What’s going on in the minds of businesspeople who undergo training in business creativity and the use of a structured innovation method? What is their creative learning experience like? How do learners feel as they get trained in innovation?
Together with my colleague Dr. Brian Hunt, I investigated these questions in a comprehensive research project involving young business professionals learning creativity and applied innovation in a Business Creativity course taught as part of a master in management program at the College of Management, Mahidol University. In December, we will present our findings in a conference paper at the ISPIM (International Society for Professional Innovation Management) Innovation Summit 2016 in Kuala Lumpur. Today, let’s take a peek at some of the interesting results of our research.
How we researched the innovation learner’s experience
In our empirical study, Brian and I employed a longitudinal research design to investigate the innovation learner’s experience. We collected data from learners at four points of time during the training program: Immediately before, half-way, three-quarters through, and at the end of the course. We gathered data from six courses with overall 158 learners using a combined quantitative and qualitative survey design, which we then analyzed using descriptive statistics, word cloud technology and qualitative data analysis.
What’s going on in the learners’ minds as they get trained in innovation?
Let me introduce the innovation learner’s experience in chronological order by sharing with you what happens in the training program, and what responses the course design elicits in the learners’ minds:
With the first survey, we tracked learners’ feelings and expectations right before the start of the first training session. Most learners had no prior exposure to creativity and innovation concepts and tools. How did most learners feel right before the start of their creative learning journey? Positively excited, curious and a bit nervous.
All activities in the first half of the training program are designed to build-up creative competence (know-how and creative thinking skills) and creative confidence (belief in one’s creativity). The learners acquire foundational know-how about the concepts of creativity and innovation, gain an understanding of mindsets and routines that limit or fuel their individual creativity, and learn about their preferred cognitive styles and their innovator profile. They also work on a potpourri of creative puzzles, exercises, tests, games and individual homework assignments.
From week 4 onwards, I introduce X-IDEA, the awards-winning systematic innovation process method and related toolbox that I’ve created for Thinkergy. In the first stage of X- IDEA, Xploration, participants learn how to thoroughly explore an innovation case in order to gain novel insights and frame their real innovation challenge. Next, in the energetic Ideation stage, they learn how to easily and playfully produce many raw ideas by using creativity tools and following the ground rules of ideation (especially no 1: No killing of ideas).
What are the effects of this empowering creative learning regime? Our second survey half- way through the course revealed that the learners felt delighted, happy and creative. They express recognizing and enjoying their creativity. Some said that for the first time in their education, they felt empowered to freely express even unconventional or really wild ideas and opinions without being criticised, which they regarded as liberating.
The third quarter of the innovation training program is designed to blend awakened creative energy with a more sober focus on realistic, meaningful outputs and results. At this point, the participants get introduced to the more pragmatic final three process stages of X-IDEA. They learn how to design realistic, relevant and meaningful concepts (Development); how to evaluate those concepts —and do rapid prototyping with the most promising ones— to find the top ideas (Evaluation); and how to pitch these top ideas for support and real-life activation (Action stage). In addition, they begin to individually and collectively work on simulated yet realistic innovation project cases (which get scored and graded).
How do learners feel at this point? Challenged but motivated by interesting project cases — and in some cases, confused and a bit overwhelmed. The innovation project cases are unlike the usual school assignments, which require learners to work through a clearly defined assignment to produce the one “right” solution on the answer sheet. In contrast, innovation cases are usually fuzzy, ill-defined and expansive, with many possible routes to travel and many possible solutions for each possible challenge. Here is a typical learner comment: “It’s very interesting. However, I have to spend a lot of time to think and understand the question. I have to think a lot.” Another related: “It’s quite tough but we’re having a lot of fun.”
In the final three weeks of the training program, the learners go through an intensive realistic Ideation & Development workshop with their innovation project case, learn how to evaluate their idea concepts, and finally have to pitch their top ideas in the final Action-stage.
How do participants feel at the end of the innovation training program? Creatively accomplished, happy and proud that they have risen to the occasion and successfully created novel, original and meaningful solutions. The overall satisfaction rating with the course is very high, and the learners agree that the training format has noticeably enhanced their creativity and structured thinking capabilities.
Mapping the emotional innovation learner’s journey
Key take-aways from our research:
The results of our empirical research led us to five main findings on how to design and improve the innovation learner’s experience:
Creative thinking skills and structured innovation know-how can be effectively taught to and acquired by business professionals in a training program (of ca. 36 hours) that combines theoretical instructions with the practical application of the course contents and creative skills on real-life innovation cases.
The learners confirmed that when working on an innovation case, the use of a structured innovation method and related thinking tools improves the quality of both thinking and outputs.
Most learners appreciate it when they get challenged by ambitious, real-life innovation cases as project assignments; difficult but interesting innovation challenges increase motivation, effort and creativity.
Rising up to and successfully mastering these challenges augments learners’ overall course satisfaction — and contributes to improving their confidence in their creative skills.
A successful creative learning journey in structured innovation resembles an emotional roller-coaster that flows along the four emotional states: learners first feel “positively excited”, then “playfully creative”, then “interestingly challenged”, and finally “creatively accomplished”.
Got curious to live the innovation learner’s experience yourself? Contact us if you want to find out more about our innovation training courses related to X-IDEA and other structured innovation methods.