About this Author
Gwen Smith Ishmael, Sr. Vice President of Insights and Innovation at Decision Analyst in Arlington, TX, has led marketing and new product development activities in the CPG and technology industries since 1986. She also conceived and developed ground-breaking Web-based promotional vehicles, two of which are patent pending. Gwen holds an MBA in Marketing and is a featured speaker on insights and innovation around the world. Her writings have been featured in international text books, most recently in Managing 4 Ps of Marketing FMCG Sector, and Product Innovation: A Strategic Tool for Growth, by ICFAI Publications, 2006 and 2007, respectively.
Founding Author

Renee Hopkins Callahan started IdeaFlow and serves as chief blog-wrangler. She is Director of Innovation Services at Decision Analyst in Arlington, Texas, is a former journalist who worked as an editor and reporter for The Dallas Morning News and the Nashville Tennessean, and was managing editor of D, the Dallas city magazine. She has a master's degree in rhetoric and has also taught college-level English and informal logic.
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Monthly Archives
June 30, 2005
Posted by Renee Hopkins Callahan
One of our team members, Mary Harvey, has come up with a couple of very funny, short videos explaining our team process lingo -- specifically, bins, floaters and speed-binning.
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| Category: CPSI -- 2005
Posted by Renee Hopkins Callahan
A few days ago Grant McCracken blogged about our ethnography project, and used the occasion to register a complaint about our use of the term "ethnography" to describe what we are doing here. His issue is this: "There are lots of people claiming to do ethnography who are, um, 'self trained' " and "For all I know, the CPSI 'ethnographer' is smart and variously gifted enough to do a great job leading the research and creating the 'immersion.' But it is not clear to me that the term 'ethnography' is properly used here."
At first this post annoyed me, but then I got to thinking about it. Later in the comments to the post, Grant clarified himself, saying he'd rather have "someone with real intelligence and great powers of observation" than a trained ethnographer. Our fearless leader Maren Elwood does qualify on those counts.
But is what we're doing *truly* ethnography? Probably not. All we are doing this week is data gathering and sorting, and some initial analysis. The heavy lifting of analysis will be taking place in the months following the conference.
And no, we are not going to be able to call ourselves ethnographers after this week. This is a taste and a flavor of a subset of an ethnography-like process, at best.
But what we are doing is useful and has value. The people who run this conference are going to be presented a great deal of information and many insights about what its participants value and don't value in it, and what their actual experience of the conference is.
And if it's a choice between being politically and academically correct, and being insightful and useful, I'm going with the latter.
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| Category: CPSI -- 2005
June 29, 2005
Posted by Renee Hopkins Callahan
Today I heard a speech that neatly dovetailed with the concept of "apprentice mind" that I was posting about before CPSI started. Another CPSI keynote speech -- Mike Morrison, dean of the University of Toyota, spoke on "Playing The Inner Game of Leadership."
Morrison said that "our need to know is life's irrepressible force," and that "learning is the critical response to the need to know." Essentially, his conclusion was that learning is a way of being, not something we do. And "learning as a way of being [is a result of] changes we make to ourselves and the world in response to our need to know." He described this learning as a way of being as "systems thinking," the ability to see the whole problem.
Bringing this back around to apprentice mind, Morrison said that learning opportunities should be embedded -- "you catch people raising their hand and give them a just-in-time learning resource," moving away from the classroom experiences to real learning experiences on the job.
And on another subject -- it was pretty cool to hear the dean of the University of Toyota talk about "just in time learning" when Toyota was the company that pioneered just-in-time production.
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| Category: CPSI -- 2005
Posted by Renee Hopkins Callahan
In the midst of this CPSI coverage, I don't want to lose this creativity-related comment by Greg Burton on the last apprentice mind post: "It seems to me that when we talk about 'creativity,' we're dealing with a wide range of human activities, and that creativity can be applied to both innovation and invention.
If we make the functional differentiations on 'invention' and 'innovation' then we can see how apprentice mind applies to both activities. It also seems that 'invention' can be both social and personal, and thereby provides a bridge between the range of 'purely personal' (creativity) and 'purely social' (innovation).
I've talked about innovation vs. creativity before. It might sound like splitting hairs, but there's value in discussing distinctions among creativity, innovation, and invention. My addition to what Greg said is that each seems to be a different function, or to function at a different level. I'd place these chronologically in this order -- first, creativity, because creativity is a way of thinking. Then, invention -- making an individual creation. Then, innovation, which I see as more of a process, or a culture.
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| Category: Apprentice Mind | CPSI -- 2005
Posted by Renee Hopkins Callahan
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| Category: CPSI -- 2005
June 28, 2005
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New blog on the future of work
posted by Renee Hopkins Callahan |
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Posted by Renee Hopkins Callahan
After his talk, Florida signed many books, and also created a CPSI banner as part of a community creativity project here at the conference. When asked, he said "Now you're *really* challenging me!" But he seemed pleased afterward and agreed readily when asked to pose with the result of his creativity. UPDATE, 6/30/05: The banner will be auctioned off tonight, with the proceeds going to the Creative Education Foundation.
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| Category: Richard Florida at CPSI 2005
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Richard Florida on Minnesota Public Radio
posted by Renee Hopkins Callahan |
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Posted by Renee Hopkins Callahan
The main point of Richard Florida's talk at CPSI was that theh creative class is essentially obligated to help the other 70% develop their innate creativity, to "bring them along." Afterward, I got the opportunity to ask Florida a few questions, and I asked him specifically about bloggers and whether he felt bloggers should try to bring along those who are running behind them....he said an emphatic "yes."
I also asked him to expand on comments he had made during his speech about the difference between innovation and creativity, and about public policy on innovation as expressed by the National Innovation Initiative and the Council on Competitiveness.
You can hear the short (less than 4 minutes) podcast here.
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| Category: Richard Florida at CPSI 2005
June 27, 2005
Posted by Renee Hopkins Callahan
I was wrong about Richard Florida's Rise of the Creative Class ....I, and apparently a lot of people, thought that the book was elitist, that it was about the need for cities to bring in the amenities that would appeal to the creative-class workers that Florida says are the backbone of the new economy.
But that's not what he said yesterday when he gave the keynote "Engaging Creative Communities: The New Global Competition for Talent" here at CPSI. His main point, made yesterday in his speech and in his newest book Flight of the Creative Class , seems to be that all people are creative and that the way a community can attract jobs and economic prosperity is to engage the creativity of everyone in that community, not just the 30% of people who are actually in creative-class jobs.
Here are some highlights of his talk. Some of them are linked to appropriate short video clips:
"What powers economic growth? It's not technology -- technology is a raw material. What makes human being unique is one thing -- creativity. All else are subsets. Creativity powers economic growth."
"Political polarization is the recoil from the rise of the creative economy. And the blame [for stoking the fears] goes on both sides of the aisle." Paraphrase of what followed: Part of this political polarization is because of the widening gap between the creative haves and the have-nots, expressed in such statistics as the cost of housing, which is increasingly out of reach for lower- and middle-income people in high-creative areas.
"It's *not* about the creative elite, but about the creativity of *everyone*. It's the collective intelligence of [all the workers] that gives companies....For real economic impact, we must tap into the creativity of the 70% of the people who are not in the creative class."
"In order to attract creative-class jobs, a community needs technology (high-tech businesses), talent (the ability to educate the local talent as well as to keep talent and attract talent), and tolerant (must be proactively inclusive of all kinds of people, not just grudgingly accepting)."
"The real competition is for global creative talent...If you ask people in their 20s where they would like to move, the list [of places] is international. The world is an open system and friendship networks are international among 20-somethings."
Reacting to Thomas Friedman's The World Is Flat, Florida said, "the world is not flat, but simultaneously incredibly concentrated and spiky...there are two dozen spiky places in the world that account for 98% of innovation.
Solutions: According to Florida, the political class at the national level is clueless, which he says not a U.S.-specific problem but "the same all over the world." He urged everyone in the audience that the work must be done at the local level, by councilpeople and mayors.
"The models that we have to build on are those that build a more inclusive, creative society, such as Helsinki, Stockholm, Melbourne, Sydney....and Minneapolis-St. Paul is a good model."
Following Florida's talk, Minneapolis councilman Don Samuels spoke about the challenges of building the creative talent in inner-city neighborhoods, where often "the brightest and most creative often end up on the wrong side of the law -- the frustration of creativity attacks the brightest first." There was a very interesting discussion that followed, about how the kids that "get out" of challenging childhood circumstances are usually those who are smart, but not "street-smart" and entrepreneurial..."the really bright, tough, smart kids are the ones who don't get out" which Samuels attributed to the attitude that "there has always been a group of people in this country that it's not OK to educate....[and] every day I have to re-educate myself as to the value of the kids in my community." Florida's comment: "The society that solves its crime or gang problem will be an economic engine."
The starting points for solutions: 1) See every individual as creative; 2) Be open; 3) Leave no one behind.
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| Category: Richard Florida at CPSI 2005
June 26, 2005
Posted by Renee Hopkins Callahan
Now on the official Day 1 of the conference, we on the Ethnography Team are cooking. We've got a server and a network and everyone's individual laptop and camera working on the network. We've got a system for getting everyone's files off their cameras, onto the network, and backed up.
Today our core group spent a lot of time dicussing the actual "bins" or folders that we're setting up on the network. Each person who brings in photos and videos works with the group to determine which bins those should go into. The bins represent themes that are emerging that will then be analyzed further as more and more data -- in the form of images -- comes in.

Probably I haven't yet said what our final deliverables actually are. First, there's a slide show that's put together every day and run in the dining area and in the area known as the "CPSI Hub," for the other participants to see. Second, I am blogging our process and the conference in general, and using my own photos and photos from others on the team. We will make a multimedia show that will be presented at the closing ceremony on Friday. And in the months to come, Maren will do more analysis and present a report to the Creative Education Foundation.
The purpose of the report is to describe the CPSI "culture" and offer analysis about how the conference can adapt and change for the future. CPSI was started in 1954 by Alex Osborn (creator of the Osborn-Parnes Creative Problem Solving Process, father of brainstorming, and a founder of BBDO). The conference has been held continuously since then. How does a 51-year-old conference stay fresh, keep its core audience, and continue to build that audience? That's the question.
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| Category: CPSI -- 2005
Posted by Renee Hopkins Callahan
This morning the conference officially kicked off with an opening keynote by Mary Catherine Bateson. Fitting for me, since Bateson (daughter of Margaret Mead and Gregory Bateson) is a noted cultural anthropologist and I am here participating on an ethnography team.
Bateson, of Composing A Life fame, talked of how owe create our own lives, and how we should rethink our assumptions about a whole range of things, including work and the age at which we should stop working. Bateson noted that the age for Civil Service retirement was set at 65 at a time that, in terms of demographics and life expectation, people wouldn't have expected to live very much longer. She said that if you factored in advances in living conditions and life expectancy, the corresponding age now would be 92.
Said she: "We're trapped in the assumption that work is unpleasant and should be stopped at 65." She suggests that we all spend time thinking about how we can create our lives for the time when we are past "retirement" and before time when we might become incapacitated -- which, of course, won't happen to everyone.
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| Category: CPSI -- 2005
June 25, 2005
Posted by Renee Hopkins Callahan
So, how do you keep 30 people working together -- 25 of whom are new (to varying degrees) to the process you're working with? Our group process is coming together, and now our Ethno Team has a wiki set up so team members can share ideas, ask questions, and in general talk about what we are doing. The wiki will also serve as a creative space for the CPSI community as a whole (at least, those who can find Internet access here!).
Here's the link: http://cpsi_wiki.seedwiki.com/
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| Category: CPSI -- 2005
Posted by Renee Hopkins Callahan
Today is officially opening day at CPSI, and that means there's a lot of the CPSI Hug going around. The CPSI hug isn't any particular kind of hug -- when people talk about that, they're just referring to the fact that a lot of CPSI attendees have been coming to this conference for years, if not decades (the conference is in its 51st year), and when they meet up each year, a lot of hugging goes on!
Ethnographer Maren Elwood produced a very short, fun video on the CPSI Hug, which you can view here.
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| Category: CPSI -- 2005
Posted by Renee Hopkins Callahan
If you believe (and actually, I do) that challenges lead to greater creativity, then there will be no more creative place the next week than CPSI. Our campus location is currently undergoing three different construction projects, which means that just walking from one unfamiliar building to the next is challenging. 
And, the university's wireless broadband network is not open to conference participants, which means that when most of the participants get here today, they'll be vying for space in the computer lab, or will be going on down to A Fine Grind like I have been doing.
As far as blogging's concerned, I'm set -- the Ethnographic Team has a mutimedia room available for our use, and On-Site Reseach's tech guru has managed to get a hub set up for us to connect to. So let the conference reports commence!

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| Category: CPSI -- 2005
Posted by Renee Hopkins Callahan
Given the troubles that I've had connecting while at this conference, it's ironic that, once I did get connected this morning (thanks to A Fine Grind at Marshall and Cleveland in St. Paul), I read an NYT article that pointed to this article in Foreign Affairs.
Author Thomas Bleha says that since the beginning of the Bush administration, the U.S. has fallen far behind Japan and other Asian states in deploying broadband -- "In the first three years of the Bush administration, the United States dropped from 4th to 13th place in global rankings of broadband Internet usage." According to Bleha, this means the U.S. is losing its place as a leader in Internet innovation. Says he: "The [Asian] countries, rather than the United States, will benefit from the enhanced productivity, economic growth, and new jobs that high-speed broadband will bring."
You could also argue its place as a leader of innovation, period. This may take a little longer to play out, but if you buy the idea that broadband Internet is the track on which the innovation train now runs, it's inevitable.
Bleha, again -- "Asians will have the first crack at developing the new commercial applications, products, services, and content of the high-speed-broadband era. Although many large U.S. firms, such as Cisco, IBM, and Microsoft, are closely following developments overseas and are unlikely to be left behind, the United States' medium-sized and smaller firms, which tend to foster the most innovation, may well be."
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| Category: Law & Policy
June 24, 2005
Posted by Renee Hopkins Callahan
I've just arrived in St. Paul, on a beautiful sunny day that's thankfully about 10 to 15 degrees cooler than the weather I left behind in Texas. Unfortunately, I haven't yet been able to connect to wireless access here at the University of St. Thomas, which is a major drag for blogging, but at least I can post from the computer lab. I haven't yet seen any of the other Ethno Team members, either, because we are not scheduled to get together until tonight at our kick-off dinner (about which more later).
I did post to Flickr some more photos of various Ethno Team members making preparations to come to CPSI, which you can see on the badge in the left sidebar (every time you refresh the page, the photos will change). You can go here to see the entire new set; go here to see the set posted earlier this week.
UPDATE: Found free wifi less than 10 minutes by foot from the University of St. Thomas dorm where I am staying....at a coffee house called A Fine Grind, 2038 Marshall Ave., which will undoutedly now be my home away from home for the next seven days....!
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| Category: CPSI -- 2005
June 22, 2005
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Microchip inventor Jack Kilby dies
Fascinating tidbit from this obituary of microchip inventor Jack Kilby: Kilby failed the college entrance exam for MIT. Proving what most of us already know -- college entrance exams are certainly no test of creativity!
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New technology: roadcasting
Roadcasting: I want it!! C'mon, developers, let's get those mesh networks meshing!!
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'Mass collaboration on the Internet is shaking up business,' says Business Week
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The Zen of Creativity
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June 20, 2005
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Fun with Flickr!
OK, maybe I'm easily amused, but I think this is pretty cool -- the letters "CPSI" on the left came from a site where you specify the word you want to spell and then get a script that renders your word in letters that come from publicly accessible photos on Flickr. The photos used to make the letters change every time the page is refreshed.
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June 19, 2005
Posted by Renee Hopkins Callahan
Take a look over on the left-hand sidebar and you'll see image thumbnails that go to Flickr, where I'm posting all the images from the CPSI Ethno Team project. Travel plans have been made and now we're all trying to figure out how to get ourselves, a week's worth of clothes, and laptops, cameras, iPods, digital voice recorders, etc., off to St. Paul by Friday, when we're scheduled to start.
My main area of preparation has been to learn how to post video and images to this blog! so far, so good. Let me know if links aren't working!
The other thing I'm doing is trying to straighten out the insurance details resulting from the accident I was involved in last Friday, when another driver failed to stop at a stop sign and t-boned my car. The hit was on the passenger side -- I wasn't hurt -- but oh, my poor car!
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| Category: CPSI -- 2005
June 16, 2005
Posted by Renee Hopkins Callahan
Greg Burton again on apprentice mind -- "Creativity is an individual function - innovation is a social function. This may seem obvious, but if we are really looking for "applied creativity" we're looking for innovation. And the cultural changes or learning changes that apply 'creative skills' to individuals won't do a thing unless they change the social innovation climate."
Over the years I've been gathering up definitions for creativity and innovation. There are a lot of the them, since just about everyone in the business of innovation and creativity finds it necessary to define these terms in order to align their thinking about what they are doing.
There are some themes that tend to repeat themselves, though, and although there are also some themes that tend to repeat themselves. One of them is this individual/social split.
Another one is a functional kind of split, as in "creativity is a behavior; innovation is a process." This kind of functional split lends itself to sayings like "you can have creativity without being innovative, but you can't be innovative without being creative."
Why am I going on about this now? Because I think that clear understanding of how creativity and innovation work are critical to understanding how the apprentice mind approach benefits both. And that's my argument -- the apprentice mind approach does enhance one's ability to learn and practice creativity and innovation as well -- just in slightly different ways.
You can learn to think laterally all day long, but you'll be missing something -- probably many somethings -- if you never question your preconceived notions. And there is nothing about lateral thinking skills or the way they are taught that guarantees you'll look at something with a fresh mind. Edward de Bono's process sneaks in the random word stimulus to jump your mind off its usual track and to shock you into apprentice thinking. But what if you already viewed the world with apprentice mind -- imagine how much more powerful deliberate lateral thinking would be.
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| Category: Apprentice Mind
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New blog on customer co-creation
Koen van der Wal in the Netherlands has started the first blog I've seen on customer co-creation. Anybody who knows of another blog on this topic, let me know. The mission of the Co-Creation Blog: "Since we only seem to be at the beginning of this development, I would like to share ideas here on how designers, marketeers, market researchers, managers and users can give shape to co-creation. Simply put: How will this work?"
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June 14, 2005
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Technology drives car innovations
It's not really a car, it's a network: "As automotive electronics become more complex, car manufacturers are borrowing a page from the network industry, relying on shared networks and standard protocols to support internal communications between control systems. They're also turning to industry standards such as Bluetooth and Wi-Fi to support links to external systems that provide traffic, weather, entertainment and other information."
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Top-down disruptive innovations
Clayton Christensen has made us all aware of bottom-up disruptive innovations that sneak in as underperformers then manage to displace established products in mainstream markets (example: Sony Walkman). But there are also top-down disruptive innovations, writes Nicholas Carr in Strategy + Business, that "actually outperform existing products when theyre introduced, and they sell for a premium price rather than at a discount. Theyre initially purchased by the most discriminating and least price-sensitive buyers, and then they move steadily downward, into the mainstream, to recast the entire market in their own image." (examples: FedEx's overnight delivery services, XM satellite radio)
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Posted by Renee Hopkins Callahan
Among the responses I got to the post on apprentice mind was one person who commented that the post affirmed his belief that it's essentially a waste of time to teach creativity skills, and one person who emailed me to affirm that he, along with Edward De Bono, believes that creativity skills *can* be taught.
I believe that too. And I didn't intend to say otherwise. However -- teaching someone creativity skills does not guarantee they'll understand how and when to use them. And, I think "apprentice mind" -- or something like it -- has to be present also.
A hallmark of Edward De Bono's thinking is that creativity is a "derailment," if you will, from established patterns of thinking -- which are not creative largely because they *are* established patterns of thinking. His creativity exercises are meant to derail those patterns so new ideas can emerge. Apprentice mind is something like a suspension of these established patterns of thinking and categorization. I think they feed each other. Put these two together -- creative skills and apprentice mind -- and there's power.
Also in response to that post, Greg Burton sent me a link to his post about an Ohio State University cognitive study whose results found adults did better remembering pictures of imaginary animals than they did remembering pictures of real cats because the fact that they could categorize cats allowed them to not pay attention to the individual pictures.
In the words of one of the study's authors, "The ability to categorize is often very helpful, but this study shows how it can lead people to ignore individual details...The results show how some types of memory might be better when people forget what they know and instead approach a subject with a child-like sense of naïveté."
I'm seeing apprentice mind as the willingness and ability to approach -- a problem, a product, a person, the world itself -- without applying the filter of your existing knowledge to it. When I was a reporter, I learned to ask questions even when I already thought I knew the answers. When I moderate focus groups and conduct depth interviews, I approach people as if I don't know anything about the subject they are going to talk about. In both cases, suspending prior knowledge is the only way to find out what you don't know you don't know. Apprentice mind.
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| Category: Apprentice Mind
Posted by Renee Hopkins Callahan
You'll notice IdeaFlow looking temporarily a little different over the next month or so. I'll be attending the Creative Problem Solving Institute (CPSI, pronounced "sipsee") again June 24-July 1, and while there I'll be part of the Ethnographic Learning Journey Team headed by Maren Elwood of On-Site Research.
During the conference the Ethno Team will conduct ethnographic research into the CPSI culture. Ethno Team members will embed themselves within different aspects of CPSI and collect audio and video feeds, which will be part of the end report.
So until June 25, I'll be posting about the Ethno Team's reparations for CPSI as well as my usual posts on innovation and creativity. From June 25 to July 1, IdeaFlow will be devoted to CPSI and the Ethno Team. I'll be posting my own observations as well as Ethno Team video, photos, and audio multiple times a day.
NOTE: I will *not* be emailing each post to the mailing list during this time! That would be highly annoying to everyone! Instead, I will continue to email non-CPSI posts and a wrap-up post at the end. Email readers are welcome to come to www.corante.com/ideaflow anytime and see what's happening with the CPSI ethnographic project.
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| Category: CPSI -- 2005
June 9, 2005
Posted by Renee Hopkins Callahan
Jim McGee over at McGee's Musings says apprenticeship is the best model when it comes to learning how to do knowledge work. This dovetails with some things I've been thinking about as well in regards to innovation and creativity (though not in nearly as well-developed a manner as Jim has been).
The problem with apprenticeship, says Jim, is that in terms of knowledge work, there really aren't many masters and the process is very slow. It's also self-directed and far from comfortable. It's as far as you can possibly get from the standard "impart expert knowledge, then test" model of learning.
I think this is also true of learning how to "do" innovation or of learning how to "do" creativity. You can teach someone creative skills, but you can't teach them explicitly how to think more creatively. Or to be more innovative.
Yet some companies seem to believe that there's a tangible set of knowledge and skills called "innovation" that can be captured and set free within an organization, quickly transforming everyone within it.
The reality is much more complicated than that. But is there a way to speed up the process without "looking for answers to copy," as Jim says? It almost seems like he is talking about being able to adopt the Zen beginner's mind. Except this would be more like "novice's mind." I wonder if it's even possible in today's corporate world for people to do this. And for those of us who are consultants -- how can we market ourselves as experts and yet still keep our minds open enough to stay innovation apprentices, so we can continue to learn?
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| Category: Corporate Climate
June 2, 2005
Posted by Renee Hopkins Callahan
The unidentified author from the CPH127 blog who wrote the snippet I posted here (a report on the 2005 Front End of Innovation conference) has stepped foward -- it is Chris Conley, Professor of Product Design at the Illinois Institute of Technology. Thanks to Jacob Bøtter from CPH127 for the correction.
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| Category: Conferences
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