5. Selected themes from Day 1
• Creativity is “who you are” (personal, culture, situation, experience*)
• “I can be uniquely creative”
• Open-mindedness + hard work
• “I need to ask more questions”
• Learn + Unlearn + Relearn. Creativity is not fixed, it can be taught
• “Show don’t tell” to persuade and gather feedback
• Apply measurement methods along the process
• Beyond tools, “fill the well”
• Imagination and creation, not ex nihilo and not instantaneous
• Six decades: little progress in making organisations more creative
• Creativity is a gift that all humans share
• Idea giving + taking. Imagination + action (“Imaginaction”)
• Everyone can have new ideas, very few people act on them
• “Think small everyday to be able to think big when required”
• I need exposure to new/different experiences
6. Questions from Day 1
• How am I creative?
• How do I “upgrade” from Design Thinking?
• How to be creative and efficient?
• How to develop, exercise creativity?
• What’s best: freedom and joy OR frustration and passion?
• Techniques to add certainty to uncertainty?
• How do I convince my boss/company to balance efficiency-creativity?
• How do I avoid killing the creative nature of my children?
• How to influence others to reach their creative potential?
• How to help people who fear change?
• How to solve, tackle, redefine problems creatively?
• How to build expertise without killing curiosity and learning?
9. Resistance to change can be positive
• Take and offer emotional care
• Rejection can be a good teacher, listen
• Distinguish levels or aspects of rejection
• Keep a big-picture perspective
• Maintain a pipeline of new ideas
• An honest “no” is better than a false “yes”
• Share the vision, frame the need
• What is being destroyed by the new idea?
• Anticipate, embrace, and prepare the field
• Get people involved (sincerely)
Timing is crucial
All dogmas were new ideas
A culture of change
14. 1a: Intelligence is defined at birth, and people can’t change their intelligence.
1b: No matter how much intelligence people have, one can always change it substantially.
2a: I am a certain kind of person, and there is not much I can do to change that.
2b: I could change basic things about me and even reinvent myself.
3a: Trying new things is quite stressful for me and I avoid it.
3b: All humans without a brain injury or birth defect are capable of astounding levels of learning.
4a: Extraordinary people who excel in their field have an inborn talent.
4b: Extraordinary people who excel in their field have a history of perseverance and good luck.
22. Problem formulation
More
“tame”
More
“wicked”
• More parking space is needed
• This building needs faster lifts
• Reduce customer complaints by 30%
• Increase employee productivity
• Reduce waste by half in two years
• Increase in rankings to Top-100
• Introduce a new service to compete
with X
• Mobility: who, why, when, how?
• Understand sources of frustration
• How do complaints originate? Types?
• Indicators, motivations, relationship
• What counts as waste? Lifecycle?
• Who defines and cares about outcomes?
• How is X our competitor? What do we
do?
24. Framing hard problems as wicked problems
• No definite initial state: framings
• No definite end state: open ended
• Problems and solutions co-evolve
• No definite set of operators, no algorithms
• High complexity, high ambiguity, high
unpredictability, high uncertainty
• Variable constraints, externalities
• Tip: always brainstorm problems, not
solutions
• “Design thinking” and other
problem-solving methods hide
the framing of wicked
problems
• Always work on temporary
framings, continuously re-
assess problems
• Ask powerful questions
25. 25
“Darcy worked at Nike, Inc. for over 20 years holding numerous senior management positions within the
business and the Nike Foundation, including creating the Sustainable Business Strategies division in 1999,
Senior Advisor to the Nike Foundation and as General Manager for Nike’s Global Women’s Footwear, Apparel
and Equipment business.”
Chapter 16
29. A Powerful Question
• generates curiosity in the
listener
• stimulates reflective
conversation
• is thought-provoking
• surfaces underlying assumptions
• invites creativity and new
possibilities
• generates energy and forward
movement
• channels attention and focuses
inquiry
• stays with participants
• touches a deep meaning
• evokes more questions
31. The Creative Self : Effect
of Beliefs, Self-Efficacy,
Mindset, and Identity
by Maciej Karwowski , and James C. Kaufman
PUBLISHER
Elsevier Science
DATE
2017-02-23
31
34. Creative people
• Do not fit into a single profile
• Are not ‘special’ at birth
• They become ‘special’ through
hard work
• They don’t have mental disorders
(at least not before being
creative, perhaps society ‘drives
them crazy’ by rejecting their
ideas)
• “Creative people” are those
individuals who exercise their
creative capacities and build
confidence
• “Not creative people” are those
who oversee, neglect, or restrain
their creativity
• Not so useful to focus on
“creative people” as much as
“creative interactions” between
people
35. Find your creative potential
• How does your cultural background shape your creativity?
• Your family history and life experiences
• Your network: the people who surround you
• Your personality traits and preferences
• Your career goals and technical skills
• Your values, dreams, and motivations
• The abilities that distinguish you from other people
35
52. Creativity & Design. End of Day 2
• Individual mode
• Write down two key concepts or ideas
that you learned today
• Write an action item that you can put
into practice derived from that key
concept or idea
• Write down your most pressing
question today
Extra: “My main
contribution to the
session today was…”
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