Transformation Through Creativity

I have 3 courses/programs released into the wild, the theme through all of them is: Transformation Through Creativity. Details follow

1. Transform yourself:
A Creative Pause: mindfulness through art https://coursecraft.net/courses/z9269
Do you crave a pause during the day to re-energise you and bring you focus? A Creative Pause: mindfulness through art gives you that pause. We will lead you through creative activities that will bring you back to the moment and give you that break you need.

2. Transform your meetings:
Creative Activities for Virtual Work
https://coursecraft.net/courses/z921g 
Would you like to learn some ice breakers to improve the experience in your online meetings? “Creative activities for virtual work” will teach you seven ice breakers that will make your meetings more engaging.

3. Transform your organisation:
Applying Creativity to Business
https://www.realisation-of-potential.com/acb/
Applying creativity to business engages the whole person, thus enabling the development of solutions to transform your organisation.

What we can learn from Van Gogh for KM and Innovation

On November 11, 2015 I participated in a #PKMChat called, “Van Gogh on Learning” https://kneaver.com/blog/2015/11/pkmchat-van-gogh-on-learning/ it intrigued me as both a knowledge management professional and an artist and definitely gave me something to reflect on over the last week.

(Note: the #PKMChat was based on work that Ger Driesen is doing, he facilitated the #PKMChat along with Bruno Winck, more about Ger’s work can be found by clicking on the link in #2 in the references listed below)

I have been investigating the linkages between/among creativity, innovation, and knowledge management for more than three years, picking up ideas along the way, and experimenting and talking to people. Informally, there seems to be an agreement that there is a connection among the three things, but it’s in the background, below the surface, not immediately obvious to a lot of people. The #PKMChat helped shed some light on these linkages for me, so I am sharing them with you.

There are three main ideas that we discussed in the #PKMChat,

  1. Thinking inside the box
  2. Practice
  3. Reflection

As well as some secondary topics, like qualities of an artist, and how to balance social vs. solo learning.

One of the first things I noticed about comments on the #PKMChat was the perception that artists have a different perspective, that they are more inclined to experiment, and that there is a natural curiosity in being creative. Certainly this echoes other articles and books I’ve come across and was one of the reasons for Xerox’s artist in residence program in the 1990’s.

Thinking inside the box, I found this a bit hard to take initially, because I like thinking outside the box. I think that’s one of the advantages/benefits of KM, on a macro level it advocates diversity of thought, and learning from other industries or sectors, so the idea of “thinking inside the box” seemed counter-intuitive to me. But what this was really getting at was the idea that constraints build creativity and that often “the answer is right in front of you.” “Right in front of you” in this case could mean that there is someone in your organization that could provide knowledge or expertise or perhaps the knowledge you seek is in that repository or lessons learned system.

One of the themes that came up throughout the #PKMChat was the idea to take time to reflect and be curious, to challenge assumptions, to think critically about a challenge that is being faced. This was true in the discussion around thinking inside the box, too. Taking the time to look around your box and see what you have that might provide insight or an answer.

Practice, is critical to learning, for it is in practicing that we find the best solution and refine our techniques, whether we are artists, programmers, building cars, oil wells, or solar panels. Van Gogh practiced drawing heads, hands, and working with colour in order to get his style refined to what is easily recognizable today. Here we consider the 70-20-10 rule for managerial learning. Morgan McCall, Robert Eichinger and Michael Lombardo in their 1996 book, “The Career Architect” assert that 70% of the learning a successful manager does comes from doing, 20% comes from others, and 10% comes from formal education (books and classes). Practice makes perfect, as they say, but the chat participants also recognized that there is a point where perfection stops forward momentum and “good enough” is good enough.

Reflection, as I mentioned a moment ago reflection came up throughout the chat, even when it wasn’t the main topic of discussion. The consensus when it was the topic was that it was key to learning; that it allowed informed improvements to be made in future iterations of an activity rather than doing the same thing repeatedly. There was recognition that it needed to be part of the flow of the project of process and that the activity wasn’t complete until the reflection had taken place.

Van Gogh and artists reflect on their paintings and processes, on what they like or don’t like, what can be improved to more adequately reflect what they are trying to convey in their works.

Finally, we discussed social versus solo learning. There is a benefit to discussing work with others, whether, as in Van Gogh’s case he was writing to his brother, and talking with other artists or we are struggling with a new project we’ve been assigned to and look for others who have worked on similar initiatives before or talk to our friends/family about how they might approach the situation. The consensus here was that it was important to balance solo and social, and that balance was up to the individual to determine. Discussing things with others helps facilitate the challenging of assumptions because the other person/people aren’t as close to the problem as the person working directly on it so they might see things that we are too close to see.

One of the things that got mentioned a couple of times during the chat was the book, “Steal Like an Artist.” The book talks about 10 items but the first one is most relevant at this point, “steal like an artist.” Everything an artist does is based on what’s come before, something someone else has done. While it’s true that an individual artist may combine processes, techniques, and materials in a way that hasn’t been done before, or have their own style, they are building on something they have learned by doing or by being taught.

The question for me after all of this is: where does this fit with the work that I have been doing?

It’s clear that there is a linkage; artists use some of the same processes and activities that organizations do to learn and make better use of knowledge and experience (e.g. reflection, lessons learned, communities). They do it on an individual basis, rather than a group/organizational basis, but that’s just a matter of scale and rigour around the activities.

What else? Does creativity and the processes it utilizes lead to innovation? Certainly the participants in the chat seemed to think so, there was agreement that being creative lead to asking more questions, and challenging the status quo and that this impact was felt regardless of the field people worked in, i.e., non-artists and artists alike believed that either being exposed to art or participating in an artistic practice made them more curious and open to experimentation.

Creativity leads to innovation, both are facilitated by knowledge management practices, and both contribute artefacts that build the knowledge base of an individual or an organization.

 

References:

  1. Xerox case study about their artist in residence program, https://www.amazon.com/Art-Innovation-Artist-Residence-Leonardo/dp/0262082756
  2. Learning Solutions Magazine article on Van Gogh as a painter and learning coach https://www.learningsolutionsmag.com/articles/1560/emea-reporter-vincent-van-goghpainterand-learning-coach
  3. Jay Cross blog post on implementing 70-20-10 for learning, https://www.internettime.com/2013/02/50-suggestions-for-implementing-70-20-10/
  4. Steal Like an Artist book, https://austinkleon.com/steal/
  5. Steal like an Artist list https://www.austinkleon.com/wp-content/uploads/2011/09/poster-0.gif
  6. Steal Like an Artist workshop on Slideshare, https://www.slideshare.net/pederrudbeck/steal-like-an-artist-workshop-uxstoriesdk

The Art of Context

This past weekend I saw an art exhibit, you can read more about it on my Stephanie Barnes Art blog, but what struck me about it was the value of context, or knowledge to the understanding of the paintings. The paintings are abstract blocks of colour, meant to elicit emotions and a reaction, to me they have a meditative quality to them. They have value in the colours that they use, the textures, and the shapes. Seeing the exhibit revived me.

I walked through the exhibit first on my own, but then joined a guided tour, where I learned more about the artists, and what was going on at the time, why they painted the paintings they way they did, what had come before, and what came after: context. Learning about the context added more meaning to the artworks my second time through the exhibit.

It strikes me that this is the same with knowledge management. We can look at the end result of a process or project or activity and know if it was successful or not, but we don’t necessarily know what worked and what didn’t until we start asking the questions: what worked? what didn’t work? why? what is worth repeating? what is not worth repeating? It’s the context that adds the value and the meaning to the outcome.

I think the same can be said of a discussion that I went to last night at the Royal Ontario Museum called, The Game Changer Series: Linking Art & Science. It asked the question “What do North American Black flies and visual culture of South Asia have in common?”. I went because of the work I have been doing on Creativity-Innovation-KM, but also because I was curious about what the links actually were.

The discussion was very interesting, I learned about South Asian photography and Black Flies in the Arctic. On the face of it I couldn’t see any linkages going into the evening, at least not without making my head hurt, a lot, and I am someone who likes to make connections. But there actually are quite a few connections, we went way over our allotted time in discussing the linkages and could have kept going, except for the threat of Security throwing us out.

There are common areas in research methods and documentation, technology, cultural impact of changes wrought by both things. One of the things that I found most striking was the documentary ability of photography in both cases. There are a lot of numbers in dealing with Black Flies (e.g. how many, where, temperatures, biting/non-biting), but the impact of the changes in Black Fly population becomes very obvious and real when a picture of a Snowy Owl savaged by Black Flies (on page 2 of the linked PDF) is shown, suddenly it’s not just numbers in a chart. Similarly, the documenting of culture through the use of photography, and what is communicated through how it was used to bring meaning to family, religion, geography, and other cultural changes.

Again, it was the context that added the value and illustrated the areas of overlap in what initially seemed like two disparate areas of study.

Context is what adds value and makes knowledge knowledge, that’s why we need to capture it either in documentation or databases, or through person to person connections in Communities of Practice, mentoring, or other tacit knowledge transfer activities.

Content isn’t king, context is!

Creativity and Knowledge Management, part 3

Picking up from the idea of art as a metaphor for knowledge management…

Could we use the creation of art to demonstrate the importance of knowledge management? Yes, I think so, I think it might make workshops more enjoyable and lead to better outcomes.

Would doing some right-brain activities possibly help the left-brain do its job? Probably, it seemed well accepted at the conference that both right-brain and left-brain are necessary for innovation, i.e. the diverge/converge cycle.

What shape all of this takes in the Knowledge Management Consulting I do remains to be seen, but I am quite excited by the possibilities.

P.S. two last things from MindCamp:

  1. I met Dimis Michaelides of “The Art of Innovation” there and loved the workshop and simulation he did.
  2. I also met Whitney Ferre of Creatively Fit and loved the workshops that she did as well as the time I spent talking with her outside of the formal sessions

Whether either of them know it they provided pieces to the puzzle for me to discover the intersection of art and knowledge management, thank you both of you!