Perhaps it’s just a random failure and you are just the unlucky one who keeps getting caught. Or maybe it’s more serious, they’ve started issuing them with an urgency sensor which detects how critical your making a copy is and then adjusts the machine’s behavior to match this by refusing to perform.

Whatever the trigger you can be sure that it won’t be a simple easy to fix error like ‘out of paper’ which you just might be able to do something about. No, the kind of roadblock these fiendish devices are likely to hurl on to your path will be couched in arcane language displayed on the interface as ‘Error code 3b76 — please consult technician’.

Given the number of photocopiers in the world and the fact that we are still far from being a paperless society in spite of our digital aspirations, it’s a little surprising that the law books don’t actually contain a section on xeroxicide — the attempt or execution of terminal damage to the lives of these machines.

Help is at hand. Because whilst we may still have the odd close and not very enjoyable encounter with these devices the reality is that they are getting better all the time. Not only through adding a bewildering range of functionality so that you can do almost anything with them apart from cook your breakfast, but also because they are becoming more reliable. And that is, in large measure, down to something called a community of practice. One of the most valuable resources we have in the innovation management toolkit.

The term was originally coined by Etienne Wenger and colleagues who used it to describe “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” Which is where the idea of communities of practice comes in. It’s a simple enough idea, based on the principle that we learn some things better when we act together.

Shared learning helps, not least in those situations where knowledge is not necessarily explicit and easily available for the finding. It’s a little like mining for precious metals; the really valuable stuff is often invisible inside clumps of otherwise useless rock. Tiny flecks on the surface might give us the clue to something valuable being contained therein but it’s going to take quite a lot of processing to extract it in shiny pure form.

Knowledge is the same; it’s often not available in easy reach or plain sight. Instead it’s what Michael Polanyi called tacit as opposed to explicit. We sometimes can’t even speak about it, we just know it because we do it.

Which brings us back to our photocopiers. And to the work of Julian Orr who worked in the 1990s as a field service engineer in a large corporation specializing in office equipment. He was an ethnographer, interested in understanding how communities of people interact, rather as an anthropologist might study lost tribes in the Amazon. Only his research was in California, down the road from Silicon Valley and he was carrying out research on how work was organized.

He worked with the customer service teams, the roving field service engineers who criss-cross the country trying to fix the broken machine which you’ve just encountered with its ‘Error code 3b76 — please consult technician’ message. Assuming you haven’t already disassembled the machine forcibly they are the ones who patiently diagnose and repair it so that it once again behaves in sweetly obedient and obliging fashion.

They do this through deploying their knowledge, some of which is contained in their manuals (or these days on the tablets they carry around). But that’s only the explicit knowledge, the accumulation of what’s known, the FAQs which represent the troubleshooting solutions the designers developed when creating the machines. Behind this is a much less well-defined set of knowledge which comes from encountering new problems in the field and working out solutions to them — innovating. Over time this tacit knowledge becomes explicit and shared and eventually finds its way into an updated service manual or taught on the new version of the training course.

Orr noticed that in the informal interactions of the team, the coming together and sharing of their experiences, a great deal of knowledge was being exchanged. And importantly that these conversations often led to new problems and solutions being shared and solved. These were not formal meetings and would often happen in temporary locations, like a Monday morning meet-up for breakfast before the teams went their separate ways on their service calls.

You can imagine the conversations taking place across the coffee and doughnuts, ranging from catching up on the weekend experience, discussing the sports results, recounting stories about recalcitrant offspring and so on. But woven through would also be a series of exchanges about their work — complaining about a particular problem that had led to one of them getting toner splashed all over their overalls, describing proudly a work-around they had come up with, sharing hacks and improvised solutions.

There’d be a healthy skepticism about the company’s official repair manual and a pride in keeping the machines working in spite of their design. More important the knowledge each of them encountered through these interactions would be elaborated and amplified, shared across the community. And much of it would eventually find its way back to the designers and the engineers responsible for the official manual.

Orr’s work influenced many people including John Seely Brown (who went on to be Chief Scientist at Xerox) and Paul Duguid who explored further this social dimension to knowledge creation and capture. Alongside formal research and development tools the storytelling across communities of practice like these becomes a key input to innovation, particularly the long-haul incremental improvements which lie at the heart of effective performance.

Tacit Explicit KnowledgeAn important theme which Japanese researchers Ikujiro Nonaka and Hirotaka Takeuchi were aware of and formalised in their seminal book about ‘the knowledge creating company’. They offered a simple model through which tacit knowledge is made explicit, shared and eventually embedded into practice, a process which helped explain the major advantages offered by engaging a workforce in high involvement innovation. Systems which became the ‘lean thinking’ model which is in widespread use today have their roots in this process, with teams of workers acting as communities of practice.

Their model has four key stages in a recurring cycle:

  • Socialization — in which empathy and shared experiences create tacit knowledge (for example, the storytelling in our field service engineer teams)
  • Externalization — in which the tacit knowledge becomes explicit, converted into ideas and insights which others can work with
  • Combination — in which the externalized knowledge is organized and added to the stock of existing explicit knowledge — for example embedding it in a revised version of the manual
  • Internalization — in which the new knowledge becomes part of ‘the way we do things around here’ and the platform for further journeys around the cycle

CoPs are of enormous value in innovation, something which has been recognized for a long time. Think back to the medieval Guilds; their system was based on sharing practice and building a community around that knowledge exchange process. CoPs are essentially ‘learning networks’. They may take the form of an informal social group meeting up where learning is a by-product of their being together; that’s the model which best describes our photocopier engineers and many other social groups at work. Members of such groups don’t all have to be from the same company; much of the power of industrial clusters lies in the way they achieve not only collective efficiency but also the way they share and accumulate knowledge.

Small firms co-operate to create capabilities far beyond the sum of their parts — and communities of practice form an excellent alternative to having formal R&D labs. John Seely Brown’s later research looked at, for example, the motorcycle cluster around the city of Chongquing in China whose products now dominate the world market. Success here is in no small measure due to the knowledge sharing which takes place within a geographically close community of practice.

CoPs can also be formally ‘engineered’ created for the primary purpose of sharing knowledge and improving practice. This can be done in a variety of ways — for example by organizing sector level opportunities and programs to share experience and move up an innovation trajectory. This model was used very successfully in, for example, the North Sea oil industry first to enable cost-reduction and efficiency improvements over a ten-year period in the CRINE (Cost reduction for a new era) program. It resulted in cumulative savings of over 30% on new project costs and as a result a similar model was deployed to explore new opportunities to deploy the sector’s services elsewhere in the world as the original North Sea work ran down.

It can work inside a supply network where the overall performance on key criteria like cost, quality and delivery time depends on fast diffusion of innovation amongst all its members. One of Toyota’s key success factors has been in the way in which it mobilizes learning networks across its supplier base and the model has been widely applied in other sectors, using communities of practice as a core tool.

CoPs have been used to help small firms share and learn around some of the challenges in growth through innovation — for example in the highly successful Profitnet program in the UK. It’s a model which underpins the start-up support culture where expert mentoring can be complemented by teams sharing experiences and trying to help each other in their learning journeys towards successful launch. And it’s being used extensively in the not-for-profit sector where working at the frontier of innovation to deal with some of the world’s biggest humanitarian and development challenges can be strengthened by sharing insights and experiences through formal communities of practice.

At heart the idea of a community of practice is simple though it deals with a complex problem. Innovation is all about knowledge creation and deployment and we’ve learned that this is primarily a social process. So, working with the grain of human interaction, bringing people together to share experiences and build up knowledge collectively, seems an eminently helpful approach.

Which suggests that next time you are thinking of taking a chainsaw to the photocopier you might like to pause — and maybe channel your energies into thinking of ways to innovate out of the situation. A useful first step might be to find others with similar frustrations and mobilize your own community of practice.

You can find a podcast version of this here

If you’d like more songs, stories and other resources on the innovation theme, check out my website here

And if you’d like to learn with me take a look at my online course here

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The Battle Against the Half-Life of Learning

The Battle Against the Half-Life of Learning

GUEST POST from Douglas Ferguson

Leading with learning in mind is a necessary skill to consistently innovate as a team. Continually learning and revisiting skill sets is crucial to combating the half-life of learning.

As leaders, it’s important to make time available to our employees to freshen up their skills and knowledge through programs and tools. It’s equally important to ask ourselves, “how am I helping to provide the right resources?”.

Below, we’ll discuss the following:

  • What is the half-life of learning?
  • How can we contribute as leaders?
  • Why should individual growth be the focus?

What is the half-life of learning?

Now, what is the half-life of learning? For one, it’s something that is not talked about frequently enough. It affects all of us, no matter what we specialize in and touch day-to-day. It lives within marketing campaigns, our bodies, the living things around us, our skill sets, and more.

Put succinctly, it’s the halfway point of one’s strength becoming ineffective. Regarding learning or knowledge, the half-life is the halfway point for a current skill set or facts to no longer be true or effective. 

Ernest Rutherford discovered the concept of a half-life within the context of science. He deduced that it takes a certain period of time for an element to decay halfway.

For example, we can ask, “what’s the half-life of caffeine in a group of 100 people?“ Caffeine’s half-life is about five fours. By the fifth hour, the caffeine’s effects have fully diminished within half (50/100) of the people. Within the half-life period of the next five hours, the effects expire on half of the remaining 50 people (25/100), and so on. Like any other element, its effects vary per person, but the half-life serves as a comprehensible range for its lifespan.

We can also practically apply this to work. Within marketing, how long can a campaign represent relevant and effective information? Within learning, how long are someone’s learned skills still relevant?

Say that you’ve been operating with skills you learned years ago. Since then, your competitive advantage with those learned skills has diminished. The World Economic Forum claims that “the half-life of a job skill is about five years (meaning that every five years, that skill is about half as valuable as it was before).”

How can we contribute as leaders?

Suppose you consciously support your employees in real learning, educating themselves, participating in important programs within their specialty, etc… In that case, they remain relevant in their field and are significantly more valuable in their role. It’s a no-brainer when spelled out. As leaders, we need to make this a priority and hold ourselves and others accountable for staying ahead rather than playing catch-up.

We lose information without practice and reinforcement. Putting this concept into practice is critical to working against the half-life of learning.

How are we approaching accountability in this realm? These organizations offer structuring opportunities for learning and upkeep accountability. At Voltage Control, we have programs designed to keep organizations on track and sustain change.

Maintaining a competitive advantage requires this continual learning. An environment for innovation can only be cultivated by staying ahead of the curve with knowledge and skills.

What are the best resources for knowledge? Knowledge can be taught with content. Find the relevant educational content, and commit to time with it regularly. Are there education programs that employees can attend? Who in the space is in the business of educating others? We should be absorbing information that’s new to us.

It’s also key to observe trends within certain fields. What is changing within their expertise in the next ten years, and is knowledge or experience required?

What are the best resources for skills? They’ve learned through experience with others. The more we can encourage collaboration amongst individuals, the better our team. We develop skills by learning from those with more or different experiences, so it’s important to have confidence in your team’s structure and provide room for growth within the company, as well as to educate individuals about the half-life of learning so that they’re invested in their growth.

Setting aside time specifically for continuing education in both knowledge and skills is vital.

Where are we headed?

As innovators, not only do we need to be ready to address change. We need to expect it and get well ahead of it.

Within the workplace, demand does not match supply long-term. In 2020, the World Economic Forum claimed, “This lack of attention to upscaling will lead to an urgent disparity between workers and jobs. In the future, nine out of 10 jobs will require digital skills, yet today 44% of Europeans age 16 to 43 lack even basic digital abilities. In Europe, the impending skills gap will lead to 1.67 million unfilled vacancies for ICT professionals by 2025.”

The world around us is constantly evolving.

The half-life of learning is something to be embraced. It’s an opportunity to recognize that everyone’s skills fade and that innovation will always play a role in our lives. It’s a matter of whether we choose to continue learning or accept our past experience as the extent of it. Learning and management play equal roles in the workplace. To impact our work, leaders need to allow employees the time and resources to develop and learn information relevant to business goals.

Why should individual growth be the focus?

Keeping this half-life of learning in mind is crucial from a hiring perspective. Degrees from decades ago have little to nothing to do with the knowledge that’s relevant now. Thinking long-term, it’s also important to consider how roles need to evolve with time. Automation is likely to greatly impact needed skill sets in the current decade. For example, McKinsey claims, “6 of 10 current occupations have more than 30% of technically automatable activities.” They claim that while job opportunities will still exist, a significant portion of the population will need to learn new skill sets to remain relevant.

People need to feel that there’s room for groove within their rules and that their responsibilities can develop as they do. How are we allowing employees to explore their interests and strengths? Are we using them to our advantage within the organization? Are we allowing them the flexibility to understand their strengths and value?

Article originally published on VoltageControl.com

Image Credit: Pixabay

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The 3 Student Entrepreneur Personas

The 3 Student Entrepreneur Personas

GUEST POST from Arlen Meyers, M.D.

Healthcare professional schools, healthcare innovation and entrepreneurship education, and training programs are growing. However, one question is should they be required or elective?

The medical student persona has changed in the past several years. Seeing around corners is always hard. However, to go to where the puck will be is a useful step when planning strategy and tactics to meet the needs of customers segments. Here are some ways to help build your parabolic mirror view of what’s next.

If you have a product or service and are planning not just for the now, but the next and new, then painting a picture of your customer archetype or persona is a key tool.

Do you know who your dream customer is?

There are three steps for understanding your dream customer:

  1. Consider the big issues they are facing – look wider and investigate global issues, such as hunger, environmental sustainability or education.
  2. Identify the industry trends that are affecting them – technology, big data, cyber security, etc.
  3. Describe your customer avatar/archetype/persona now – make a collage including their goals and values, demographics, their pain points and challenges.

Here are the various sickcare innovation and entrepreneurship student segments.

That said, the argument for mandatory is that all students should be exposed to core concepts, like design thinking, much like rotating through core clinical rotations, if nothing else, to get exposure to potential career choices. It might even make them better doctors and possibly help with burnout.

The argument for elective is that all students won’t have the same interests and it would be a waste of time and resources leading the laggards to water knowing you can’t make them drink.

One way to sort potential students is to understand the entrepreneurship education customer segments and their 3 core personas.

The Convinced and Confident know entrepreneurship should be part of their career pathway. In fact, many of them have had entrepreneurial life experiences prior to medical school.

The Curious but Clueless don’t know what they don’t know but are willing to learn more. Many have never held a job in their life. Some might be willing, but unable to develop an entrepreneurial mindset. Others discover their innerpreneur, and move on.

The Could Care Less are unwilling and unable to give it a try. Their attitude is , “I went to medical school to take care of patients, not take care of business”. What they don’t realize is that if you don’t take care of business, you have no business taking care of patients.

Here is what I learned teaching sickcare innovation and entrepreneurship to 1st year medical students.

Here is what I learned teaching sickcare innovation and entrepreneurship to a cohort of xMBA/HA students.

If you are part of creating or teaching these programs, you will eventually have to sort the wheat from the chaff. If you are a leaderpreneur, your job will depend on doing so.

Image Credit: Pixabay

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Taking Personal Responsibility – Seeing Self as Cause

Taking Personal Responsibility – Seeing Self as Cause

GUEST POST from Janet Sernack

In our last two blogs on Taking Personal Responsibility, we stated that when people aren’t taking personal responsibility, they cannot be accountable, they will fail in their jobs, and their teams, and fail to grow as individuals and as leaders. Taking personal responsibility is an especially crucial capability to develop self-awareness and self-regulation skills in the decade of both disruption and transformation. It all starts with seeing self as the cause of what happens to us, rather than baling it on the effects events and problems have on us! Where people can learn to recognize the structures at play in their lives and change them so that they can create what they really want to create in their lives, teams, or organizations.

In the last two blogs, we shared a range of tips for shifting people’s location, by creating a line of choice, to help them shift from being below the line and blaming others for their reactive response, to getting above the line quickly.  Through shifting their language from “you, they and them” to “I, we and us” and bravely disrupting and calling out people when they do slip below the line. How doing this allows people to also systemically shift across the maturity continuum, from dependence to independence and ultimately towards interdependence.

In a recent newsletter Otto Scharmer, from the Presencing Institute states “Between action and non-action there is a place. A portal into the unknown. But what are we each called to contribute to the vision of the emerging future? Perhaps these times are simply doorways into the heart of the storm, a necessary journey through the cycles of time required to create change”.

Creating the place – the sacred pause

When I made a significant career change from a design and marketing management consultant to becoming a corporate trainer, one of the core principles I was expected to teach to senior corporate managers and leaders was taking personal responsibility.

Little knowing, that at the end of the workshop, going back to my hotel room and beating myself up, for all of the “wrongs” in the delivery of the learning program, was totally out of integrity with this core principle.

Realising that when people say – those that teach need to learn, I had mistakenly thought that I had to take responsibility for enacting the small imperfections I had delivered during the day, by berating myself, making myself “wrong” and through below the line self-depreciation!

Where I perfectly acted out the harmful process of self-blame, rather than rationally assessing the impact of each small imperfection, shifting to being above the line where I could intentionally apply the sacred pause:

  • Hit my pause button to get present, accept my emotional state,
  • Connect with what really happened to unpack the reality of the situation and eliminate my distortions around it,
  • Check-in and acknowledge how I was truly feeling about what happened,
  • Acknowledge some of the many things that I had done really well,
  • Ask myself what is the outcome/result I want for participants next program?
  • Ask myself what can I really learn from this situation?
  • Consciously choose what to do differently the next time I ran the program.

I still often find myself struggling with creating the Sacred Space between Stimulus and Response and have noticed in my global coaching practice, that many of my well-intentioned clients struggle with this too.

The impact of the last two and a half years of working at home, alone, online, with minimal social interactions and contact, has caused many of them to languish in their reactivity, and for some of them, into drowning in a very full emotional boat, rather than riding the wave of disruptive change.

Being the creative cause

In our work at ImagineNation, whether we help people, leaders and teams adapt, innovate and grow through disruption, their ability to develop true self-awareness and be above the line is often the most valuable and fundamental skill set they develop.

It then enables us to make the distinction that creating is completely different from reacting or responding to the circumstances people find themselves in by applying the sacred pause.

When people shift towards seeing self as the cause they are able to create and co-create what they want in their lives, teams or organization by learning to create by creating, starting with asking the question:

  • What result do you want to create in your life?
  • What is the reality of your current situation?

This creates a state of tension, it is this tension that seeks resolution.

In his ground-breaking book The Path of Least Resistance Robert Fritz, goes on to describe and rank these desired results as “Fundamental Choices, Primary Choices, and Secondary Choices.”

Because there is one thing that we can all do right and is totally in our control – is to shift towards seeing self as the cause and make a set of conscious choices, with open hearts, minds, and wills, as to how we think, feel and choose to act.

“We are the creative force of our life, and through our own decisions rather than our conditions, if we carefully learn to do certain things, we can accomplish those goals.”

We all have the options and choices in taking responsibility, empowering ourselves and others to be imaginative and creative, and using the range of rapid changes, ongoing disruption, uncertainty, and the adverse pandemic consequences, as levers for shifting and controlling, the way we think, feel.

Benefits of seeing self as the cause and being above the line

Applying the sacred pause to make change choices in how we act – and being brave and bold in shifting across the maturity continuum, will help us to cultivate the creativity, interdependence, and systemic thinking we all need right now because it:

  • Helps people self-regulate their reactive emotional responses, be more open-hearted and emotionally agile, and helps develop psychologically safe work environments where people can collaborate and experiment, and fail without the fear of retribution or punishment.
  • Enables people to be more open-minded, imaginative, and curious and creates a safe space for continuous learning, maximizing diversity and inclusion, and proactive intentional change and transformation.
  • Promotes ownership of a problem or challenging situation and helps develop constructive and creative responses to problems and an ability to take intelligent actions.
  • Gives people an opportunity to impact positively on others and build empowered trusted and collaborative relationships.
  • Enables entrepreneurs and innovators to invent creative solutions and drive successful innovative outcomes.
  • Building the foundations for accountability, where people focus their locus of control on what they promise to deliver, enables them to be intrinsically motivated, and take smart risks on negotiating outcomes that they can be counted on for delivering.

Tips for seeing self as the cause and operating above the line

Taking personal responsibility and seeing self as the cause involves:

  • Acknowledging that “I/we had a role or contributed in some way, to the fact that this has not worked out the way “I/we wanted.”
  • Clarifying the outcome or result in you want from a specific situation or a problem.
  • Seeking alternatives and options for making intelligent choices and actions, and using the language of “I/we can” and “I/we will” to achieve the outcome.
  • Replacing avoiding, being cynical and argumentative, blaming, shaming, controlling, and complaining with courageous, compassionate, and creative language and acts of intention.
  • People become victors who operate from “self as cause” where they are empowered to be the creative forces in their own lives by making fundamental, primary, and secondary change choices.
  • Trust your inner knowing and deep wisdom that everything has a specific and definable cause and that each and every one of us has the freedom to choose how to respond to it.

Back to leadership basics

As Stephen Covey says, people need to deeply and honestly say “I am what I am today because of the choices I made yesterday” because it’s not what happens to us, it’s our reactive response to what happens that hurts us.

Being willing to step back, retreat, and reflect on the gap between the results you want, and the results you are getting all starts with stepping inward, backward, and forwards, using the sacred pause, to ask:

  • What happened? What were the key driving forces behind it?
  • How am I/we truly feeling about it?
  • What was my/our role in causing this situation, or result?
  • What can I/we learn from it?
  • What is the result/outcome I want to create in the future?
  • What can I/we then do to create it?

As a corporate trainer, consultant and coach, I found out the hard way that developing the self-awareness and self-regulation skills in taking personal responsibility and seeing self as the cause is the basis of the personal power and freedom that is so important to me, and almost everyone else I am currently interacting with.

It’s the foundation for transcending paralysis, overwhelm, and stuck-ness and activating our sense of agency to transform society and ourselves.

This is the third and final blog in a series of blogs on the theme of taking responsibility – going back to leadership basics. Read the previous two here:

Find out about our learning products and tools, including The Coach for Innovators, Leaders, and Teams Certified Program, a collaborative, intimate, and deeply personalized innovation coaching and learning program, supported by a global group of peers over 9-weeks, starting Tuesday, October 18, 2022. It is a blended and transformational change and learning program that will give you a deep understanding of the language, principles, and applications of an ecosystem focus,  human-centric approach, and emergent structure (Theory U) to innovation, and upskill people and teams and develop their future fitness, within your unique context.

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Taking Personal Responsibility – Back to Leadership Basics

Taking Personal Responsibility – Back to Leadership Basics

GUEST POST from Janet Sernack

I was first introduced to the principle of Taking Personal Responsibility when I attended a number of experiential workshops facilitated by Robert Kiyosaki who is now well known globally as the successful entrepreneurial author of the “Rich Dad Poor Dad” book series. At that time, in the late 1980s, the concept simply involved taking personal responsibility for your role in getting the results you get, in both challenging and problematic situations.

This principle has since evolved as the most crucial foundation for developing our emotionally intelligent, conscious, and transformational leadership capabilities. Largely through focusing on the development of self-awareness and self-regulation skillsets, which are especially important skills to cultivate in times of extreme uncertainty.

Blaming, Justifying, and Denying

Taking personal responsibility involves encouraging people to step up and out of blaming themselves or others, out of justifying their position or denying what is really going on to largely avoid the cognitive, emotional, and visceral results and consequences of their actions.

Which are essentially, largely unconscious defensive reactions to the problem or situation. So, it sounds quite simple, yet, even now, it’s still largely a countercultural principle, and a neurologically challenging one, because we are wired to survive (fight/flight/freeze) in the face of what we perceive as danger!

Especially when many of us are living in an oppositional blaming and shaming political environment, or within a passively or aggressively defensive organizational culture. Where a large section of the community, has been forced by the constraints of the pandemic, into fearing that their security and survival needs will not be met. Alternately, the great resignation and the nature of the virtual hybrid workplace have increased some people’s fears about even being able to get their jobs done!

All of this creates distorted thoughts and language that focus on “scarcity” where many people are fearing that they are not “enough” and do not have “enough” to deal with their current circumstances. Rather than leaning towards exploring and eliciting the possibilities and opportunities available in our abundant world.  As there is no clear playbook about how people can effectively and responsibly lead and manage in this unique 21st-century context, many people are floundering, languishing into largely emotionally overwhelmed states.

Where it is easier, and sometimes safer, to be a victim, blame and shame others for their helpless or powerless situation, or to justify and deny any need to change their perspective about it, never mind their role in causing their own anxious and unresourceful emotional states.

Back to Leadership Basics

Yet, it is more important than ever, for leaders and managers to help people:

  • Take ownership of their consequences and be responsible for the emotional, cognitive, and visceral results of their actions,
  • Authentically connect, empower, and enable people and communities to flourish,
  • Provide safe, transparent, trusted environments and interdependence where people can dare to think differently and potentially thrive.

This means that the range of crises, uncertainty, and disruptions we are experiencing now is forcing us to go back to basic 101 management and leadership principles.

According to McKinsey & Co in a recent article “A Leaders Guide – communicating with teams, stakeholders and communities during Covid 19” – “Crises come in different intensities. As a “landscape-scale” event, the coronavirus has created great uncertainty, elevated stress and anxiety, and prompted tunnel vision, in which people focus only on the present rather than toward the future. During such a crisis, when information is unavailable or inconsistent, and when people feel unsure about what they know (or anyone knows), behavioral science points to an increased human desire for transparency, guidance, and making sense out of what has happened”.

The Maturity Continuum – Shifting to I and We

The principle of taking personal responsibility has evolved and been enhanced significantly through the work of Steve Covey, in the “Seven Habits of Effective People” and provides the core foundations for transformational and conscious leadership through the “Maturity Continuum”:

  1. Dependence is the paradigm of you – you take care of me; you come through for me; you didn’t come through for me; I blame you for the results. Dependent and approval-seeking people need others to get what they want.
  2. Independence is the paradigm of I – can do it; I am responsible; I am self-reliant; I can choose. Independent people get what they want through their own efforts.
  3. Interdependence is the paradigm of we – we can do it; we can cooperate; we can combine our talents and abilities and create something greater together. Interdependent people combine their efforts with the efforts of others to achieve their greatest success.

Putting the Maturity Continuum to Work

In the early 2000s I was an associate of Corporate Vision, Australia’s first culture change and transformation consultancy, now the globally successful Walking the Talk organisation, for fourteen years.

Where every culture, leadership, team development, or change program we designed and presented, introduced taking personal responsibility, as a fundamental, core learning principle. Aligning it with the principle of – For things to change first I must change, which deeply challenged and disrupted people’s belief systems, habitual mindsets, thinking styles, and ways of acting.

As a seasoned coach of twenty years, these two core principles seem to still profoundly challenge the majority of my coaching clients across the world, no matter how senior their role or position is, or how knowledgeable, skilled, and experienced they are!

Where many managers and leaders have failed to self-regulate, lack self-awareness, and have unconsciously slipped into feeling victimized, powerless, helpless, and in some instances, even hopeless about their futures where some are:

  • Feeling frozen, inert, paralyzed, overwhelmed, and immobilized in their abilities to affect any kind of positive change in both their work and home environments.
  • Unconsciously slipping into blaming and shaming others for their situations,
  • Justifying their inertia through a range of “reasonable reasons” and “elaborate stories” about how it’s “not their fault” or it’s not “up to them” to make any change.
  • Simply denying their current consequences, or the importance of needing to take positive actions, and make changes.
  • Unmotivated, lack any desire for control, or have the personal power to affect change in their situation.

Initiating Taking Personal Responsibility

To accept and share responsibility starts with being bravely willing to courageously connect with our whole selves and consciously stepping back to hit our internal pause button, retreat into silence and stillness, and compassionately ask:

  1. What happened?
  2. What can I/we learn from it?
  3. What can I/we then do to create it?

Taking personal responsibility becomes a compassionate, creative, and courageous exercise in continuous learning, self-awareness, and emotional self-regulation in ways that safely disrupt people’s defensiveness and awaken them to the possibility of being personally powerful in tough situations.

It is also the basis for taking intelligent actions catalyze and cause positive outcomes, that deliver real solutions to crises, complex situations, and difficult business problems.

This is the first in a series of three blogs on the theme of taking responsibility – going back to leadership basics.

Find out more about our work at ImagineNation™

Find out about our learning products and tools, including The Coach for Innovators, Leaders, and Teams Certified Program, a collaborative, intimate, and deeply personalized innovation coaching and learning program, supported by a global group of peers over 9-weeks, starting Tuesday, October 18, 2022. It is a blended and transformational change and learning program that will give you a deep understanding of the language, principles, and applications of an ecosystem focus,  human-centric approach, and emergent structure (Theory U) to innovation, and upskill people and teams and develop their future fitness, within your unique context. Find out more about our products and tools.

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Innovating Through Adversity and Constraints

Innovating Through Adversity and Constraints

GUEST POST from Janet Sernack

It’s been almost two and a half years since most of us shifted to working virtually and remotely, which, in turn, seriously disrupted most of our business-as-usual behaviors and learning habits. Interestingly, this also disrupted our habitual unconscious safety and comfort zones, and, in many cases, disconnected our overall sense of security. For some of us, our ability to make sense of ourselves and our futures, has been impacted, impacting our abilities to find new ways of being creative and innovating through the range of constraints and adverse situations.

Looking inward

Some of us have also had our confidence to survive and thrive in a world severely impacted, and many of us have felt exploited, exhausted, and depleted by our employers. According to Lynda Gratton, in a recent article in MIT Sloane Magazine “Making Sense of the Future” many of us are looking inward — working through the impact of our changing habits, networks, and skills, and begin to imagine other life trajectories and possible selves.

Looking outward

Again, according to Lynda Gratton, some of us are now also looking outward to analyze how talent markets are changing and what competitors are doing, which is creating momentum and a force for change, but also frustration and anxiety, given institutional lag and inertia.

The larger-than-life, terrible, and confronting conflict in Ukraine has also inflated, for some of us, a deeper sense of helplessness and exhaustion, and amplified our concerns and fears for a sustainable future.

The momentum for change is growing 

Yet some people have successfully responded to worries and concerns about the inertia holding our companies back, and have adapted to working, learning, and coaching online. Using this moment in time to help de-escalate our reactivity to what’s been going on to deeply connect, explore, discover, listen, and respond creatively to what is really important, to ourselves, our people, teams and our organizations.

To help shift the tension between today and tomorrow, through regenerating and replenishing ourselves and our teams, by shifting the dialogue towards renewing and innovating through constraints and adversity in uncertain and unstable times.

Innovating through constraints at ImagineNation™

Innovating through constraints enabled the collective at ImagineNation™ to design and deliver a bespoke, intense, and immersive learning journey for an executive team aiming at igniting and mobilizing their collective genius to step up to face their fears, adapt, take smart risks and innovate in uncertain and disruptive times!

Some of the constraints we collaboratively and creatively mastered included adapting to differing:

  • Geographies, we are based in Melbourne, Australia, and our client was based in Canada, which made managing time zone schedules challenging, including some very early 4.30 am starts for us –  Making flexibility and adaptiveness crucial to our success.  
  • Technologies, balancing Zoom-based online webinars and workshops, with Google chat rooms and jamboards, completing one on one coaching sessions, and assigning, completing, and presenting group action learning assignments – Reinforcing the need for constant iteration and pivoting to ensure the delivery of outcomes, as promised.
  • Communicating, including air freighting hard copy reflection packs, scheduling, and partnering virtually, all within a remote and fractured working environment –Ensuring that clarity and consistency would lead to the successful delivery of the outcomes, as promised.

Shifting the dialogue

Demonstrating that we can all be resilient and creative when we live in times of great uncertainty and instability through investing in reskilling people and teams to become more purposeful, human, and customer-centric.

We can all break the inertia by challenging our business-as-usual thinking and shifting the dialogue towards exploring our inner challenges and navigating the outer challenges of our current environment.

If we commit to doing this with more consciousness, hope, optimism, and control, to follow a direction rather than a specific destination by:

  • Perceiving this moment in time as an “unfreezing opportunity” and an opening to shift out of inertia and complacency, to re-generate and re-invent ourselves and our teams?
  • Knowing how to connect, explore, discover, generate and catalyze creative ideas to rapidly and safely unlearn, relearn, collaborate and innovate through constraints and adversity?
  • Committing to letting go of our “old baggage” and ways of making sense of our new reality, by experimenting with smart risk-taking, and making gamification accessible in an environment that is unpredictable?

Re-generating and re-inventing in uncertain and unstable times

In fact, many of us successfully adapted to online working, learning, and coaching environments by de-escalating any feelings of helplessness and hopelessness.

To bravely focus on regenerating and reinventing ourselves and our teams and using this moment in time to be curious, shift the dialogue, explore possibilities, harness collective intelligence and ask some catalytic questions:

  • What if we intentionally disrupted our current way of thinking?
  • How might we think differently to shift our perception and perceive our worlds with “fresh eyes”? What might be possible?
  • What if we shift the dialogue to engage people in innovating through constraints?
  • How might we shift the dialogue to activate and mobilize people towards taking intelligent risks through constraints?
  • How might thinking differently empower, enable and equip ourselves and our teams to navigate the current environment with more hope and optimism?
  • What if re-consider and perceive these constraints differently?
  • How might we support people to ignite their creativity?
  • How might we equip people to be creative and develop better ideas?
  • How might we resource people to force more change and innovation?
  • How might we discover new ways of creating value for people in ways that they appreciate and cherish?

Grappling with the future is paradoxical

Finally, Lynda Gratton suggests that we need to:

“Acknowledge that this is not straightforward. Right now, many leaders are stuck between two sources of tension: the tension of enlightenment, where they can begin to imagine what is possible, and the tension of denial, where they are concerned that more flexible working arrangements will negatively affect performance. They grapple with whether the change will be necessary or possible. These are legitimate tensions that are only exacerbated by the sense of exhaustion many people feel”.

If we perceive these constraints as catalysts for setting a clear focus and direction, it might force us to experiment with creative ways of acting and doing things differently.

It might also force us to make tougher decisions around our inner and outer priorities, by exploring and discovering more balanced, creative, and inventive ways of constantly iterating and pivoting whatever resources are available to get the important jobs done.

An opportunity to learn more

Find out about our learning products and tools, including The Coach for Innovators Certified Program, a collaborative, intimate, and deep personalized innovation coaching and learning program, supported by a global group of peers over 9-weeks, starting Tuesday, May 4, 2022.

Image Credit: Unsplash

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