I watched an illustrated video of an illustrated speech by Ken Robinson on changing education paradigms. I believe the paradigm shifts he calls are also needed in the development process of software and information products.
In his speech, Robinson cites a study on divergent thinking—thinking in an unusual and unstereotyped way—which isn’t the same thing as creativity. Divergent thinking is an essential part of creativity. It is the ability to see:
- lots of possible ways to interpret a question.
- lots and lots of possible answers to a question.
Interaction designers engage in divergent thinking when they explore multiple ideas and try to “saturate the problem space.” Initially, this exploration isn’t linear or convergent. Instead, it’s about trying different things, borrowing ideas, letting go of ownership and letting go of the idea that your idea is too good to edit or to combine with the ideas of others. Brainstorming is a structured form of divergent thinking. Only after the divergence—after the problem space is saturated with ideas—is it time to converge, to assess, to use judgement, and to make design decisions.
You can engage in a divergent-then-convergent process on your own, but for people new to the process, results are much better when they can borrow and combine each other’s ideas during the divergent stage. In the workplace this is called collaboration, and we need to add it to iterative, Agile development processes.
If development teams find collaboration difficult, it could be because of the paradigms we learned at school. As Robinson points out, the education system refers to sharing as copying, refers to re-using as plagiarism, and sees both as forms of cheating?
Although children innately engage in divergent thinking, Robinson cites a study from Break Point & Beyond that shows how our ability to think divergently dries up as we pass through the education system. In school, divergent thinking is a fish out of water. At work, we need to put the fish back in the water.
It’s true. There’s a mismatch between what business leaders say they need and what schools teach, according to a 2009 Asian Development Bank publication, which reports:
|What best demonstrates creativity? (1 is highest)||Business||Schools|
|Problem identification or articulation||1||9|
|Ability to identify new patterns of behaviour or new combination of actions||2||3|
|Integration of knowledge across different disciplines||3||2|
|Ability to originate new ideas||4||6|
|Comfort with the notion of “no right answer”||5||11|
|Originality and inventiveness in work||7||4|
|Ability to take risks||9 (tied)||8|
|Tolerance of ambiguity||9 (tied)||7|
|Ability to communicate new ideas to others||11||5|
In the table, above, compare where business ranks originality and inventiveness versus where schools rank it. Similarly, note the contrast between problem identification and problem solving.
Where to start? Sketching is one method that supports divergent thinking because a sketch intrinsically says: “As an idea, I am disposable. You can change me, or discard me, and then have more ideas.” Ideas are cheap, so have lots of them—that’s key to divergent thinking. There are people in your workplace who know this, already. People formally trained in design have been taught to use divergent thinking. Ask them for help. For other ways to learn to collaborate and to reward collaboration, an Internet search will identify many ideas and methods. One of the first things you’ll read is that collaboration requires support at all levels. Here’s a to-do list for executives:
- Make sure the vision and mission are clearly communicated. This helps others to understand the problems to solve.
- Remove the bureaucratic obstacles that strangle creativity.
- Create a climate for an open flow of ideas, collaboration and knowledge sharing. Freedom and trust are key to creativity.
- Embrace diversity. The more personality types (or team roles) are on the team, the more likely the project will succeed.
- Give employees an opportunity to reap the rewards of the success they helped create. Stage celebrations to benchmark success.
- Cultivate continuous learning. Revitalise by cultivating outside interests.