The Innovation Culture begins with a desire to become innovative,
accepting we will need rigor and persistence to achieve it. It starts with an assessment of where we are, follows with education and
learning and through practice it becomes a discipline that allows the organization to achieve sustainable results.
The word Culture tells us something about substance and ways of being; it is not concerned with that which can be explained and argued, but that which is perceived, that which is transmitted through activity and behaviour.
In turn, the word Innovation suggests a new action, another way of doing things.
When we speak of the Culture of Innovation in Organisations we are talking about the way the organisation is, often not exactly what is preached on their introductory letter; we are talking about what it is really like, what are its relationships like, both internally and with the outside world, and in how this way of being directly impacts on the quality of its results and its internal atmosphere.
We consider that an organisation has a healthy Culture of Innovation when its way of obtaining various results is stamped on its DNA. Every organisation can achieve this: that is our challenge.
The Roles in Innovation
Responsible for people, resources and results.
- To detect your team’s perception about the Innovation in your Organization.
- Get measurable results quickly.
- Avoid chaos: promote controlled change.
- Convert Innovation in a leadership tool.
- Learn to detect the right people in the organization to drive Innovation.
Responsibility to become an internal reference for the Organization on Innovation.
- Be a master of Innovation (knowledge / tools).
- Develop your Corporate Entrepreneurship capabilities.
- Know how to lead and manage ambiguity.
- Get results short term.
The rest of the Organization.
- Learn to manage Innovation with your day-to-day job.
- Develop your entrepreneurial skills.
- Learn how to manage and how to participate in Innovation projects.
- Participate in the change that is taking place.
How do we learn?
Do you remember how you learned to ride a bicycle? Do recognise yourself in this series of images?
We have repeated the same process for all the skills we have acquired throughout our lives. And it will continue to be the same for those skills that we wish to continue to acquire.
Prior to the acquisition of a new skill, our starting point is ignorance, or what is called unconscious incompetence.
This means that we are ignorant of the fact that we can acquire the new skill, and ignorant of the benefits it could provide.
We call revelation the process or stage in the acquisition of knowledge which takes us from a state of unconscious incompetence to the state of conscious incompetence.
After this revelation stage we find ourselves in a state where we know of the skill, but do not know what to do to address the deficit: Conscious incompetence.
Once we are conscious of our deficit in a skill we wish to acquire (yes, we now know what it is and we have decided to acquire it), we have to go through the following stage in the cycle: learning.
This stage provides us with the knowledge: the theory and also the first practice or demonstrations.
Welcome to the stage of conscious competence: we have learned the skill, but we need to concentrate on it every time we use it.
In order to escape the discomfort of conscious competence, there is no other option but to…
Practice, practice, practice…with perseverance and discipline. That is to say: experiment.
In this way we arrive at the desired objective; when we have reached the level of unconscious competence which allows us to make use of our new skill in a natural way, without having to make extra effort: we have fully acquired the skill.
Less is more
- Getting more from less generates learning and improvement cultures.
Holistic and Active Learning
- The whole is bigger than the sum of its parts.
- Rational and emotional.
- Conscious and unconscious.
- Individual and Team.
- The employees are the main players.
- Role plays and activities.
- The theory is less than 1/3 of total time and material.
- We use just what is needed as presentation material.
Measuring and Anchoring
- Progressing individual action plans.
- Introducing tools to benchmark the staring point and the progress through the journey.
- We are designers, facilitators, mentors to unleash the potential of the employees.
- We are not teachers that give solutions.