Creativity in Leadership: Internalizing Skills that Drive Change University of Central Oklahoma

Transcription

1 Creativity in Leadership: Internalizing Skills that Drive Change University of Central Oklahoma Gerard J. Puccio, Ph.D. International Center for Studies in Creativity State University of New York, Buffalo State

2 Workshop Goal To demonstrate that creativity is a core leadership skill

3 Purpose of Workshop To help participants internalize creativity principles and Creative Problem Solving strategies so that they can become more effective and powerful leaders.

4 Workshop Guidelines Experiential learning (individual, pairs, small groups) Be present (cell phones, blackberries, etc) Maintain confidentiality Support each other s right to learn

5 In & Out Note Taking In Thoughts Out Thoughts Content of Presentation Connections Ideas Insights Miscellaneous Thoughts

6 What is Leadership: Select a Definition

7 Four Fundamental Components of Leadership leadership is a process leadership involves influence leadership occurs within a group context leadership involves goal attainment Northouse, 2004

8 Fullan on Management & Leadership I have never been fond of distinguishing between leadership and management: they overlap and you need both qualities. But here is one difference that it makes sense to highlight: leadership is needed for problems that do not have easy answers. The big problems of the day are complex, rife with paradoxes and dilemmas. For these problems there are no once-and-for-all answers. (Fullan, 2001, p. 2)

9 Positioning a Theory of Leadership based on Capabilities These theories (referring to behavioral style, transformational/charismatic, and leader-member exchange) all have in common a focus on certain behavior patterns and the implications of these patterns for leader performance. In contrast, however, leadership can be framed not in terms of specific behaviors, but instead in terms of the capabilities, knowledge, and skills that make effective leadership possible. Mumford et al. (2000)

10 Qualities of Complex Social Problems Ill-defined: No single solution path no right or wrong answer thus allowing the problem to be defined in a number of ways. Novel: Past experience and knowledge is not sufficient to resolve the present situation, adaptive responses are needed for new or changing situations. Ambiguous: Gaps in information and/or a plethora of information of which only some is relevant.

11 Change: The Genetic Link between Creativity and Leadership Creativity: a process that leads to change Leadership: a catalyst for change (Puccio, et al., 2007)

12 Creativity: A Systems Model Person Process Environment Interaction leads to Product (e.g., theories, solutions to problems, ideas, services, inventions,etc.) Adoption leads to Creative Change (e.g., social change, personal change, innovation etc.) Puccio, Murdock, & Mance,, 2007

13 The Climate for Creative Thinking Challenge Freedom Idea-Support Trust Dynamism Playfulness Debate Conflict Risk Taking Idea Time (Ekvall, 1996)

14 What is Creativity?

15 Creativity is... the ability to modify self-imposed constraints. Ackoff & Vergara (1988)

16 Creativity is an Ability Ability implies All people are creative People vary in regard to their creative ability Whatever your level of creative ability it can be enhanced

17 Classic Definitions Creativity is the production of original ideas that are made useful. Innovation is the successful introduction of new useful ideas. (Burnside, Amabile & Gryskiewicz, 1988)

18 What s Your Approach to the Creative Process?

19 Basic Elements of Breakthrough Thinking Clarifying the situation Generating Ideas Developing Solutions Implementing Plans

20 Preference vs. Ability

21 Awareness helps you Leverage style differences Build better teams Short circuit conflict Improve performance Become a creative powerhouse!

22 FourSight Preferences Clarifier Developer Ideator Implementer

23 FourSight Preferences Clarifier Developer Ideator Implementer

24 Charting Peak Preferences 45 peak preferences Clarifier Ideator Developer Implementer

25 Sample Charts

26 Clarifier Likes to spend time clarifying the problem Doesn t like to move too quickly to a solution Wants to be sure the right problem is addressed Gathers information to understand the situation Likes to look at the details May analyze to the extreme and not move forward

27 Clarifier qualities Clarifiers are... Focused, methodical, orderly, deliberate, serious, organized Clarifiers need... Order, the facts, an understanding of history, access to information, to be able to ask questions Clarifiers annoy others by... Asking too many questions, pointing out obstacles, identifying areas that aren t well thought out,overloading people with information, being too realistic

28 Ideator Likes to look at the big picture Enjoys toying with ideas and possibilities Likes to stretch his or her imagination Sometimes takes a more intuitive approach to problem solving Enjoys thinking in more global and abstract terms May overlook the details.

29 Ideator qualities Ideators are... Playful, imaginative, social, adaptable, flexible, adventurous, independent Ideators need... Room to be playful, constant stimulation, variety and change, the big picture Ideators annoy others by... Drawing attention to themselves, being impatient when others don t get their ideas, offering ideas that are off-the-wall, being too abstract, not being able to stick to one idea

30 Developer Enjoys putting together workable solutions Enjoys thinking about and planning the steps to implement an idea Enjoys analyzing and comparing potential solutions Likes to examine the pluses and minuses of an idea May get stuck in developing the perfect solution

31 Developer qualities Developers are... Reflective, cautious, pragmatic, structured, planning-oriented Developers need... Time to consider the options, time to evaluate, time to develop their ideas Developers annoy others by... Being too nit picky, finding flaws in others ideas, spontaneously seeing the shortcomings in an idea, getting locked into one approach

32 Implementer Likes to see things happen Enjoys giving structure to ideas so they can become a reality Enjoys seeing ideas come to fruition Likes to focus on ideas and solutions they feel are workable Likes the Nike approach to problem solving (i.e. Just do it ) May leap to action too quickly

33 Implementer qualities Implementers are... Persistent, decisive, determined, assertive, action oriented Implementers need to... Feel that others are moving just as quickly, have control, receive timely responses to their ideas Implementers annoy others by... Being too pushy, expressing their frustration readily when others do not move as quickly as they do, overselling their ideas

34 2-way Styles Early Bird Theorist Analyst Driver Accelerator Finisher

35 3 and 4 way Styles Hare Realist Idea Broker Optimist Integrators

36 Team Chart Training Program July Peak Preference Low Preference Clarifier Ideator Developer Implementer Team members = 11 Integrators = 4

37 Creative Process

38 CPS a Core Leadership Competency The available evidence indicates that creative problem solving may indeed represent an important influence on leader performance (Mumford et al., 2000, p. 18). Mumford et al. (2000)

39 The Creative Problem Solving Model Clarification Stage Assessing the Situation Implementation Stage Transformation Stage Puccio, G. J., Murdock, M. C., & Mance, M. (2007)

40 CPS Components and Thinking Skills Exploring the Vision Formulating the Challenge Visionary and Strategic Thinking Exploring Acceptance Formulating a Plan Contextual and Tactical Thinking Assessing the Situation Diagnostic Thinking Exploring Ideas Formulating Solutions Ideational and Evaluative Thinking Puccio, G. J., Murdock, M. C., & Mance, M. (2007)

41 Increasing Your Power as Leader

42 Maximize Power by Increasing Options One option does not provide a real choice Two choice strategies force issues into black and white More choices maximizes power as it allows for greater flexibility and increases the probability of getting to the end objective Based on Karp, H. B. (1996). Change leadership: Using a Gestalt approach with work groups. San Diego: Pfeiffer & Company

43 Dynamic Balance: The Core to the CPS Process Diverge Area of Discovery Area of Familiarity Diverge Area of Discovery Divergent Thinking Guidelines: -Suspend Judgment -Strive for Quantity -Allow for Combinations -Seek Novel Associations Converge Converge

44 Dynamic Balance: The Core to the CPS Process Converge Diverge Area of Discovery Area of Familiarity Diverge Area of Discovery Converge Convergent Thinking Guidelines: -Use Affirmative Judgment -Consider Novelty -Check Your Objectives -Be Deliberate

45 Divergent Thinking Guidelines Defer Judgment Go for Quantity Make Connections Seek Novelty

46 Clarifying Tips and Tools

47 Sample Problem Statements Before Can we improve our performance? How to develop a new health care product that we can get to the market quickly and costs less to produce than our last venture? After In what ways might we enhance our team s performance on longterm projects? What might be some new product ideas within our health care line for seniors?

48 Characteristics of a Good Problem Statement 1) Begins with a statement starter 2) Free from criteria 3) Specific focus or action

49 Statement Starters for Clarifying the Problem How to...? (H2) How might...? (HM) In what ways might...? (IWWM) What might...? (WM)

50 Cartoon Storyboard A visual tool designed to develop a vision of a desired outcome and to identify the potential blocks that need to be overcome in order to achieve the goal.

51 Cartoon Storyboard - Purpose Using the imaginative power of drawing, Cartoon Storyboard is a visual tool that can help: Develop a vivid image of a goal / desired outcome (personal or for the organization) Clarify the route to achieve it; and Identify key-challenges (potential blocks) that need to be overcome to attain the goal. It can be applied individually as well as within a group (by building on the images/stories provided by each individual).

52 Cartoon Storyboard - Directions 1. Preparation: Draw six square boxes on a sheet of paper/ flipchart (landscape position) and label them 1 to Where are your going? Relax and get an image in your mind of a goal that you are trying to achieve: transport yourself forward in time to the point where you have achieved your goal successfully (What does it feel like? What is happening?). Draw in Box 6 a picture that conveys to you this situation. 3. Where are you now? Bring your imagination back to present. Form a mental image that summarizes the major elements of the current situation and draw it in Box Intermediate turning points. Depict a sequence of four key-intermediate steps that lead you to successfully move from the current reality to the desired situation: draw the four key-scenes of the drama in Boxes Potential Blocks. Spend some time to look at the sequence of pictures and think of what must be overcome in order to make this progression and achieve the desired goal. Write a brief statement(s) under each picture to show what might block the progression at that point: these are the key challenges you must overcome. Write these in the form of problem statements (How to, How might What might ).

53 Cartoon Storyboard- Diane s Example Time Focus 1st ++ Submissions Graduation Patience Approval Follow through

54 Webbing A problem analysis tool designed to go beyond the initial definition of the problem and to assist you in defining the problem at an appropriate level of abstraction.

55 Webbing 1. Identify initial problem statement. 2. Ask the question Why? to broaden the view of the problem. Convert response to this question into a problem statement with a statement starter (e.g., How to, What might, In what ways might, etc). 3. Ask Why Else? to continue to identify other more general views of the situation. 4. Extend your redefinition of the situation by asking Why? and Why Else? of the newly created problem statements. 5. Create more concrete views of the situation by asking What s stopping you? of the original problem statement. Convert the answer to the question into a problem statement. 6. Ask What else is stopping you? to create alternative views of the situation. 7. Show connections whenever a response to Why or What s stopping you links to a statement already included in your Web.

56 Webbing Basics Why Else? Why? Why Else? Original Problem Statement What else Is stopping you? What s stopping you? What else Is stopping you?

57 How to How to How to How to How to How to Why? Why? Why? Why? Why? Why? How to How to Webbing Why? Initial Problem Statement: Why? Worksheet How to How to What is stopping you? What is stopping you? How to What is stopping you? How to What is stopping you? How to What is stopping you? What is Stopping you? How to What is stopping you? How to What is stopping you? How to How to

58 Webbing: An Example How to write more books? How to create more products? How to build community? How to engage in mentorship rels.? How to make more money? How to enhance reputation? How to achieve self-satisfaction? How might I get promoted to full professor? How to publish more? How to secure letters of support? How to keep CV up-to-date? How to find time to write? How to network more? How to participate in more conferences?

59 Ideating Tips and Tools

60 Conventional vs Brainstorming Meeting Suggest an Idea Risky Unless Good Suggest an Idea Follow BS Rules Evaluate Idea Attack and Defend Record Idea In Public View Accept or Reject Score or Withdraw Stop When Enough Evaluation Deferred Implement Converge

61 Brainstorming with Post-its Record one option per post-it. Write legibly. Use short phrases (e.g., 4 to 8 words). Call option out loud for others to hear. Post option for others to see.

62 Forced Relationship Select a random stimulus not related to the task. Generate new options by examining characteristics of stimulus and by considering what thoughts it brings to mind. Allow for highly novel associations.

63 Brainwriting Each team member receives a blank worksheet with one extra sheet placed in center of group. Individuals silently complete the first row by writing in suggested options. When a row of options has been completed the team member swaps his/her worksheet with the one in the center. Previously written options are read to stimulate new options.

64 Developing Tips and Tools

65 1. Plusses PPC o Strengths, Good Points, Positives, Pluses 2. Potentials Future Spin-offs, Possibilities, Novel Aspects What if thinking 3. Concerns Weaknesses, Trouble Spots, Minuses Phrased in "How to..., How might What might statements 4. Overcome Concerns Through Brainstorming Generate Ideas to Overcome Main Concerns (Miller, Vehar & Firestien, 2001)

66 PPC o Plusses The hopper has a lot of space The handle seems reinforced The wheelbarrow won t tip over The wheels give it more stability It s easy to maneuver Concerns How to make wheelbarrow easier to maneuver? How to make it more attractive? What might be ways to make the grip more comfortable? How to improve traction? How to identify buyers? How to strengthen center of gravity? Potentials It might make gardening easier It might reduce the number of accidents It might replace the traditional wheelbarrow It might cost less to produce It might be used for storage Overcoming Concerns How to strengthen center of gravity? Make it a longer handle Push down instead of lift up Attach and extend braces on sides of barrow Attach Segway technology to it Make it heavier near the handles Create a rail system for it

67 Some Sample Uses for PPCo Evaluating a proposed idea Providing feedback Capturing lessons learned from a project, assignment or event Conducting performance reviews Developing a product concept

68 Evaluation Matrix Criteria Decision Use Modify Discard Options Rating Scale: (Isaksen & Treffinger, 1985)

69 Sorting Criteria Must Criteria Absolute requirement Deemed to be critical for success Without this feature the solution will fail Want Criteria Highly desirable feature Important, but not an absolute requirement Plays a value-added role (makes solution more attractive)

70 Implementing Tips and Tools

71 Stakeholder Analysis A tool designed to help scan the environment and identify the key people that will support or hinder the success of any given solution, plan for action or desired change..

72 Stakeholder Analysis- Purpose To identify and examine the positions of people or groups likely to be involved in the implementation of a plan. To look at how these people might affect outcomes and decide where they need to be in order to support the desired change. To devise a set of actions aimed at gaining support from the key-players.

73 Definition of Stakeholders Stakeholders are parties on whom the company depends in some way for the full realization of the plan or who depend on the company for the realization of some of their own goals. Stakeholders have a vested interest in the plan Mason & Mitroff (1981).

74 Key questions to identify Stakeholders Who is affected by the plan? Who has an interest in the plan and its outcomes? Who can affect the plan s adoption or implementation? Who have relevant responsibilities? Who are sources of reaction or discontent to what is going on? Who shape or influence the opinions about the issues involved? Who have clear roles in the situation (i.e., customers, advisers, managers, etc.)? Who are in areas adjacent to the situation?

75 Stakeholder Analysis - Directions 1. Brainstorm a list of the key stakeholders (individuals or groups) in your plan. 2. Select the key stakeholders and list them in the first column of a six column chart. 3. For each stakeholder identify Where are they now with regard to the proposed plan/solution among five possible positions: Strongly Oppose Moderately Oppose Neutral Moderately Support Strongly Support 4. Mark that position with an X (present state). 5. For each stakeholder identify Where do they need to be with regard to the proposed plan/solution. Mark that position with an O (desired state) 6. Connect with an arrow the present position (X) with the desired position (O) 7. List actions required in order to gain support for the implementation of your plan (and include these actions in your final plan).

76 Stakeholder Analysis Worksheet Goal or Proposed Solution Strongly Oppose Moderately Oppose Neutral Moderately Support Strongly Support Required Actions X = Where are they now? O = Where do they need to be?

77 Stakeholder Analysis Example Goal: Develop a team of facilitators to conduct CPS sessions within the organization Strongly Oppose Moderately Oppose Neutral Moderately Support Strongly Support Required Actions CEO X O Show the value of CPS COO X O Provide examples of operational innovation CFO X O Demonstrate return on investment Marketing Dir. X HR Dir. Union Pres. Mid Managers Supervisors X X X O X = Where are they now? O X O Show opportunity to influence positive change Show how productivity can be boosted Prevent them from blocking creativity O = Where do they need to be?

78 Creating an Action Plan Diverge - Generate possible actions for successfully bringing the solution to fruition. Converge - Select the necessary action steps and form an action plan.

79 Plan of Action Action by whom? by when? report to whom? short term intermediate term long term

80 Thank You & Good Luck!! Puccio, G. J., Murdock, M. C., & Mance, M. (2007) Creative Leadership: Skills that Drive Change. Thousand Oaks, CA: Sage.