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Creative Disobedience
How, When, and Why to Break the Rules

Andrea Kuszewski
BIL: March 1st, 2014

@AndreaKuszewski
Creative Disobedience
Creative Disobedience
Creative Disobedience
Creative Disobedience
?

Creative Disobedience

Right?
Wrong?
Creative Disobedience

Good vs Evil
Creative Disobedience

Good vs Evil
Right vs Wrong
Creative Disobedience

Good vs Evil
Right vs Wrong
Legal vs Illegal
Creative Disobedience

What is Creativity?
Creative Disobedience
Creative Disobedience

fail
Creative Disobedience

Creative Cognition is:
•	 Thinking with your ENTIRE brain! R + L
•	 Switching back and forth between conventional and unconventional
•	 Making remote associations
•	 ‘Zooming in and zooming out’, from convergent to divergent
•	 Constantly editing for usefulness
Creative Disobedience

Creativity is:
“An original, novel solution that is both useful and
appropriate given the context, environment, and
the task at hand.”
Creative Disobedience

By definition,
creativity involves breaking rules.
Creative Disobedience

“Creativity: An Asset or a Burden in the Classroom?”
Westby & Dawson (1995)

•	 Asked teachers to identify personality characteristics associated with creativity
Creative Disobedience

“Creativity: An Asset or a Burden in the Classroom?”
Westby & Dawson (1995)

•	 Asked teachers to identify personality characteristics associated with creativity
•	 High creativity: determined, independent, individualistic
Creative Disobedience

“Creativity: An Asset or a Burden in the Classroom?”
Westby & Dawson (1995)

•	 Asked teachers to identify personality characteristics associated with creativity
•	 High creativity: determined, independent, individualistic
•	 Low creativity: responsible, sincere, reliable, dependable, clear-thinking, tolerant, understanding, peaceable, good-natured, steady, practical, and logical
Creative Disobedience

“Creativity: An Asset or a Burden in the Classroom?”
Westby & Dawson (1995)

•	 Asked teachers to identify personality characteristics associated with creativity
•	 High creativity: determined, independent, individualistic
•	 Low creativity: responsible, sincere, reliable, dependable, clear-thinking, tolerant, understanding, peaceable, good-natured, steady, practical, and logical
Creative Disobedience

“Creativity: An Asset or a Burden in the Classroom?”
Westby & Dawson (1995)

•	 Asked teachers to identify personality characteristics associated with creativity
•	 High creativity: determined, independent, individualistic
•	 Low creativity: responsible, sincere, reliable, dependable, clear-thinking, tolerant, understanding, peaceable, good-natured, steady, practical, and logical

Least favorite = Most creative
Creative Disobedience

Even when people say they want
creativity,
often they reject it in practice.
Creative Disobedience

“The Bias Against Creativity: Why People Desire But Reject
Creative Ideas”
Meuller, et al (2011)

•	

There is a bias against creativity, fueled by uncertainty
Creative Disobedience

“The Bias Against Creativity: Why People Desire But Reject
Creative Ideas”
Meuller, et al (2011)

•	

There is a bias against creativity, fueled by uncertainty

•	

“...effective creative problem solving includes both generating many novel options and subsequently reducing

uncertainty by identifying the single best option from the set.” (Cropley, 2006)
Creative Disobedience

“The Bias Against Creativity: Why People Desire But Reject
Creative Ideas”
Meuller, et al (2011)

•	

There is a bias against creativity, fueled by uncertainty

•	

“...effective creative problem solving includes both generating many novel options and subsequently reducing

uncertainty by identifying the single best option from the set.” (Cropley, 2006)

•	

Identifying the optimal solution may prime an uncertainty reduction motive or intolerance for uncertainty, and
thereby evoke the creativity bias
Creative Disobedience

“The Bias Against Creativity: Why People Desire But Reject
Creative Ideas”
Meuller, et al (2011)

•	

There is a bias against creativity, fueled by uncertainty

•	

“...effective creative problem solving includes both generating many novel options and subsequently reducing

uncertainty by identifying the single best option from the set.” (Cropley, 2006)

•	

Identifying the optimal solution may prime an uncertainty reduction motive or intolerance for uncertainty, and
thereby evoke the creativity bias

•	 People seek to avoid and diminish uncertainty: Kill the creative idea
Creative Disobedience

“The Bias Against Creativity: Why People Desire But Reject
Creative Ideas”
Meuller, et al (2011)

•	

There is a bias against creativity, fueled by uncertainty

•	

“...effective creative problem solving includes both generating many novel options and subsequently reducing

uncertainty by identifying the single best option from the set.” (Cropley, 2006)

•	

Identifying the optimal solution may prime an uncertainty reduction motive or intolerance for uncertainty, and
thereby evoke the creativity bias

•	 People seek to avoid and diminish uncertainty: Kill the creative idea
•	

By requiring gate-keepers to identify the single “best” and most “accurate” idea, you are promoting that uncertainty, thereby creating an unacknowledged aversion to creativity.
Creative Disobedience

“The Bias Against Creativity: Why People Desire But Reject
Creative Ideas”
Meuller, et al (2011)

•	

There is a bias against creativity, fueled by uncertainty

•	

“...effective creative problem solving includes both generating many novel options and subsequently reducing

uncertainty by identifying the single best option from the set.” (Cropley, 2006)

•	

Identifying the optimal solution may prime an uncertainty reduction motive or intolerance for uncertainty, and
thereby evoke the creativity bias

•	 People seek to avoid and diminish uncertainty: Kill the creative idea
•	

By requiring gate-keepers to identify the single “best” and most “accurate” idea, you are promoting that uncertainty, thereby creating an unacknowledged aversion to creativity.

There is always more than one good solution to a problem,
but the value varies depending on context
Creative Disobedience

The 8 Types of Creative Contributions  

Robert Sternberg, “Handbook of Creativity”, 1999
Creative Disobedience

The 8 Types of Creative Contributions  
1.	Replication

Robert Sternberg, “Handbook of Creativity”, 1999
Creative Disobedience

The 8 Types of Creative Contributions  
1.	Replication
2.	Redefinition

Robert Sternberg, “Handbook of Creativity”, 1999
Creative Disobedience

The 8 Types of Creative Contributions  
1.	Replication
2.	Redefinition
3.	 Forward incrementation

Robert Sternberg, “Handbook of Creativity”, 1999
Creative Disobedience

The 8 Types of Creative Contributions  
1.	Replication
2.	Redefinition
3.	 Forward incrementation
4.	 Advanced forward incrementation

Robert Sternberg, “Handbook of Creativity”, 1999
Creative Disobedience

The 8 Types of Creative Contributions  
1.	Replication
2.	Redefinition
3.	 Forward incrementation
4.	 Advanced forward incrementation
5.	Redirection

Robert Sternberg, “Handbook of Creativity”, 1999
Creative Disobedience

The 8 Types of Creative Contributions  
1.	Replication
2.	Redefinition
3.	 Forward incrementation
4.	 Advanced forward incrementation
5.	Redirection
6.	Reconstruction/redirection

Robert Sternberg, “Handbook of Creativity”, 1999
Creative Disobedience

The 8 Types of Creative Contributions  
1.	Replication
2.	Redefinition
3.	 Forward incrementation
4.	 Advanced forward incrementation
5.	Redirection
6.	Reconstruction/redirection
7.	Reinitiation

Robert Sternberg, “Handbook of Creativity”, 1999
Creative Disobedience

The 8 Types of Creative Contributions  
1.	Replication
2.	Redefinition
3.	 Forward incrementation
4.	 Advanced forward incrementation
5.	Redirection
6.	Reconstruction/redirection
7.	Reinitiation
8.	 Integration

Robert Sternberg, “Handbook of Creativity”, 1999
Creative Disobedience

The 8 Types of Creative Contributions  
1.	Replication
2.	Redefinition
3.	 Forward incrementation
4.	 Advanced forward incrementation

Accept current paradigms and attempt to extend them

5.	Redirection
6.	Reconstruction/redirection
7.	Reinitiation
8.	 Integration

Robert Sternberg, “Handbook of Creativity”, 1999
Creative Disobedience

The 8 Types of Creative Contributions  
1.	Replication
2.	Redefinition
3.	 Forward incrementation
4.	 Advanced forward incrementation

Accept current paradigms and attempt to extend them

5.	Redirection
6.	Reconstruction/redirection
7.	Reinitiation

Reject current paradigms and attempt to replace them

8.	 Integration

Robert Sternberg, “Handbook of Creativity”, 1999
Creative Disobedience

The 8 Types of Creative Contributions  
1.	Replication
2.	Redefinition
3.	 Forward incrementation
4.	 Advanced forward incrementation

Accept current paradigms and attempt to extend them

5.	Redirection
6.	Reconstruction/redirection
7.	Reinitiation

Reject current paradigms and attempt to replace them   

8.	 Integration

Merges disparate current paradigms

Robert Sternberg, “Handbook of Creativity”, 1999
Creative Disobedience

How to Teach and Encourage Creativity
(and when not to)
Creative Disobedience

Teaching creativity : The early years
Psychology researcher Allison Gopnik: Creative behavior in young children
Creative Disobedience

Teaching creativity : The early years
Psychology researcher Allison Gopnik: Creative behavior in young children

•	

When children were given a problem and told to figure out how something works, they were able
to generate the most intelligent solutions through experimentation.
Creative Disobedience

Teaching creativity : The early years
Psychology researcher Allison Gopnik: Creative behavior in young children

•	

When children were given a problem and told to figure out how something works, they were able
to generate the most intelligent solutions through experimentation.

•	

When they were shown a working sequence (one of many), they imitated that solution, and then
stopped looking for a more intelligent solution.
Creative Disobedience

Teaching creativity : The early years
Psychology researcher Allison Gopnik: Creative behavior in young children

•	

When children were given a problem and told to figure out how something works, they were able
to generate the most intelligent solutions through experimentation.

•	

When they were shown a working sequence (one of many), they imitated that solution, and then
stopped looking for a more intelligent solution.  
Take-home points?
Creative Disobedience

Teaching creativity : The early years
Psychology researcher Allison Gopnik: Creative behavior in young children

•	

When children were given a problem and told to figure out how something works, they were able
to generate the most intelligent solutions through experimentation.

•	

When they were shown a working sequence (one of many), they imitated that solution, and then
stopped looking for a more intelligent solution.  
Take-home points?

1

Encouraging critical thinking and finding more than one correct solution
to a given problem helps to develop creativity
Creative Disobedience

Teaching creativity : The early years
Psychology researcher Allison Gopnik: Creative behavior in young children

•	

When children were given a problem and told to figure out how something works, they were able
to generate the most intelligent solutions through experimentation.

•	

When they were shown a working sequence (one of many), they imitated that solution, and then
stopped looking for a more intelligent solution.  
Take-home points?

1

Encouraging critical thinking and finding more than one correct solution
to a given problem helps to develop creativity

2

Encouraging one to ‘follow the outline’ prevents deep understanding of
the problem, and decreases ability to creativly problem-solve
Creative Disobedience

In the workplace:
Training people to ask questions and think about problems
before they receive a solution encourages and teaches creative
thinking, to produce better innovators, problem solvers, &
problem finders.
Creative Disobedience
Does this method
make the current step
more efficient?
Yes

a how-to guide to

Creative Disobedience

No

Good idea
to do it.

Does this method make
progress toward the overall
goal?

More
progress

About the
same

Will others be required to
learn this?
Yes

No

Can this method
scale up?
Yes

No

Less progress

Don’t do this.

No

Yes

Does this method maintain
the integrity of the fundamental pillars of the project?
Creative Disobedience

How to encourage a creative work environment
Creative Disobedience

How to encourage a creative work environment
1

Give them some space
Deadlines are important, but hourly check-ups are not. Creativity involves linking concepts, which
means holding several things in your working memory -- a balance that can be disrupted easily, so a
buffer against distractions are essential.
Creative Disobedience

How to encourage a creative work environment
1

Give them some space
Deadlines are important, but hourly check-ups are not. Creativity involves linking concepts, which
means holding several things in your working memory -- a balance that can be disrupted easily, so a
buffer against distractions are essential.

2 Don’t micromanage
Allow free time for employees to work on anything they want; intrinsic motivation (working on something just because it’s interesting) leads to creativity.
Creative Disobedience

How to encourage a creative work environment
1

Give them some space
Deadlines are important, but hourly check-ups are not. Creativity involves linking concepts, which
means holding several things in your working memory -- a balance that can be disrupted easily, so a
buffer against distractions are essential.

2 Don’t micromanage
Allow free time for employees to work on anything they want; intrinsic motivation (working on something just because it’s interesting) leads to creativity.

3 Open your mind
Getting stuck in a hyper-focused, linear thinking pattern can stall finding a creative solution. Take
breaks when working, just to think about nothing.
Creative Disobedience

How to encourage a creative work environment
1

Give them some space
Deadlines are important, but hourly check-ups are not. Creativity involves linking concepts, which
means holding several things in your working memory -- a balance that can be disrupted easily, so a
buffer against distractions are essential.

2 Don’t micromanage
Allow free time for employees to work on anything they want; intrinsic motivation (working on something just because it’s interesting) leads to creativity.

3 Open your mind
Getting stuck in a hyper-focused, linear thinking pattern can stall finding a creative solution. Take
breaks when working, just to think about nothing.

4

Tolerate creativity
Reward creative thinking, not with financial incentives, which, alone, have been shown to decrease
creativity, but by promoting the conditions that permit it. Tolerate the occasional failure and allow
rules to be broken when there is a social benefit.
Creative Disobedience
Creative Disobedience
Creative Disobedience
Creative Disobedience
Creative Disobedience

In this
even more important
effective
“problemage of innovation,problem finder. It’s onethan being an at a probsolver, is being a
thing to look
lem and be able to generate a solution; it is another thing to be able to
look at an ambiguous situation, and decide if there is a problem that
needs to be solved.

That’s a skill that isn’t really targeted by traditional teaching methods, and
in fact, it is often discouraged. In order to teach problem finding, more creative methods must be utilized. Rule-breaking , to an extent, should be tolerated and encouraged, and yes—even taught.

“

Andrea Kuszewski, “The Educational Value of Creative Disobedience”, Scientific American, 2011
Creative Disobedience

Thank you!

Andrea Kuszewski
@AndreaKuszewski

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Creative Disobedience: How, When and Why to Break the Rules (from BIL 2014)

  • 1. Creative Disobedience How, When, and Why to Break the Rules Andrea Kuszewski BIL: March 1st, 2014 @AndreaKuszewski
  • 8. Creative Disobedience Good vs Evil Right vs Wrong
  • 9. Creative Disobedience Good vs Evil Right vs Wrong Legal vs Illegal
  • 13. Creative Disobedience Creative Cognition is: • Thinking with your ENTIRE brain! R + L • Switching back and forth between conventional and unconventional • Making remote associations • ‘Zooming in and zooming out’, from convergent to divergent • Constantly editing for usefulness
  • 14. Creative Disobedience Creativity is: “An original, novel solution that is both useful and appropriate given the context, environment, and the task at hand.”
  • 16. Creative Disobedience “Creativity: An Asset or a Burden in the Classroom?” Westby & Dawson (1995) • Asked teachers to identify personality characteristics associated with creativity
  • 17. Creative Disobedience “Creativity: An Asset or a Burden in the Classroom?” Westby & Dawson (1995) • Asked teachers to identify personality characteristics associated with creativity • High creativity: determined, independent, individualistic
  • 18. Creative Disobedience “Creativity: An Asset or a Burden in the Classroom?” Westby & Dawson (1995) • Asked teachers to identify personality characteristics associated with creativity • High creativity: determined, independent, individualistic • Low creativity: responsible, sincere, reliable, dependable, clear-thinking, tolerant, understanding, peaceable, good-natured, steady, practical, and logical
  • 19. Creative Disobedience “Creativity: An Asset or a Burden in the Classroom?” Westby & Dawson (1995) • Asked teachers to identify personality characteristics associated with creativity • High creativity: determined, independent, individualistic • Low creativity: responsible, sincere, reliable, dependable, clear-thinking, tolerant, understanding, peaceable, good-natured, steady, practical, and logical
  • 20. Creative Disobedience “Creativity: An Asset or a Burden in the Classroom?” Westby & Dawson (1995) • Asked teachers to identify personality characteristics associated with creativity • High creativity: determined, independent, individualistic • Low creativity: responsible, sincere, reliable, dependable, clear-thinking, tolerant, understanding, peaceable, good-natured, steady, practical, and logical Least favorite = Most creative
  • 21. Creative Disobedience Even when people say they want creativity, often they reject it in practice.
  • 22. Creative Disobedience “The Bias Against Creativity: Why People Desire But Reject Creative Ideas” Meuller, et al (2011) • There is a bias against creativity, fueled by uncertainty
  • 23. Creative Disobedience “The Bias Against Creativity: Why People Desire But Reject Creative Ideas” Meuller, et al (2011) • There is a bias against creativity, fueled by uncertainty • “...effective creative problem solving includes both generating many novel options and subsequently reducing uncertainty by identifying the single best option from the set.” (Cropley, 2006)
  • 24. Creative Disobedience “The Bias Against Creativity: Why People Desire But Reject Creative Ideas” Meuller, et al (2011) • There is a bias against creativity, fueled by uncertainty • “...effective creative problem solving includes both generating many novel options and subsequently reducing uncertainty by identifying the single best option from the set.” (Cropley, 2006) • Identifying the optimal solution may prime an uncertainty reduction motive or intolerance for uncertainty, and thereby evoke the creativity bias
  • 25. Creative Disobedience “The Bias Against Creativity: Why People Desire But Reject Creative Ideas” Meuller, et al (2011) • There is a bias against creativity, fueled by uncertainty • “...effective creative problem solving includes both generating many novel options and subsequently reducing uncertainty by identifying the single best option from the set.” (Cropley, 2006) • Identifying the optimal solution may prime an uncertainty reduction motive or intolerance for uncertainty, and thereby evoke the creativity bias • People seek to avoid and diminish uncertainty: Kill the creative idea
  • 26. Creative Disobedience “The Bias Against Creativity: Why People Desire But Reject Creative Ideas” Meuller, et al (2011) • There is a bias against creativity, fueled by uncertainty • “...effective creative problem solving includes both generating many novel options and subsequently reducing uncertainty by identifying the single best option from the set.” (Cropley, 2006) • Identifying the optimal solution may prime an uncertainty reduction motive or intolerance for uncertainty, and thereby evoke the creativity bias • People seek to avoid and diminish uncertainty: Kill the creative idea • By requiring gate-keepers to identify the single “best” and most “accurate” idea, you are promoting that uncertainty, thereby creating an unacknowledged aversion to creativity.
  • 27. Creative Disobedience “The Bias Against Creativity: Why People Desire But Reject Creative Ideas” Meuller, et al (2011) • There is a bias against creativity, fueled by uncertainty • “...effective creative problem solving includes both generating many novel options and subsequently reducing uncertainty by identifying the single best option from the set.” (Cropley, 2006) • Identifying the optimal solution may prime an uncertainty reduction motive or intolerance for uncertainty, and thereby evoke the creativity bias • People seek to avoid and diminish uncertainty: Kill the creative idea • By requiring gate-keepers to identify the single “best” and most “accurate” idea, you are promoting that uncertainty, thereby creating an unacknowledged aversion to creativity. There is always more than one good solution to a problem, but the value varies depending on context
  • 28. Creative Disobedience The 8 Types of Creative Contributions Robert Sternberg, “Handbook of Creativity”, 1999
  • 29. Creative Disobedience The 8 Types of Creative Contributions 1. Replication Robert Sternberg, “Handbook of Creativity”, 1999
  • 30. Creative Disobedience The 8 Types of Creative Contributions 1. Replication 2. Redefinition Robert Sternberg, “Handbook of Creativity”, 1999
  • 31. Creative Disobedience The 8 Types of Creative Contributions 1. Replication 2. Redefinition 3. Forward incrementation Robert Sternberg, “Handbook of Creativity”, 1999
  • 32. Creative Disobedience The 8 Types of Creative Contributions 1. Replication 2. Redefinition 3. Forward incrementation 4. Advanced forward incrementation Robert Sternberg, “Handbook of Creativity”, 1999
  • 33. Creative Disobedience The 8 Types of Creative Contributions 1. Replication 2. Redefinition 3. Forward incrementation 4. Advanced forward incrementation 5. Redirection Robert Sternberg, “Handbook of Creativity”, 1999
  • 34. Creative Disobedience The 8 Types of Creative Contributions 1. Replication 2. Redefinition 3. Forward incrementation 4. Advanced forward incrementation 5. Redirection 6. Reconstruction/redirection Robert Sternberg, “Handbook of Creativity”, 1999
  • 35. Creative Disobedience The 8 Types of Creative Contributions 1. Replication 2. Redefinition 3. Forward incrementation 4. Advanced forward incrementation 5. Redirection 6. Reconstruction/redirection 7. Reinitiation Robert Sternberg, “Handbook of Creativity”, 1999
  • 36. Creative Disobedience The 8 Types of Creative Contributions 1. Replication 2. Redefinition 3. Forward incrementation 4. Advanced forward incrementation 5. Redirection 6. Reconstruction/redirection 7. Reinitiation 8. Integration Robert Sternberg, “Handbook of Creativity”, 1999
  • 37. Creative Disobedience The 8 Types of Creative Contributions 1. Replication 2. Redefinition 3. Forward incrementation 4. Advanced forward incrementation Accept current paradigms and attempt to extend them 5. Redirection 6. Reconstruction/redirection 7. Reinitiation 8. Integration Robert Sternberg, “Handbook of Creativity”, 1999
  • 38. Creative Disobedience The 8 Types of Creative Contributions 1. Replication 2. Redefinition 3. Forward incrementation 4. Advanced forward incrementation Accept current paradigms and attempt to extend them 5. Redirection 6. Reconstruction/redirection 7. Reinitiation Reject current paradigms and attempt to replace them 8. Integration Robert Sternberg, “Handbook of Creativity”, 1999
  • 39. Creative Disobedience The 8 Types of Creative Contributions 1. Replication 2. Redefinition 3. Forward incrementation 4. Advanced forward incrementation Accept current paradigms and attempt to extend them 5. Redirection 6. Reconstruction/redirection 7. Reinitiation Reject current paradigms and attempt to replace them 8. Integration Merges disparate current paradigms Robert Sternberg, “Handbook of Creativity”, 1999
  • 40. Creative Disobedience How to Teach and Encourage Creativity (and when not to)
  • 41. Creative Disobedience Teaching creativity : The early years Psychology researcher Allison Gopnik: Creative behavior in young children
  • 42. Creative Disobedience Teaching creativity : The early years Psychology researcher Allison Gopnik: Creative behavior in young children • When children were given a problem and told to figure out how something works, they were able to generate the most intelligent solutions through experimentation.
  • 43. Creative Disobedience Teaching creativity : The early years Psychology researcher Allison Gopnik: Creative behavior in young children • When children were given a problem and told to figure out how something works, they were able to generate the most intelligent solutions through experimentation. • When they were shown a working sequence (one of many), they imitated that solution, and then stopped looking for a more intelligent solution.
  • 44. Creative Disobedience Teaching creativity : The early years Psychology researcher Allison Gopnik: Creative behavior in young children • When children were given a problem and told to figure out how something works, they were able to generate the most intelligent solutions through experimentation. • When they were shown a working sequence (one of many), they imitated that solution, and then stopped looking for a more intelligent solution. Take-home points?
  • 45. Creative Disobedience Teaching creativity : The early years Psychology researcher Allison Gopnik: Creative behavior in young children • When children were given a problem and told to figure out how something works, they were able to generate the most intelligent solutions through experimentation. • When they were shown a working sequence (one of many), they imitated that solution, and then stopped looking for a more intelligent solution. Take-home points? 1 Encouraging critical thinking and finding more than one correct solution to a given problem helps to develop creativity
  • 46. Creative Disobedience Teaching creativity : The early years Psychology researcher Allison Gopnik: Creative behavior in young children • When children were given a problem and told to figure out how something works, they were able to generate the most intelligent solutions through experimentation. • When they were shown a working sequence (one of many), they imitated that solution, and then stopped looking for a more intelligent solution. Take-home points? 1 Encouraging critical thinking and finding more than one correct solution to a given problem helps to develop creativity 2 Encouraging one to ‘follow the outline’ prevents deep understanding of the problem, and decreases ability to creativly problem-solve
  • 47. Creative Disobedience In the workplace: Training people to ask questions and think about problems before they receive a solution encourages and teaches creative thinking, to produce better innovators, problem solvers, & problem finders.
  • 48. Creative Disobedience Does this method make the current step more efficient? Yes a how-to guide to Creative Disobedience No Good idea to do it. Does this method make progress toward the overall goal? More progress About the same Will others be required to learn this? Yes No Can this method scale up? Yes No Less progress Don’t do this. No Yes Does this method maintain the integrity of the fundamental pillars of the project?
  • 49. Creative Disobedience How to encourage a creative work environment
  • 50. Creative Disobedience How to encourage a creative work environment 1 Give them some space Deadlines are important, but hourly check-ups are not. Creativity involves linking concepts, which means holding several things in your working memory -- a balance that can be disrupted easily, so a buffer against distractions are essential.
  • 51. Creative Disobedience How to encourage a creative work environment 1 Give them some space Deadlines are important, but hourly check-ups are not. Creativity involves linking concepts, which means holding several things in your working memory -- a balance that can be disrupted easily, so a buffer against distractions are essential. 2 Don’t micromanage Allow free time for employees to work on anything they want; intrinsic motivation (working on something just because it’s interesting) leads to creativity.
  • 52. Creative Disobedience How to encourage a creative work environment 1 Give them some space Deadlines are important, but hourly check-ups are not. Creativity involves linking concepts, which means holding several things in your working memory -- a balance that can be disrupted easily, so a buffer against distractions are essential. 2 Don’t micromanage Allow free time for employees to work on anything they want; intrinsic motivation (working on something just because it’s interesting) leads to creativity. 3 Open your mind Getting stuck in a hyper-focused, linear thinking pattern can stall finding a creative solution. Take breaks when working, just to think about nothing.
  • 53. Creative Disobedience How to encourage a creative work environment 1 Give them some space Deadlines are important, but hourly check-ups are not. Creativity involves linking concepts, which means holding several things in your working memory -- a balance that can be disrupted easily, so a buffer against distractions are essential. 2 Don’t micromanage Allow free time for employees to work on anything they want; intrinsic motivation (working on something just because it’s interesting) leads to creativity. 3 Open your mind Getting stuck in a hyper-focused, linear thinking pattern can stall finding a creative solution. Take breaks when working, just to think about nothing. 4 Tolerate creativity Reward creative thinking, not with financial incentives, which, alone, have been shown to decrease creativity, but by promoting the conditions that permit it. Tolerate the occasional failure and allow rules to be broken when there is a social benefit.
  • 58. Creative Disobedience In this even more important effective “problemage of innovation,problem finder. It’s onethan being an at a probsolver, is being a thing to look lem and be able to generate a solution; it is another thing to be able to look at an ambiguous situation, and decide if there is a problem that needs to be solved. That’s a skill that isn’t really targeted by traditional teaching methods, and in fact, it is often discouraged. In order to teach problem finding, more creative methods must be utilized. Rule-breaking , to an extent, should be tolerated and encouraged, and yes—even taught. “ Andrea Kuszewski, “The Educational Value of Creative Disobedience”, Scientific American, 2011
  • 59. Creative Disobedience Thank you! Andrea Kuszewski @AndreaKuszewski