‘Schools are killing curiosity’: why we need to stop telling children to shut up and learn

DT, Innovation, HCD, Great Articles

https://www.theguardian.com/education/2020/jan/28/schools-killing-curiosity-learn

“Matt Caldwell, head of Ilminster Avenue nursery school, Bristol, says the youngest children’s creativity and conversational skills have increased since cardboard boxes and cans replaced toys.” 

“Paul Howard-Jones, professor of neuroscience and education at Bristol University, who has visited to observe the children playing with their new “toys”, says humans learn from novel situations and curiosity is important to that process. ‘Children should be prompted and encouraged to ask questions even though that can be challenging for the teacher,” he says. “We do need to find some time for questions during the day. There is not enough time in schools for creativity and following up on curiosity.'”

Let’s stop talking about THE design process

DT, Innovation, HCD, Great Articles

From process to ability

“At the d.school we endeavor to enable our students in eight core design abilities so that they might develop their own creative confidence and also inspire others, take risks, and persevere through tough projects throughout their lives. We want our students to be their own unique chefs. We don’t want to churn out individuals that only know how to follow a recipe.”

Eight Abilities

Navigate Ambiguity
Synthesize Information
Rapidly Experiment
Move Between Concrete and Abstract
Build and Craft Intentionally
Communicate Deliberately
Design your Design Work

There is no THE

“Though we live in the age of urgency, mastery takes time, patience, and practice. So, while I think it often makes sense to introduce first-timers to design by following a process, remember that it’s not THE process. It simply gives them a small taste of the abilities designers flex. Design as a discipline is evolving and becoming a sophisticated catalyst for positive impact on projects big and small, but the road to results is far from formulaic.”

From: https://medium.com/stanford-d-school/lets-stop-talking-about-the-design-process-7446e52c13e8

Why Undermanagement Persists: The 7 Management Myths

Leadership

Almost everybody performs better with the guidance, direction, and support of a more experienced person.

… do what it takes to help employees succeed so those employees can deliver great service and earn more rewards for themselves.

“Most managers find that the most painful and damaging aspect of managing is when they must have very difficult conversations, sometimes even confrontations, with employees. They believe that being a highly engaged manager requires or causes these confrontations, whereas being a hands-off manager allows them to avoid these confrontations altogether.

The reality is that being hands-off in your management style makes these confrontations inevitable. When managers are highly engaged, these confrontations rarely occur, and when they do, they are not so painful as they might be otherwise.”

“Focusing on what you can’t control makes the most powerful person weak, whereas focusing intensely on what you can control—to the exclusion of what you cannot—will always make you stronger.”

“Since time is so limited, managers definitely don’t have time not to manage people! When managers avoid spending time up front in advance making sure things go right, things almost always go wrong. Small problems pile up and ultimately become big problems that require a ton of time and attention to correct. Those problems can be avoided altogether if managers are highly engaged from the start.”

https://trainingmag.com/why-undermanagement-persists-7-management-myths/

SMART Goals

Leadership
https://www.kazoohr.com/resources/library/how-to-set-smart-goals

Specific

Questions to consider when writing specific goals:

  • Why is this a goal?
  • What do I want to achieve?
  • When do I want to accomplish this goal?
  • Who needs to be included to complete this goal?
  • Where will I complete this goal? (Necessary only when a goal needs a mandated physical environment to be completed; i.e. I will run five miles on the track every day.)

Measurable

Questions to consider when writing measurable goals:

  • What metrics will I use to track this goal?
  • Are there multiple ways to measure success for this goal?
  • What quantifiable change to the business am I hoping to achieve by accomplishing my goals?

Attainable

Questions to consider when writing attainable goals:

  • Do I have the tools and/or resources I need to complete this goal?
  • Do I have the skill set to accomplish this goal?
  • Is this goal possible, and if so, what is my action plan?

Relevant

Questions to consider when writing relevant goals:

  • Does the goal align with my overarching company objective?
  • Does this goal make sense with our business plan?
  • Will accomplishing this goal move my business forward?

Time-based

Questions to consider when writing time-bound goals:

  • When will I complete the goal?
  • What target dates should I meet to complete the goal?
  • Should I set this goal now or in a later quarter?

Example

if our goal is to increase the number of leads we generate. How can we turn this into a SMART goal?

  • Specific — The sales and marketing team will work together to generate 30 new leads through an email nurture campaign dedicated to our prospects in the healthcare industry.
  • Measurable — We will track the number of leads closed and email engagement to measure the success of our campaign.
  • Attainable — We have an email marketing program in place and a list of our prospects readily available.
  • Relevant — Our goal aligns with our company mission to provide better project management software to the healthcare industry.
  • Timely — We will roll this email campaign out over a 4-week period starting on July 28th. Emails will be sent on Tuesdays, and we will continue to track the success of our emails for a 6-week period.

All above from https://www.kazoohr.com/resources/library/how-to-set-smart-goals

Wild and Thoughtful Innovation

DT, Innovation, HCD, Leadership

The Singapore American School R&D Journey – https://strategylab.nais.org/ik/media/images/documents/NAI574-2017_NAIS_AC_Singapore_r04.pdf

We understand that good schools are often the most difficult to change, with good often getting in the way of being truly great.

It was critical that faculty were leading this process across the system. By engaging faculty from the beginning, we had early champions and significant learning. Some of our lessons include:

1. Be unapologetic about who we are and what we will stand for

2. Hire for what we want to become

3. Invest in leadership development at all levels

4. Create an environment of healthy discourse

5. Engage our people at all levels in the discovery phase, not just the outcome

6. Create a culture of innovation in which it is safe to fail

7. Stay focused on the vision and the big goal

8. Push the organization’s limits to learn the capacity for change

9. Do it right and not just do it fast

10. Be willing to adapt along the way to new learning

11. Pace the timing in order to build capacity and focus on what is most important

12. Decide what has to go in order to make time for the change we have planned