Screencasting. Stagingconnections. Does your innovation program have legs? I was talking with an innovation practitioner in a firm recently and he admitted that if he were "hit by a bus" or left the organization, that action would probably effectively end the innovation effort in his firm.
His organization's innovation efforts don't have deep roots, or perhaps the program does have legs, unfortunately they are attached to the main idea champion. Right now, in a lot of organizations, I suspect that this is a common occurrence. Innovation is important but often not "urgent", and so it has been located in one small segment of the business usually supported by people who are very excited and enthusiastic about doing innovation, but beyond that small team there is little cultural alignment to innovation and little investment or adoption of the concepts or processes.
When we talk to clients, we ask them whether they want an innovation "project" or an innovation capability or program. 101Resources. MeganPoore.com » Welcome to MeganPoore.com! Innovate and integrate: Embedding innovative practices research. Breaking out of the echo chamber. This morning I listened to an excellent Radio Open Source interview.
Host Christopher Lydon was talking to Global Voices Online founder Ethan Zuckerman and GVO managing editor Solana Larsen. I’m a huge fan of GVO and read it regularly — mainly since I enjoy hearing from people in parts of the world I generally don’t hear much about (or from) otherwise. One of the most interesting parts of the discussion concerned how homophily shapes our individual and collective view of the world. Homophily is a fancy word for the human equivalent of “birds of a feather flock together.” That is, our tendency to associate and bond with people we have stuff in common with — language, culture, race, class, work, interests, life circumstances, etc. Zuckerman made a profound point: Homophily makes you stupid. “You’ll never learn anything if you only talk to people who already think just like you.” “Newspapers like the New York Times have a terrific mechanism to encourage serendipity. On the other hand: Blogging for Learning. Beth Kanter wrote yesterday about the recent growth in blogs maintained by nonprofit techies, linking it to my earlier posts on creating a climate of learning.
She points out that: What's great about this type of blogging is that a) encourages self-reflection and personal learning that contributes to organizational learning b) encourages a sort of peer dialogue. It got me thinking about how to make this kind of blogging for learning a little more intentional. I think this line of thinking went with a blog post I read over the weekend about how Web 2.0 should be changing our thinking about learning: "But except for a few small pockets of innovation, many of the technological tools we use in the classroom — from course-management systems to PowerPoint — help primarily not with teaching students to think, but with the most pedestrian (and often least effective) aspect of teaching: the delivery of content.
So how to make blogging for learning an intentional process? 1. 2. Meet Charlene. Tearing Down and Building Up. You know that when one great thinker talks about a subject that you are interested in, you should pay attention.
When two great thinkers from two very different schools of thought coincide, then you ought to drop everything and see what they've got to say. Pablo Picasso is quoted as having said "Every act of creation is first of all an act of destruction". You may remember Picasso as the painter of the melted clocks and an exceptionally influential painter. Another of his quotes that I like a lot is "Bad artists copy. Great artists steal. " On the other hand, Joseph Schumpeter, a renown economist, popularized the concept of "creative destruction" noting that capitalism and innovation consistently overturned the status quo.
What can this tell us about innovation? First, it aligns well to the castles and ships theory. PoducateMe. The entire PoducateMe guide is available to view online free-of-charge.
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