Tag: innovation

Reverse The Polarity Of Your Ideas

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Last time out, we had a look together at three mental models to improve your thinking and educational innovation. Today I share the opposite ideas or at least guide you to stand in a different place and consider the three mental models from a different perspective.

Of course, you did the pre-reading of last week’s issue, right?! But if you didn’t, here is a quick primer. After all, we need these to be points of comparison:

  • Critical mass – the threshold of a large enough number or proportion that triggers a change.
  • Reciprocity – when people tend to treat others the way they are treated.
  • Leverage – the action or process of using an advantage to multiply force.

So, what are the other ways of looking at these three models if we reverse the polarity? What counterpoints or alternative concepts do we need to be aware of? If we commit to these three mental models as part of our educational innovation, what are the biases that emerge?

Social Proof

Critical mass describes a threshold, a number of people that represents a tipping point in a group. Social proof is a mental model that suggests people are more likely to do something if they see others doing it.

So if critical mass is the line to reach, social proof is a mechanism to help us achieve that point. Social proof is something we can leverage when we design new projects and implement innovations.

Social proof is a powerful bias we have to keep in mind. The tendency can be harmful and positive, and it fuels the way we see trends, fashion, commerce and why many people are likely to follow the crowd.

Critical mass and social proof are two sides of the same coin. They’re both about alignment, an idea of community and public validation.

Social Debt

When we explored reciprocity in educational leadership and innovation last week, we emphasised the links to relationships and collaboration.

The mental model of reciprocity is a valuable provocation as it challenges us to think about how our actions influence others and the expectations we frame as a result.

An alternative way to consider reciprocity is to think of ‘goal setting’ as a behaviour change strategy to make a public, discrete and shared commitment. In contrast, reciprocity is an internal mechanism or exchange, an implied obligation.

Social debt is another way to frame the reciprocity mental model. An important element to add to our understanding because

people who feel indebted tend to experience more negative emotions and feel stressed rather than uplifted, because they are worried about repayment.

How to Say Thanks Without Feeling Indebted

When we have built our social capital through positive reciprocal interactions with others in learning networks and communities, it becomes an asset to leverage for future action.

The Bias of Permanent Multipliers

What are the biases associated with leverage?

Think of leverage through the idea of multiplication (i.e. by using the advantage, we multiply the force). Then, once again, our human bias is that this multiplier will not disappear or change.

The bias of permanent multipliers is to see something as fixed when it is not. The way to challenge this bias is by considering shifts in your context and the fluid nature of change over time.

For example, you leverage the support and advocacy of senior members of your team to kick off a new project. When you consider this initial influence dissipates over time and is not fixed, we are more likely to lead a sustainable innovation.

Reverse The Polarity

This study of opposites is a strategy you can use in any of your projects. By looking at the opposites or counterpoints, we have reversed the polarity, a creative thinking technique that Marty Neumeier uses.

Related to reversing the polarity is to start from a different place, and the work helps us practice this creative routine.

When you grab for the “correct” solution, brilliant solutions will elude you. You’ll get stuck in the tar pits of knowledge, unable to free your mind of what you already know. The easiest way to escape this trap is by rejecting the correct solution—at least temporarily—in favor of the “wrong” solution. While the worst idea can never be the best idea, it will take your imagination to a different starting place.

Marty Neumeier

Take this idea into your workflow by going to a place opposite to how you usually think or start. If your thinking is generally linear and sequential, go for a spiral instead. If you typically jump in with an answer, try a question this time around.

Your Talking Points

  • What do you struggle with in terms of creativity and innovation at the moment, and how might these mental models help to shape your response?
  • How can you challenge your thinking about the assumptions of permanent multipliers?
  • Where else might we experience this bias in education and beyond?
  • On reflection, what would you add? What other advantages and ideas do we need to consider in our practice to reduce these biases before they emerge?

My weekly email helps educators and innovation leaders enhance their practice by sharing provocations, ideas and mental models. Join today, and get your copy this week.

Are you a giver, taker or matcher?

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Build Your Cognitive Toolkit With Three Mental Models From Physics

In this issue, we explore three mental models from physics that we can apply to education innovation and leadership.

Mental models are like thinking tools. They are models or rules that help us understand how the world works, see what is happening in complex situations or reflect on what actions to take next.

The three mental models from physics we explore today are:

  • Critical Mass
  • Reciprocity
  • Leverage

Let’s look at each mental model in more detail and relate it to our work in educational innovation.

Critical Mass

Increase awareness of how ready and willing your community is.

What is the critical mass mental model?

Critical mass describes the threshold of a large enough number or proportion that triggers a change.

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Photo by Casey Horner

The term originates from nuclear fission and refers to the minimum amount of a neutron-rich material needed for a sustained nuclear chain reaction. We can apply the idea to chemistry, biology and many other fields.

We often use the phrase ‘critical mass’ to explain the spread of ideas, behaviours, and social phenomena within society. A group is said to have reached the ‘tipping point’ when it becomes large enough to shift the behaviour or outcome of an entire system.

As a mental model, critical mass can explain the tipping point at which an event or idea reaches a level that triggers significant results.

How does critical mass relate to educational leadership and innovation?

The critical mass mental model can be used to understand the tipping point of change.

We might consider how many community members align with a new idea. Perhaps not everyone will feel the same way, but enough people in alignment with one another might be able to create change.

When an idea reaches critical mass, there is no stopping the shift its presence will induce.

~ Marianne Williamson

Critical mass allows us to think about behavioural change within a system and can help us consider whether we’re ready for certain levels of change.

Reciprocity

Provokes a reflection on what you expect from others.

What is the reciprocity mental model?

The word reciprocity comes from the Latin word ‘reciprocus’, which means mutual or exchanged.

rise and fall, move back and forth; reverse the motion of

In physics, the law of reciprocity states that an object’s action on another is equal and opposite to the reaction force exerted by it.

In all cases, we see a give and take, back and forth flow of influence between objects (or people). For example: balancing a seesaw requires two equal and opposite forces at two different points.

How does reciprocity relate to educational leadership and innovation?

In leadership, reciprocity refers to the give-and-take nature of relationships in which an individual interacts with others through a mix of cooperation and competition.

It can be used when thinking about goals for collaboration between members of different teams, departments or organisations.

The mental model of reciprocity is a valuable provocation as it challenges us to think about how our actions influence others and the expectations we frame as a result.

To dig deeper into reciprocity, I recommend Adam Grant’s book Give and Take.

Giving, taking, and matching are three fundamental styles of social interaction, but the lines between them aren’t hard and fast. You might find that you shift from one reciprocity style to another as you travel across different work roles and relationships. It wouldn’t be surprising if you act like a taker when negotiating your salary, a giver when mentoring someone with less experience than you, and a matcher when sharing expertise with a colleague. But evidence shows that at work, the vast majority of people develop a primary reciprocity style, which captures how they approach most of the people most of the time. And this primary style can play as much of a role in our success as hard work, talent, and luck.

~ Adam Grant

Leverage

Make a positive impact more quickly with force multipliers.

What is the leverage mental model?

Unless you are a police negotiator or have been watching too many Suits episodes, you might not frequently use the word leverage.

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Photo by Alex Nghiem

The definition of leverage is “the action or process of using a mechanical advantage to multiply force”. We also use the term to describe an “advantage for accomplishing a purpose” — this figurative use dates back to the mid 19th century.

In physics, leverage is described as a small force that can move a larger object. A simple machine can magnify force when applied correctly.

The earliest evidence of using the lever mechanism dates back to around 5000BC. In Ancient Egypt, engineers used a lever to lift and move obelisks.

As a mental model, the leverage principle is about how to achieve maximum results with minimum effort. We can apply it within physics to design mechanisms that are efficient and effective. When applied to education, the goal is to create systems with minimal input the most impact.

How does leverage relate to educational leadership and innovation?

We might use ‘leverage’ to describe how we apply influence.

For example, an idea might have little impact without key supporters or advocates championing it. There is very low leverage in this case, and we can consider ways to raise the force and provide a multiplying effect.

In this sense, thinking about leverage encourages us to think more deeply about how our actions might cause something bigger than intended or desired. Advocacy and support is a force multiplier — how do we use this in a considered way?

Any institution faces two basic choices if they hope to spark new ideas. One is to leverage the brains trust within their organisation by creating a special event dedicated to new thinking. The other is to look outside themselves to stimulate solutions.

~ Simon Mainwaring

Your Talking Points

In this issue, we have explored three mental models from physics Reciprocity, Critical Mass and Leverage. I leave you with some final provocations:

  • What levers can you build to multiply your impact?
  • What does reciprocity look like in your organisation?
  • How do we build a critical mass for innovation and education change?
  • How might we apply these thinking tools to your role as an education leader?

Next week we shift perspective to consider the opposite ideas and explore the biases that emerge.

My weekly email helps educators and innovation leaders enhance their practice by sharing provocations, ideas and mental models. Join today, and get your copy this week.

3 Mental Models From Economics For Educators To Enhance Your Innovation

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Enhance your innovation efforts with these three concepts.

Build your cognitive toolkit with this trio of mental models from economics and explore their relevance for innovation in education.

  • The Network Effect
  • Sunk Cost Fallacy
  • Compounding

We will look at each model and consider ‘How does this connect with education innovation and leadership?’​

The Network Effect

A commodities’ value grows with the number of people who use them.

This is labelled the positive network effect. As more people use something, more people are also motivated to join.

Think about the mobile technology that we use. Any person with an iPhone can communicate easily with another iPhone owner.

The network effect has helped Apple’s growth, but there is also the benefit to us. We perceive and gain more value from a phone when others are part of the network or technology ecosystem.

The Network Effect breaks down to another level of influence.

  1. Direct network effect
  2. Two-sided network effects
  3. Intra-personal network effects

Take a look at Apple’s Success and Network Effects to find out more.

How does the network effect connect with education innovation and leadership?

The network effect is all about how people’s acceptance of an idea or innovation.

Take any new initiative or programme you plan to establish at your school. It could be a new structure for professional learning, reading comprehension routines, assessment expectations, or a design approach in your curriculum.

Have you got an example in mind?

Great, now think about how you might share stories of success within the initial phase. A few reports of success at a staff session might help kickstart the network effect.

Sunk Cost Fallacy

If you have ever ordered too much food and then attempted to get your money’s worth by eating too much, you have experienced the sunk cost fallacy.

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Image by 愚木混株 Cdd20

Sunk Cost Fallacy is a cognitive and behavioural bias that sees us continue an endeavour due to previously invested time, money, effort or resources.

The sunk cost is part of the experience we can’t change, yet we continue onwards as if we have no other choice.

I have never had much appetite at breakfast, but I miraculously eat all sorts when I have a buffet breakfast at a hotel. I hear myself say, “I may as well.” This behaviour is the sunk cost fallacy.

Here’s a thought experiment from Amos Tversky and Daniel Kahneman:

Imagine that you have two tickets to tonight’s NBA game in your city and that the arena is 40 miles away. But it’s begun to snow, and you’ve found out that your team’s star has been injured and won’t be playing. Should you go or throw away the money and skip it?” To answer that question as an economist would ask yourself the following question: Suppose you didn’t have tickets to the game and a friend were to call you up and say that he has two tickets to tonight’s game which he can’t use and asks if you would like to have them. If the answer is “you’ve got to be kidding, it’s snowing, and the star isn’t playing,” then the answer is you shouldn’t go. That answer shows you that the fact that you paid good money for the tickets you have is irrelevant — their cost is sunk and can’t be retrieved by doing something you don’t want to do anyway. Avoidance of sunk cost traps is a religion for economists, but I find that a single college course in economics actually does little to make people aware of the sunk cost trap. It turns out that exposure to a few basketball-type anecdotes does a lot.

Taken from Richard Nisbett’s article in This Will Make You Smarter.​

How does the sunk cost fallacy connect with education innovation and leadership?

I often wonder if we have commitment issues in schools.

I have witnessed lots of irrational reluctance when it comes to abandoning ineffective programmes, which is the sunk cost fallacy at play.

We want to keep every programme running, rather than clear space and resourcing for an innovation that might be more appropriate.

My challenge to you is to consider your school programmes that are still running, despite the ineffective impact they create.

If you want space for innovation, you have to stop putting energy, resources and time into ineffective alternatives.

Compounding

Compounding is all about how small habits over time make a big difference.

When we think of compounding, we typically think of finance and positive returns, as in “good compounding.” But compounding just reinforces what’s already happening — good or bad. There is no judgment. And compounding works outside of finance. So while we can compound money positively and negatively, we can compound ourselves as well. ~ Shane Parrish​

This email is the 237th time I have researched and crafted about 700 words in a weekly issue.

In terms of knowledge, mindset and skillset, the gains from such a habit are not just increasing linearly. The improvements would be an example of exponential growth.

But we find it difficult to wrap our heads around longitudinal exponential or non-linear growth.

Consumer psychologists Craig McKenzie and Michael Liersch showed that people could not accurately estimate the outcome of such non-linear processes. Instead, they believe that savings will grow linearly and underestimate how much their current savings will be worth in the future.

Habits are the compound interest of self-improvement. The same way that money multiplies through compound interest, the effects of your habits multiply as you repeat them. They seem to make little difference on any given day, yet the impact they deliver over the months and years can be enormous. It is only when looking back two, five, or perhaps ten years later that the value of good habits and the cost of bad ones becomes strikingly apparent. ~ James Clear — Atomic Habits via FS​

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Image by 愚木混株 Cdd20

An element of this mental model that has piqued my curiosity lately is that the compound effect is neutral.

It works for negative and positive behaviours, choices and habits. It is making me think more carefully about which personal or professional routines I have on repeat.

How does compounding connect with education innovation and leadership?

Innovation does not have to be at a pre-defined scale to be worthy of our time.

Implementing a novel idea that adds value can be at a small scale or a whole organisation level.

I am talking about scale because to establish a routine and habit that compounds a positive outcome, we need an achievable output.

Reflect on the scale of your school’s innovations and consider how these might break down to more minor actions or micro-commitments.

For example, a leadership team might be planning to redefine the meeting structures and transform their impact.

Yes, we need to think about the whole programme of change. Still, to take advantage of the compounding effect, we might consider one question at every meeting or a single protocol for collaboration as a starting point.

What small innovative commitments can you make that will compound into a significant change?

Your Talking Points

Three mental models, so I leave you with three summary provocations for your educational innovation efforts:

  • Who can share a story of success? [Network Effect]
  • What are you going to stop doing? [Sunk Cost Fallacy]
  • What could be part of an innovative micro habit? [Compounding]

31 Days of Reflective Journal Prompts

Speaking of habits and routines, I have a new Reflection Workbook on sale.

Download a free copy of my 31 Days of Reflective Journal Prompts to help you build a habit of healthy thinking and compound some gains about reflective practice.

Use the link below to visit the landing page and get your download.

Download A Month of Journal Prompts

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How You Can Stick With A Tough Problem – Key Lessons From Cognitive Science

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David Badre shares some ideas about working on complex and challenging projects

David Badre is a professor of cognitive, linguistic and psychological sciences at Brown University in Providence, Rhode Island, and author of On Task: How Our Brain Gets Things Done.

I have edited some of the authors’ critical points about practising problem-solving habits and added some keyword labels in bold.

In general, we can get better at structuring hard problems with experience. This is one reason that practice makes us more efficient and successful at hard tasks and that experts outperform novices. Finding work habits that encourage this process helps us to stay focused.

  • Stay with it. Finding the right structure often takes time. [Persist, Stamina, Effort]
  • Be open to reconceptualising problem structure. [Disposition, Curiosity, Perspective]
  • Take breaks. It’s not helpful to insist on trying to get everything done at once if it just isn’t working. [Pace, Time, Incubate]
  • Interact with others. Just like taking a break, interacting with others can help us conceptualise a problem in new ways. [Collaborate, Share, Connect]

I find the idea of being open to reconceptualise problem structures one that resonates with my current facilitation.

I am paying attention to moments when I shift perspective. This is often during group design and development sessions.

For example, during a recent curriculum design workshop, I asked a group of teachers:

If some of your students were here with us, what might they share about the ideas we have developed so far?

This is a deliberate facilitation move to change the perspective.

The problem structure [learning + curriculum design] was shifted [from curriculum] and seen from a different vantage point [student].

This propelled us in a different direction and led to some new ideas.

#227 Inspired By Nature

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This week I enjoyed reading about a new surgical instrument that a parasitic wasp inspired. Not so much the parasitic wasp part 🐝, but the origin story of the innovation.

Biomimicry

A team at Imperial College London are rapidly developing a robotic, flexible needle that can bend to reach difficult locations. The mechanism is inspired by female parasitoid wasps, which use a bendable needle-like ovipositor to bore into wood to lay eggs in hiding host larvae.

Serendipity is a beautiful thing! I stumbled on the unique qualities of this particular wasp when Professor Julian Vincent, who is a friend and colleague, explained at a dinner how the curved ovipositor worked. Suddenly, I wondered whether we could mimic this attribute in robotic medical technology to improve the delivery of treatments. … we now have a medical-grade, clinically sized working prototype, which we hope will ultimately improve outcomes and recovery times for patients with brain diseases.

Dr Ferdinando Rodriguez y Baena, Imperial College.

This is an example of biomimicry. Might you be more familiar with the classic Velcro invention story? The hooks on plant seeds that help them disperse inspired George de Mestral to create the first hook and loop fastener.

Did you know that Velcro is a portmanteau of “velvet” and “crochet” (literally, “hook” in French).

Biomimicry is a practice that learns from and mimics the strategies found in nature to solve human design challenges — and find hope along the way.

Biomimicry Institute

Drawing inspiration from natural solutions requires a mindset ready for serendipity. The following mental model explains the reason why we often miss these moments of inspiration.

The Streetlight Effect

The Streetlight Effect can explain one block to new ideas and innovative solutions. You might have heard of this observational bias, demonstrated in the story of the drunk looking for his keys:

A policeman sees a drunk man searching for something under a streetlight and asks what the drunk has lost. He says he lost his keys and they both look under the streetlight together. After a few minutes the policeman asks if he is sure he lost them here, and the drunk replies, no, and that he lost them in the park. The policeman asks why he is searching here, and the drunk replies, “this is where the light is”.

The Streetlight Effect

Sometimes people look for the next breakthrough idea in the most accessible place. They filter for ideas closely related to their work or too similar to their context. That search is doomed to mediocrity. At best, it was a marginal alteration and not the breakthrough they were hoping for.

It may be easier to look at what the school down the road is doing, but that limits what is possible.

The streetlight effect is a helpful bias to reflect on when we develop potential solutions.

What more can we do to counter this bias?

Explore Beyond Your Industry

The strategy that might be the key to your next breakthrough is to explore beyond your industry.

A lovely example that I often think about is the emergency doctors who consulted with Ferrari F1 mechanics to improve their intensive care unit handoff practice. The doctors at Great Ormond Street Children’s Hospital had their moment of serendipity whilst watching the motor racing.

Another healthcare example is Rotterdam Eye Hospital, which implemented six aviation industry innovations such as black box recording, risk analysis, patient taxi service, and valet parking.

Observations indicated that the innovations positively affected quality and safety in the hospital: Waiting times were reduced, work processes became more standardised, the number of wrong-site surgeries decreased, and awareness of patient safety was heightened.

Diffusing aviation innovations in a hospital in The Netherlands. 

Let’s have a look at some actions to make a start with some of these ideas.

Your Next Creative Step

To explore beyond your industry or analogous idea exploration is a powerful technique.

It encourages you to:

The next time you are at the idea generation stage, hit the pause button and recognise the bias of looking for inspiration in familiar places. Identify and explore similar experiences.

You might need to break out of your industry to find breakthrough ideas.