What are the long-term impacts on learners who have taken training in structured innovation? What do they recall from the course? What is the long-term effectiveness of a systematic creativity training with regards to building-up creative confidence and creative confidence in learners? Did the learning journey to the creative side of life inspire some former learners to pursuit creative careers?
My colleague Dr. Brian Hunt and I investigated these questions in a new research study that is part of my research program “Teaching and learning creativity and innovation”. We will publish our complete results in a conference paper titled “Training Businesspeople in Structured Innovation: Tracking down Long-Term Impacts” that I will present at the ISPIM (International Society for Professional Innovation Management)
Innovation Conference in Vienna in two months. Today, allow me to share some of our interesting findings here.
Background of the study
Our new research builds on two earlier papers that introduced the course content and pedagogical design of a training program in structured innovation, and then mapped out the learner’s emotional journey through an experiential training course in business creativity (these findings were published in this previous article on Uncovering the Innovation Learner's Experience.
To investigate the long-term impacts of innovation training, we contacted 400 former learners via email and social media and collected 53 usable responses. The mean time that had passed since the respondents completed the course in structured innovation training course was 4 years, in spans varying from 1.5 to 11.5 years.
The respondents were almost equally split between male and female, with ages ranging from 24 to 69 years with a mean of 33.
What are some of the findings that we uncovered on the long-term impacts of structured innovation training?
Finding 1: Structured innovation training can anchor creative confidence and competence
Taking a well-designed training program in structured innovation improved both learners’ creative confidence (self-belief in one’s creativity) and creative competence (knowledge and skills in the fields of creativity and innovation) in the long run. Almost 80% of the former learners confirmed that they consider themselves to be more creative than their colleagues at work (creative confidence) and to know more about creativity and innovation than their colleagues (creative competence).
Many comments echoed the notion that “everyone can be creative” and that “you can systematically create creative results using methods and tools”, underlining the themes of creative confidence and competence. One former learner said: “I now truly believe everyone is creative, I look at people around and especially myself very differently. I have a lot more confidence in thinking out of the box and pitching ideas. And with the belief, ideas flow.” Another respondent voiced surprise on “how little other people know about business creativity”.
Finding 2: Structured innovation training can inspire more creative career paths
Our data confirmed that being exposed to experiential innovation training encourages roughly half of the learners to pursue careers in creative industries or more creative business functions, or even to start their own creative ventures.
One former learner said: “I left the corporate world and joined startups in order to be able to create and try different approaches instead of being stuck with corporate compliance”. Others said the training “helped me to launch my startup instead of working in a big company. I work on innovation because of it”, or “inspired me to pursue a career in indie game development where creativity truly thrives”.
Others said the training helped them to approach their existing job responsibilities more creatively and successfully. One former learner stated the training “has given me a wider perspective and know-how in how to approach creative team building and brainstorm or knowledge accumulation process”.
Finding 3: An enjoyable learning experience can enhance the recall and application of innovation know-how
Given that on average four years had passed since the learners took their innovation training, we were pleasantly surprised how well they recalled innovation methods and thinking tools as well as key creative principles taught:
- Many explicitly remembered X-IDEA, Thinkergy’s innovation process method X-IDEA that formed the structural backbone of the innovation training program: “I remember all the stages of X-IDEA and their significance along with tools used in each stage like jotting down as many ideas as possible on post-its, merging them together to combine ideas, etc.” Others praised X-IDEA’s effectiveness as follows: “A systematic innovation process is always effective when going through an innovation project – hence, a systematic process with a focus on productivity is key”; and “we had our final idea and thought it would not have been even remotely possible to come up with such an idea with the convention thinking process”.
- Other course graduates recalled and applied the TIPS (Theories, Ideas, People, Systems) profiling method. (“I understand myself more with TIPS and apply it to I work with people”; “My most memorable moment was when we leaned about our TIPS profile and how our type relates to and interacts with others”.)
- A number of former learners recalled important creative principles, such as moving from idea quantity to idea quality, thereby transforming wild ideas into novel, original and meaningful concepts: “One main insight I gained was never to judge and kill any ideas at the beginning. They can lead to potentially become the big idea.” Others noted that in the context of a structured creative process, a “crazy idea can become a practical one” and that a “wild idea creates innovation”.
Finding 4: Course application and appreciation is most intensive at the upper and top management levels
Interestingly, those former learners who now play leading roles in their organizations voiced the highest long-term appreciation of the innovation training’s usefulness and creative effectiveness. While middle managers coordinate teams and work “in the business” with a focus on efficiency and “getting things done”, top-level leaders work more strategically and creatively “on the business”.
Conclusion: Our findings suggest that an effective training in structured innovation with long-term impact on the learners should follow these course design tips:
- Make learning fun, enjoyable and creative (“The course was in a complete different style than any other lecture. The different approach led to a different way of learning and unfolding creative potential”.)
- Design “sticky” activities and memorable moments (“fun activities”, “laying flat on floor”, “balloons and paper airplanes”, “the alien game”) into the creative learning journey to aid long-term knowledge recall .
- Teach useful knowledge and skills with a focus on practical application. (“The way of X-IDEA was very practical and logical”.)
- Build-up and anchor the creative confidence and creative competence of learners through realistic innovation practice cases. (“I’m more creative and I always think out of the box”.)
Do you want to build-up your creative competence and creative confidence with a structured innovation training? Do you want to learn more about our systematic innovation method X-IDEA? Or find out what’s your preferred cognitive style and your TIPS innovator profile? Contact us to learn how Thinkago can unbox the thinking of your team with a long-term impact.
© Dr. Detlef Reis 2017.