Friday, September 16, 2011

Book Review: Inspired: How creative people think, work and find inspiration

Inspired is a richly visual book comprised of 36 onsite visits to the studios, offices, ateliers and workspaces of some of Europe’s top designers, artists, writers and composers. The authors, (ICSC Graduate Student) Dorte Nielsen and Kiki Hartmann, traveled the continent with cameras, notebooks and recording devices to capture, first-hand, the words, workspaces and workbooks of men and women who have been recognized around the world for their creative contributions.

“We wanted to do a book that only looked at the process,” Nielsen shared with me. “Lots of books show the results, we wanted to do something different. Although the guys in the book are world famous for what they do, we wanted to focus on inspiration, the process and thinking.”

To each interviewee, the authors posed questions: “What inspires you?” “What’s your working environment like?” “What is your working process?” They capsulated each artist’s responses in a single page of text, followed by pages of images of that person’s open notebooks, scribbled sketches, candid studio shots and quirky collections. The results are as varied as the artists themselves.

But as page follows page, certain themes emerge. Patterns repeat. The voices of architects, painters, copywriters, and fashion designers begin to form an unintended chorus, which reveals similarities: these individuals are driven to create; they work hard to produce something new, fresh and original; they have worked hard to know their own process; they have learned to trust it; they’ve worked for years to develop their personal repertoire of words, images or icons; they are inspired by diverse and often unexpected sources; and perhaps most importantly, their commitment to their own creativity is a very intentional choice.

They aren’t creative by mistake. When it comes to creativity, these guys are professionals, and this book is a fascinating glimpse into what it takes to hone and develop one’s own creativity to the point where its manifestation can reliably, consistently and repeatedly produce a world-class product.

Inspired leaves you with the distinct impression that highly creative people find inspiration in everything – from old sunglasses to B movies, from nature to crushed pop cans. They tend to be sensory omnivores, collecting anything that piques their senses and “seeing” the world through uncommon (perhaps more porous) filters. In the book, Paul Smith, famed fashion designer, admits, “I have a very childlike view of the world. Childlike, not childish. A friend of mine once said: ‘You walk down the road and see fifty things, and I walk down the same road and see only three things.’”

Smith was one of many interviewees who reported, “I use a notebook and pencil every day.” Many others have devoted years to keeping notebooks, scrapbooks, collections and journals. Pages of those notebooks are photographed and included in the book. Pointedly, the authors have not chosen to include the artists’ finished products, such as buildings, frocks, ad slogans or paintings. Instead, we see the raw work — the notebooks, scribblings, and sketches — the inner-workings of the creative mind. As a reader, catching these intimate glimpses into someone’s creative process is almost like looking at the sock drawer of the mind. “For me,” says typographer Chris Priest, “a scrapbook is like a visual development diary, a personal journey.”

With such a variety of fodder, the book is a visual smorgasbord, with images of everything from pinup girls to walrus tusks. And while the authors clearly address the question, “How do people get inspired?” they arrive at a divergent conclusion. In fact, there are 36 different conclusions.

Therein lies the strength of the book: It remains clearly committed to its primary sources. The artists speak for themselves. Their workspaces appear in unvarnished snapshots. Their notebooks are laid opened to digital cameras.

As a student of creative studies, I cannot help myself from pinning these specimens to the scientific corkboard of theory. I find myself thinking, “Wow, that guy is such a high ideator,” or “She’s talking about the need for incubation!” or “Gosh, he really understands his work environment preferences.” I can see their “creative” personality traits lining up exactly with the Adjective Check List. I can map their process onto the stages of creative problem solving.

I’m pleased to report that, for me, understanding some aspects of creative theory has brought a richness to these isolated interviews. I am equally pleased to report that the solo voices and anecdotal insights in these interviews have brought a richness to the theory.

In the end, if it’s creativity you’re after, regardless of whether you’re interested in theory or its manifestation, you’re in for a lot of work. The years of devotion that these individuals have invested in becoming “eminent creatives” is summed up by the comments of textile designer, Vibeke Rohland who reflects on her motivation to do creative work, “I don’t know what else to do. For me there’s no such thing as a day off. I love what I do, and do it all the time. The older I get, the braver I become. But it takes time. I believe that if you want to be good at what you do, it takes time.”

Being inspired takes time. Reading Inspired is definitely time well spent.

Note, this opinion is not just my own: The book first came out in 2005. In 2010 came the 2nd edition (which is how I came to review it for this class) due to public demand. The book is being reprinted for the 5th time in 2011. It's sold worldwide in Asia (Japan, Hong Kong, China), Australia, USA and Europe. It's a part of the curriculum for design, advertising and fashion students in London, Melbourne and Copenhagen.

Sarah Thurber is managing partner of FourSight, LLC, a Chicago publishing firm that develops researched-based tools to promote team innovation.

Tuesday, September 13, 2011

Creative Strategy: A book review by Irina Mishina


Review by Graduate Student Irina Mishina

The goal of Creative Strategy is to build a bridge between the concepts of strategy and creativity in the area of business. It is basically about how to make business more innovative.

The authors articulate the reason for writing the book by identifying what they call “false separations” – generally admitted beliefs about creativity and strategy that apparently place them in totally different realms. In essence, these beliefs have to do with generic understanding of creativity as something that requires spontaneity, diversity and flexibility, whereas strategy is seen as something rigid and focused that requires planning and hierarchy. To build their point the authors claim that creativity and strategy are not that different, and both require the same set of cognitive skills and approaches. In short, that all strategic is creative, and all creative is strategic.

To be able to build this bridge, we obviously need to first define both concepts. Bilton and Cummings build the book argument based on the one of the most accepted in the academic world definitions of creativity as something novel and useful. But they go far beyond that. They construct a theoretical framework that includes understanding of different aspects of creativity, such as content, process and outcomes. In this framework, creativity produces novel and useful content that is born through the bisociation process of integrating apparently contradictory concepts, which in turn leads to transformation of contexts (p.16).

One may agree more or less with the authors’ definition of creativity, but at least this theoretical construct gives a clear point of reference to understand further authors’ arguments. Things, however, become much more blurred when it comes to defining what strategy is. The authors’ parting point is that for the last decades there have been so many different approaches to strategy developed, that the concept became very elusive. Eager to maintain the creative operandi of bisociative process, however, instead of leaning to one concrete definition, Bilton and Cummings claim that creative strategy needs to integrate all those approaches together. This leaves us with a vague definition of strategy as a "keystone that coordinates and makes the organization create in concert", "the realm in which all of the myriad parts of an organization come together, clash, compete, compromise and work to solve collective problems to move forward" (p. 5).

Further, defining for strategy the same construct of content, process and outcomes, we find that the strategy content is basically anything that anyone may think of as strategy. Given the elusiveness of the concept, the authors state that the goal of a business is not to have strategy at all, but to become strategized, that is to say, to develop and maintain “progress toward generic outcomes like greater animation, orientation, and integration” (p. 39). Where by orientation we understand a general direction, animation stands for motivation, and integration refers to the same bisociative process of integrating contradictory concepts. It is not a surprise the authors end up with the conclusion that it is not clear what process may lead to these outcomes. Therefore they define their goal as identifying this process. And this is what the book is about: the process of becoming strategized.

My interest in the topic of creative strategies was born a couple of years ago with my encounter with Blue Ocean Strategy (Kim & Mauborgne, 2005). At almost the same time I was introduced to the Creative Problem Solving process, I was immediately struck by how these two methodologies fit together. This fit was opening immerse possibilities for our fast changing world that presents tough challenge of strategic positioning not only for businesses, but also for individuals. While we are undergoing the paradigm shift that radically alters the rules of the game of life, the ability to position oneself (or itself if we talk about a company) outside of the competition is becoming crucial. This positioning is achieved by offering a unique set of values to the external world, whether this world is incarnated by customers, employers, or society, is becoming crucial. This is what I had been calling creative business strategy until my next important encounter, this time with Richard Rumelt’s Good Strategy/Bad Strategy (Rumelt, 2011). Rumelt, proclaimed the strategy’s strategist by McKinsey (Lovallo & Mendoca, 2007) and a management guru by The Economist (“Richard Rumelt”, 2008) claims that currently there is a lot of confusion around understanding what strategy actually is, and that strategy is in fact about identifying what set of your own strengths and external opportunities you could use to overcome the most critical challenges you are facing, and being able to devise particular steps to address these challenges. Anyone familiar with Creative Problem Solving would immediately recognize that under this understanding a good strategy design requires CPS skills, and in this case any strategy is, in fact, creative strategy. In this case having a clear definition instead of an elusive construct created purely for the sake of theorizing allows one to identify a very specific process of developing a strategy.

What Creative strategy: Reconnecting business and innovation actually is about is how an organization may become more innovative. The book talks about different types of innovation and the process of innovation; about the importance of entrepreneurial attitude that is required to get an innovative product to the market; about emergent leadership traits wanted in our times - leadership based on trust and collaboration and creative problem solving; about the characteristics of innovative organization culture; and about new management systems. In short, it covers all hot topics of management and innovation widely discussed nowadays by professionals in academic literature and in popular press. The book is very well documented, so one may find in it a wealth of very interesting references, and the cases described in it provide some brilliant examples of really creative strategy (see the story of Billy Beane on pp. 176-181). However while the authors insist on using the term strategy when talking about innovation, management, organization and leadership, the reader can’t help feeling perplexed with the question “What are we talking about here?”

Using the definition of creativity the book is based on, one may say that it is definitely novel as it gives new forms and names to some well-known content. As for usefulness, I will leave it up to each reader to decide it for oneself.

REFERENCES

Kim, W. C., & Mauborgne, R. (2005). Blue ocean strategy. Boston, MA: Harvard Business Publishing.

Lovallo, D. & Mendoca, L. (2007, November). Strategy’s strategist: an interview with Richard Rumelt. In McKinsey Quarterly. Retrieved from https://www.mckinseyquarterly.com/Strategys_strategist_An_interview_with_Richard_Rumelt_2039.

Richard Rumelt (2008, December 26). The Economist. Retrieved from http://www.economist.com/node/12677012.

Rumelt, R. (2011). Good strategy/Bad strategy: the difference and why it matters. London, UK: Profile books.

IRINA MISHINA, also known under the name of Ima Blumm, is a creativity consultant and coach; she works in the areas of Creative Problem Solving, creative strategies and talent and vocation development. She is also a photographer, writer and multidisciplinary artist.

Creativity is her life's passion and she dedicates herself to help others to develop their creative potential, as the main premise of her work is that creativity is a human being's innate ability and it just needs certain conditions in order to flourish. According to Irina in our times of constant changes developing creative potential - whether of an individual or of an organization - is a must requirement for success.


Thursday, April 28, 2011

Does Grassroots Creativity Education Need Nourishment?


Written by Graduate Student Dana Calanan
Here’s a familiar scene for a budding creativity specialist. You’re at a party and small talk is the mainstay. Upon introducing yourself, your new acquaintance asks that time-honored question -- “So, what do you do for a living?” How do you respond? As a new creativity expert, I reply, “I’m in graduate school in Creative Studies.” At first, their quizzical stares intimidate me as I fumble for the words to explain myself. I begin with a simple definition that supports the field’s credibility, “It’s the psychology behind creative thinking or behavior.” The head tilt becomes a little less severe, but I can tell they still need more information. So then I say, “We do creative problem solving, or come up with ideas for innovation.” Usually they seem to vaguely understand by this point. However, there are times when all I can connect with them on is the term originated by Alex Obsorn – Brainstorming (1953).

Brainstorming, the well-known technique used in idea generation, is often mistaken for the act of creative problem solving. This is one of the many misconceptions regarding creativity. Another myth that hinders creative behavior is the belief that is reserved only for special people or endeavors. (Richards, 2007, p. 25). At the International Center for Studies in Creativity (ICSC) at Buffalo State College (BSC), myth busting is happening through awareness and a solid education. The department has instituted a fairly new vision: “Igniting creativity around the world: Facilitating the recognition of creative thinking as an essential life skill” (International Center for Studies in Creativity, n.d.).

We have all been affected in various ways by the ongoing global changes. Now more than ever, the need for creativity combined with community is at an all-time high. Half a later and Osborn’s words still ring true, “…there is a crying need for more creative thinking” (1953, p. 5).

Background
Alex Osborn’s book, Applied Imagination (1953), brought the concept of creative thinking into the light and since then it has spawned a field of research that continues to be controversial. Due to the nature of the topic, it lends itself to being subjective and ambiguous, even in the eyes of its researchers. Many theories and models exist regarding the phenomena and it has had a long journey in gaining recognition and credibility among academics. Is it any wonder that one gets puzzling looks when trying to explain it to the average person?

I have sat through many thought-provoking and insightful lectures regarding creativity. In the application of creative thinking, I’ve noticed that despite the importance stressed on creativity’s benefit in everyday living, much of the content is geared toward organizations, leadership and formal education, primarily the education of children. (Personal observation, 2010, 2011). This made me wonder if the outreach for creativity education was actually trickling down to a grassroots level. That is, has the average person been exposed to the basics of creativity and if yes, how well? Utilizing social media to solicit responses, I created a quick survey to further examine my questions.

A Quick Creativity Survey
Upon reviewing the most common myths surrounding creativity, I posed eight simple yes or no questions, as well as one that was open-ended. It was entitled A Quick Creativity Survey and those who participated provided their answers anonymously. To my surprise, the reaction was incredible - - within approximately an hour, more than 50 responses had been collected and
the numbers continued to rise. The sample group of consisted of 211 people. The survey indicated interesting results as seen in Figure 1. The most standout observation was that 98% of the respondents believe that creativity was important in daily life, and 75% were interested in learning more.

Another misconception surfaced when 40% of those polled believed that Brainstorming and Creative Problem Solving (CPS) were the same thing. Similarly, 41% also thought creativity and innovation were the same -- despite the fact that 39% said they have had some education in creative studies. A limitation of my quick survey was that my populace was not thoroughly investigated. Therefore, generalizability cannot be established. A prime example of a question worth examining further regards creative studies education – what was learned and where was this education procured? More information would certainly affect the future results.


Fig. 1. A Quick Creativity Survey. Developed by Dana Calanan, 2011.

Why Explain Creativity?
Explaining creativity is necessary for the acceptance of its use by an individual. Due to societal norms, creativity generally dissipates soon after childhood and most of us have experienced creativity as something frivolous and “artsy.” This alone is a reason to take the time to explain creativity to the layperson. They too can experience that, “it [creativity] is something we can all tap into, and it is possible that creativity has its greatest impact on a personal level” (Swahn & Svahn, 2008, p. 3).

Public Creativity Education Outreach
From sitcoms to annual reports, the words: create, creativity, imagination and innovation and various forms of similar phrases are more and more seeping into the public’s consciousness. But are the theories or even the definitions behind these buzz words being fully understood? It appears that the terms are being used in ways that liken them to the latest fad or gadget. My research suggests that there is a need for some clarification. Despite the numerous sites dedicated to the encouragement of being creative, those geared toward teaching the fundamentals of creative behavior and thinking on a public level are hard to find.

Until recently, BSC offered the only accredited Master’s program in the entire world. However, more academically based programs are beginning to surface elsewhere. As of 2010, there were 54 known curriculums worldwide (Yudess, p. 139). The World Intellectual Property Organization (WIPO) – a specialized United Nations agency that rewards creativity – now lists on their website -- www.wipo.int -- only eleven recognized programs in the world that offer Creativity outreach aimed at the general public. Interestingly, the United States is represented by only by the National Inventors Hall of Fame. To me, this fact seems to add to another common myth of creativity – that it is reserved only for geniuses.

Discussion
There is a great deal of research regarding everyday creativity as well as creative behavior in many other aspects of life. My view, now from both an academic and a pop culture perspective, is that the public is hearing words and phrases, but have not been given the foundational thinking behind them. The ICSC appears to be addressing this issue based on one of the Big Hairy Audacious Goals: “We aim to extract the fundamental principles taught in our curriculum and to incorporate them into public programs that will be available to learners throughout the world interested in developing their creativity” (International Center for Studies in Creativity, n.d.).

Though my survey may not be substantial in its methods, it has revealed a niche -- creativity education on a grassroots level. The impact of such an outreach regarding the basics of creative studies could positively affect the quality of life for many people. Explaining creativity “… will lead to a more creative society, and will enhance the creative potential of our families, our workplaces, and our institutions” (Sawyer, 2006, p. 5). More research is needed to support a hypothesis for this paper, but there seems to be a short in the circuit between creativity research and the very people with whom they are trying to connect.

Conclusion
The influence that creative thinking has on one’s life is not in question. It has been established that it is vital to our growth and can be taught. The real question is whether or not it is being cultivated by and with the general public. While the lines of communication are open -- creativity buzz words are seen and heard nearly everywhere -- sometimes you have to bring the
learning more directly to the people. The conditions are ripe for this to happen now and there is a definite need for developing self-sustainability in individuals, and in turn society.

I believe the field of creativity has the perfect opportunity to harness the interest that has already been piqued by marketing giants and the burgeoning list of creativity experts. Parnes (1992) wrote “…people who care about creative ability in others, can learn to better understand and tap their own creative potential, as well as nurture it more fully in individuals and groups about whom they care” (p. 145). I invite those with the expertise to impart the fundamentals of creativity to the general public, to do so now.

Ms. Calanan has a BS in Fashion from SUNY @Buffalo State. She has been a clothier and entrepreneur, having owned both a vintage & consignment clothing boutique. Dana also worked extensively in theatrical costuming and most recently left her career on Broadway to pursue other interests. This has serendipitously led her to the International Center for Studies in Creativity. Dana’s curiosities are vast, but passions lie in aesthetics, parapsychology, self-healing and violence awareness.

References

International Center for Studies in Creativity. (n.d.). Mission and vision. Retrieved from
http://www.buffalostate.edu/creativity/mission.xml
International Center for Studies in Creativity. (n.d.). Big hairy audacious goals. Retrieved from
http://www.buffalostate.edu/creativity/x952.xml
Osborn, A. (1953). Applied Imagination: Principles and procedures of creative thinking.
New York, NY: Charles Scribner’s Sons.
Parnes, S. J. (Ed.). (1992). Creative Problem-Solving and visionizing. In Source book for
Creative Problem Solving: A fifty year digest of proven innovation processes. Buffalo, NY:
Creative Education Foundation Press.
Richards, R. (Ed.). (2007). Everyday creativity and new views of human nature:
Psychological, social, and spiritual perspectives. Washington, D.C.: American
Psychological Association.
Sawyer, R. K. (2006). Explaining creativity: The science of human innovation. New
York, NY: Oxford University Press.
Swahn, A. L. & Svahn, S. (2008). Creativity: A science-based outlook on life and work.
Bloomington, IN: AuthorHouse.
World International Property Organization. (n.d.). Creativity and innovation: Outreach
aimed at the general public. Retrieved from http://www.wipo.int/ip-
outreach/en/tools/guides/examples/creativity/general/
Yudess, J. (2010). Colleges and universities with degree or certificate bearing programs in
Creativity. Journal of Creative Behavior, 44(2), pp. 140 – 142.