Some ideas for creating a culture of innovation

In my last post I mentioned the importance of the idea of third spaces in creating a culture of innovation and in removing barriers to innovation.  I focused solely on the T & L centre as an obvious starting point for a third space or facilitative boundary object, partly because I really wasn’t in the mood to get into how IT departments, steering committees, etc can be so inhibitive, even if they try to be on board with innovation.  I find that often these inhibitive structures don’t really know how to be facilitative of innovation, and like T & L centres need some transformation.  As the new Director/VP of innovation you can’t always dismantle these structures, or blow them apart and start over, so what can you do to keep innovation from devolving to a project (see first post as to why innovation shouldn’t be a project) that only you care about?

I see this as a series of steps with various inherent mechanisms.  Some of these might seem to be a bit obvious, so bear with me.

Talk to people and find the innovation on the fringes:  Chances are there are some people in your institution doing some really interesting, innovative stuff that not many people know about.  Find out why that is, how they are getting stuff done, and what is getting in the way.  Then figure out how you will be able to help them move from the fringes to key examples of people doing great things that the institution supports.  You might also find out  (as I did on more than one occasion) that something that they are doing that wasn’t on your innovation radar should be a key initiative.

Support the people who want to do some great stuff, but have no idea how to get going or get the support they need. Higher ed by design is full of smart, creative people who want to do cool things.  But sometimes the smallest things become barriers to getting them to implement their ideas.  For example, I’ve come across a situation where a faculty member’s amazing idea required purchasing a 500$ flip camera that he couldn’t get his department to buy.  His idea was simple, cheap, and would have had a great effect on student learning. Making sure you have some budget for supporting people on the cheap is a great way to get some quick wins and momentum – in the first year we did this we were able to support 5 or so projects with less than $3000, and these projects became highly showcased and lead to other great developments.

Don’t kill the innovators with process:  In our T & L Centre we have an innovation pilots initiative (see above) where people with ideas can access money and/or expertise support in order to try out their idea.  This is available at any time of the year…there are no calls for proposals, blessings by committees, or long discussions about what ifs.  We don’t require success, in fact we let them know that they are allowed to fail.  But since it’s not a free for all, we have a one page project plan that is filled out. Knowing that this is a barrier for people with little time, we ask them to come to a one hour meeting with us where they tell us verbally what they want to do and what they need from us, and we fill out the form for them in the meeting.  Our one pager covers the following:

Strategic Goals Addressed – what Academic plan, strategic plan or ed tech plan does the project align with

Purpose of the pilot—what is the problem/s you are trying to solve?

How are you planning on doing it?

Equipment/people needs

Evaluation:  How you will know if it is successful/not successful?

Timeline

We find that this process becomes a collaborative conversation between the people with the idea and the people that can support it, and sets the right tone for the relationship and the project.  We want people to feel empowered by the step they’ve taken rather than intimidate them with “how are you going to do this, what if XYZ happens…”

Pilots are your friend:  At every institution I’ve worked with, small innovative ideas have a habit of becoming complexified when certain stakeholders throw the but what ifs, the we can’t becauses, and the but we don’t haves.  Often this is a fear driven reaction to culture where unknowns are viewed as a risk.  To counter this, I’ve had good success with using pilots as a sort of boundary object that is introduced as a way to alleviate fear of failure.  Pilots by definition are ways of trying things on and figuring out whether an idea is worth pursuing through more formal channels, once a good assessment is made of the value and potential to the institution.  I like to point out that they are actually a low risk way of innovating in that they give the institution time to properly assess and learn about whatever is being implemented.

The other nice thing about pilots is that as Director/VP of Innovation you probably have a good idea of some must-have tool/innovation that you want to introduce to the institution, but don’t quite yet have the buy-in.  You can keep a tool/innovation in pilot until it has enough momentum and buy-in to transition it successfully to being institutionally supported.  Basically, once it becomes indispensable to the institution (WordPress in our case) you have plenty of examples to demonstrate your case without trying to convince people why the tool is needed.  Keep in mind that the key with this whole approach is that you need to have the authority to initiate and support pilots.  Finally, pilots are useful in showing that you actually do have a process and guidelines for introducing innovation to your institution – this is important because you don’t want people to think that you are jumping on any new shiny thing without having thought about it, or that you are shoving your favourite pet technologies/innovation onto the backs of already busy people.

Advertisements

Removing barriers to innovation – the teaching and learning centre and third spaces

In my last 2 posts ( 7 Rules About Innovation ; First Steps in Creating a Culture of Innovation;   I said I’d get to the topic of removing barriers to innovation in an institution. I’m a bit academic about this topic, since I feel like this stage requires some sort of framework that gives your actions some method to the madness.  This is also one area where I think senior leadership would do well to be a bit more academic outside of standard leadership literature and practices.  But I digress…

Rogers’ diffusion of innovation theory is probably the most well known and cited tome on innovation, and I’ve found that senior admin really grasp this idea of diffusion and innovation, so it’s a good one to have in your back pocket. But it doesn’t really get down to the nitty gritty of what is happening in an organization at a macro level to inhibit or foster innovation, and what to do about it.  I’m an activity theorist at heart, so I tend to structure my method to madness around a  version of Star and Griesemer’s idea of boundary objects.  I think of boundary objects as organizational artefacts – people, committees, money, positions, policies, procedures – that can be inhibitive or facilitative.  They sit at the boundary of many spheres of activity, not just your own innovation agenda, and as Director/VP/President of Innovation you probably have to create some new boundary objects too.  The key is understanding which ones are important to the innovation vision that you have proposed (and has been endorsed) so that you can move ahead with your plans.

There are some obvious first places to examine in your institution and assess whether they are facilitating innovation or inhibiting it.  The most obvious place to start is the teaching and learning centre.

Teaching and Learning Centres: Is your T&L centre facilitative or inhibitive?  T & L Centres in my experience are a bit of an innovation paradox, in that they are well positioned to be an innovation hub for the institution but often need to be reinvented and transformed in order to do this.  This is especially the case with well-established T & L Centres that have become highly invested and good at doing one or two things (curriculum development, faculty development)  at the expense of others.   While the role of T&L centres is generally to enhance teaching and learning at the institution, my view is that given that these Centres are often centrally funded, ultimately their role is to make the lives of teaching and learning staff easier.  As with ‘innovation’ , this means different things to different people.  The VP Academic might very well see the T & L centre’s priority to increase the quality of teaching at the institution, but is this the Dean’s immediate priority? The Dean’s priority might be to have a simpler way of managing curriculum in its Faculty.  The faculty member might just want some support on the online course environment that they’ve been asked to teach.  Within this context, innovation competes with numerous other priorities.

If this is the case at your institution,  then I like the idea of invoking (in academic terms again) a third space* – a sort of fail safe zone or zones for innovation and transformation that is separate yet connected to the T & L Centre.  Plenty of institutions do this, and sometimes it can look like off-the-side-of-the-desk rogue activity, or unofficial clusters of activity, but I think it stands a better chance of succeeding if it has been endorsed and supported by the senior admin and the budget, rather than being an under-the-radar secret.

In order for these third spaces to work, they need to consider other barriers to innovation:  time, money, people, and bureaucracy.  This could be a whole other post, but simply put, if you innovation space requires a lot of effort to access the equipment, money, people, then it’s not really helping anybody.  This might be stating the obvious, but here are a couple of examples I’ve seen:

  1.  innovation equipment locked up in a separate room 3 or 4 buildings over from the teaching site.  Only the most keen and confident instructor will bother getting to campus early to go and grab the equipment and set it up.
  2. innovation funding processes that require filling out long, elaborate forms, that then have to be endorsed by multiple committees over a several month process.  Faculty are busy, and if it takes more hours to get the money than to use the money then there’s little ROI for them.  Also, if they have an idea they want to implement, it’s usually time sensitive.  This process also doesn’t support the notion that innovation is messy and sometimes fails.
  3. innovation that has to fit into existing systems, technologies, world views. Eg. an e-portfolio project that has to use the institutionally endorsed (read: expensive) e-portfolio tool.   This is a tricky one. On the one hand supporting innovation means that it should support the innovation vision of the institution (see second post on this) and it’s not a free for all.  But on the other hand, you have to know where you can let it go and challenge existing thoughts on this…for example, does it really have to tie into the institutional LMS, SIS, policy XYZ?  For me, third spaces should challenge the status quo where appropriate, otherwise it’s not really innovation.

Institutions often get into trouble with #3, because they’ve overly invested in certain technologies and want to see a measurable ROI, have created overly inhibitive structures (steering committees, policies), or lack vision and leadership on innovation.  Which unfortunately means that if you’re in a senior position with innovation as part of your job title/portfolio, and you don’t have the means or senior support to remove the barriers, then you’ve got a really tough job ahead of you.

*(Guiterrez, 1999, but nicely summarized here.)