Matthew May, author of Elegant Solutions: Breakthrough Thinking The Toyota Way offers 10 practices that can drive the innovation necessary to discover elegant solutions. These 10 practices should be embedded into the work of schools, districts, leadership teams, professional learning communities, or professional networked learning collaboratives.
Let The Learning Lead
“Learning and innovation go hand in hand, but learning comes first.” Or as Michael Fullan would say, “Learning is the work.”
No educator would argue with this. Learning is what we do. I have even gone so far as to say that teachers should be called “Master Learners.”
Matthew explains that, “Learning triggers creativity down the line…”
Learning is at the heart of what great teachers, Professional Learning Communities, Professional Networked Learning Collaboratives, school, and school districts do.
We should be constantly asking ourselves and assessing ourselves against the degree to which experimentation and inquiry is built into our core educational processes.
Learn To See
Matthew advises that we, “Live the customer’s life.” In other words, we need to view problems through the lens of the student, or the teacher, or the parents, or the administrator. “Watch the problem in the context and environment within which it occurs. View it from every conceivable angle.”
In other words, be an Anthropologist. View problems with open minds and through others’ perspectives.
“The phrase in Japanese is genchi genbutsu: go look and see to fully grasp the situation; then and only then, define the problem and design the appropriate solution.”
The key to finding the elegant solution is to make sure you are solving the right problem.
“Successful problem solving requires finding the right solution to the right problem. We fail more often because we solve the wrong problem than because we get the wrong solution to the right problem.” Russell Ackoff (1974)
Ask yourself, how well do you understand the problem your student, teachers, or parents face?
Design For Today
“Focus on clear and present needs. Make sure you’re concentrating on a real need…don’t attempt to manufacture a need.”
There are many issues and problems facing teachers and schools. Focusing on a clear need will ensure the solution is solving a problem with minimal effort, time, and expense.
Many educational plans go wrong because no one bothered to ask what would happen if the idea or solution became a reality. Taking a moment to really assess if this if an idea will result in the solution you are looking for is important.
Think In Picture
There is a reason that one of Marzano’s 9 effective strategies is “nonlinguistic representations.”
Matthew explains, “Pictures and images connect people to thoughts and goals and help turn valuable ideas into action. So get graphic. Whenever you can, wherever you can, start building a visual element into your thinking—Storyboard it, diagram it, mindmap it, whiteboard it, butcher-paper the walls and go crazy.”
School leadership teams, Professional Learning Communities, and Professional Networked Learning Collaboratives should be creating nonlinguistic representations of their problems to help them “see” possible solutions. Are you including a means of creating and capturing images and graphics into your meeting planning?
How does what you do in your classroom or at your school connect with you and others on an emotional level? What get you are those you teach and work with in the heart, mind, and soul. That is your intangible.
Leverage The Limits
“Restraining resources rule—resources constraints can spur ingenuity.”
This is about becoming imaginative with what you have. Teachers are some of the most resourceful people I know. Dealing with limited resources and constraining regulations can create a source of creativity.
“All artist work within the confines of their chosen media, and it’s the limits that spur their creativity.”
Education must deal with the restraints of time, location, standards, legislation, and limited physical and financial resources. With no barriers, things would be simple; it requires no creative solutions. But, the very nature of an educational system is “limiting” and so we are spurred to be creative and seek “elegant solutions.”
Though we have many barriers and issues facing us daily in education, we are still required to meet our goals of improving student learning. To do more for students with less should drive our creative powers.
Master The Tension
“Breakthrough thinking demands something to break through.”
Think of the opposing ideas of doing more for students with fewer resources or more constraining regulations. That is tension.
Matthew warns that we must be careful because, “…we have a natural tendency to ‘satisfice’—give in too early and glom on to the solution that is inevitably less elegant, less than optimal.”
This happens in educational meetings often. Teacher and or administrators sitting around a table, many not wanting to be there, agree quickly to the first idea that seems to make sense. Often though, these are not the best ideas. Too little thinking, conversation, creativity, or analysis has gone into examining the problem and or the solution to have developed a truly elegant solution. We satisfice so we can move on.
What we need more of in education is “integrative thinking.” We need more opposable minds that can manage the creative tension needed to develop solutions for problems like increasing student learning while having more standards to teach and less resources. Or having to create time for learning a new curriculum while simultaneously implementing the new curriculum.
Managing this sort of tension can create innovative ideas for elegant solutions.
Run The Numbers
There is a reason data driven instruction is so in vogue. Data provides facts and insight to back up our instincts.
“Digging into relevant data helps fight the dangers of bias, convention and instinct. There’s nothing better to help make the break with comfortable patterns than solid evidence. Great innovations are based on much more than a feeling.”
Patterns and trends in student achievement data, attendance data, graduation rates, etc., can provide places for inquiry processes to be applied and new ideas explored.
Make Kaizen Mandatory
“Pursuing perfection requires great discipline—create a standard, follow it, and find a better way.”
According to Matthew, research has shown that the, “…average number of ideas submitted per employee annually is 100 time greater in Japanese companies than in U.S. companies.”
We are used to rewarding ideas that succeed. But Matthew thinks we might have the wrong approach if we want to encourage more ideas.
“We have it backwards! The bottom line is that the Western business practice of rewarding only accepted ideas has all but killed the creative drive in corporate America.”
Education does not really “reward” accepted ideas, but creative administrators could think of way to encourage and acknowledge idea, whether they are implemented or not. This would encourage teachers and parents to submit more ideas. The more ideas to select from the greater the chance are of hitting on a winner, an elegant solution.
Matthew says, “We need a better way—kaizen. Kaizen (ky-zen), the Japanese word for the American—made concept of continuous improvement, is all about idea submission, not acceptance.”
“Kaizen has three steps: First, create a standard. Second, follow it. Third, find a better way. Repeat endlessly. Trying to improve and innovate without a standard as a reference is like a journey with no starting point.”
“Complexity kills—scale it back, make it simple, and let it flow.”
Education, like any other bureaucracy has a tendency to make simple things complex. It kills the innovation and motivation within a great idea when we add layers of bureaucratic messiness.
Let The Learning Lead
“Learning and innovation go hand in hand, but learning comes first.” Or as Michael Fullan would say, “Learning is the work.”
No educator would argue with this. Learning is what we do. I have even gone so far as to say that teachers should be called “Master Learners.”
Matthew explains that, “Learning triggers creativity down the line…”
Learning is at the heart of what great teachers, Professional Learning Communities, Professional Networked Learning Collaboratives, school, and school districts do.
We should be constantly asking ourselves and assessing ourselves against the degree to which experimentation and inquiry is built into our core educational processes.
Learn To See
Matthew advises that we, “Live the customer’s life.” In other words, we need to view problems through the lens of the student, or the teacher, or the parents, or the administrator. “Watch the problem in the context and environment within which it occurs. View it from every conceivable angle.”
In other words, be an Anthropologist. View problems with open minds and through others’ perspectives.
“The phrase in Japanese is genchi genbutsu: go look and see to fully grasp the situation; then and only then, define the problem and design the appropriate solution.”
The key to finding the elegant solution is to make sure you are solving the right problem.
“Successful problem solving requires finding the right solution to the right problem. We fail more often because we solve the wrong problem than because we get the wrong solution to the right problem.” Russell Ackoff (1974)
Ask yourself, how well do you understand the problem your student, teachers, or parents face?
Design For Today
“Focus on clear and present needs. Make sure you’re concentrating on a real need…don’t attempt to manufacture a need.”
There are many issues and problems facing teachers and schools. Focusing on a clear need will ensure the solution is solving a problem with minimal effort, time, and expense.
Many educational plans go wrong because no one bothered to ask what would happen if the idea or solution became a reality. Taking a moment to really assess if this if an idea will result in the solution you are looking for is important.
Think In Picture
There is a reason that one of Marzano’s 9 effective strategies is “nonlinguistic representations.”
Matthew explains, “Pictures and images connect people to thoughts and goals and help turn valuable ideas into action. So get graphic. Whenever you can, wherever you can, start building a visual element into your thinking—Storyboard it, diagram it, mindmap it, whiteboard it, butcher-paper the walls and go crazy.”
School leadership teams, Professional Learning Communities, and Professional Networked Learning Collaboratives should be creating nonlinguistic representations of their problems to help them “see” possible solutions. Are you including a means of creating and capturing images and graphics into your meeting planning?
Capture The Intangible
“It’s the intangible that differentiate and transform…Capture the intangibles that people truly prize, and you’ll find the most compelling elements of value.”
Find those intangibles that define, your school, your PLC, or your PNLC. Think about your values and your culture.How does what you do in your classroom or at your school connect with you and others on an emotional level? What get you are those you teach and work with in the heart, mind, and soul. That is your intangible.
Leverage The Limits
“Restraining resources rule—resources constraints can spur ingenuity.”
This is about becoming imaginative with what you have. Teachers are some of the most resourceful people I know. Dealing with limited resources and constraining regulations can create a source of creativity.
“All artist work within the confines of their chosen media, and it’s the limits that spur their creativity.”
Education must deal with the restraints of time, location, standards, legislation, and limited physical and financial resources. With no barriers, things would be simple; it requires no creative solutions. But, the very nature of an educational system is “limiting” and so we are spurred to be creative and seek “elegant solutions.”
Though we have many barriers and issues facing us daily in education, we are still required to meet our goals of improving student learning. To do more for students with less should drive our creative powers.
Master The Tension
“Breakthrough thinking demands something to break through.”
Think of the opposing ideas of doing more for students with fewer resources or more constraining regulations. That is tension.
Matthew warns that we must be careful because, “…we have a natural tendency to ‘satisfice’—give in too early and glom on to the solution that is inevitably less elegant, less than optimal.”
This happens in educational meetings often. Teacher and or administrators sitting around a table, many not wanting to be there, agree quickly to the first idea that seems to make sense. Often though, these are not the best ideas. Too little thinking, conversation, creativity, or analysis has gone into examining the problem and or the solution to have developed a truly elegant solution. We satisfice so we can move on.
What we need more of in education is “integrative thinking.” We need more opposable minds that can manage the creative tension needed to develop solutions for problems like increasing student learning while having more standards to teach and less resources. Or having to create time for learning a new curriculum while simultaneously implementing the new curriculum.
Managing this sort of tension can create innovative ideas for elegant solutions.
Run The Numbers
There is a reason data driven instruction is so in vogue. Data provides facts and insight to back up our instincts.
“Digging into relevant data helps fight the dangers of bias, convention and instinct. There’s nothing better to help make the break with comfortable patterns than solid evidence. Great innovations are based on much more than a feeling.”
Patterns and trends in student achievement data, attendance data, graduation rates, etc., can provide places for inquiry processes to be applied and new ideas explored.
Make Kaizen Mandatory
“Pursuing perfection requires great discipline—create a standard, follow it, and find a better way.”
According to Matthew, research has shown that the, “…average number of ideas submitted per employee annually is 100 time greater in Japanese companies than in U.S. companies.”
We are used to rewarding ideas that succeed. But Matthew thinks we might have the wrong approach if we want to encourage more ideas.
“We have it backwards! The bottom line is that the Western business practice of rewarding only accepted ideas has all but killed the creative drive in corporate America.”
Education does not really “reward” accepted ideas, but creative administrators could think of way to encourage and acknowledge idea, whether they are implemented or not. This would encourage teachers and parents to submit more ideas. The more ideas to select from the greater the chance are of hitting on a winner, an elegant solution.
Matthew says, “We need a better way—kaizen. Kaizen (ky-zen), the Japanese word for the American—made concept of continuous improvement, is all about idea submission, not acceptance.”
“Kaizen has three steps: First, create a standard. Second, follow it. Third, find a better way. Repeat endlessly. Trying to improve and innovate without a standard as a reference is like a journey with no starting point.”
The key to making Kaizen mandatory is finding ways to develop, encourage, and sustain a flow of ideas from teachers, Professional Learning Communities, and Professional Networked Learning Collaboratives.
Keep It Lean“Complexity kills—scale it back, make it simple, and let it flow.”
Education, like any other bureaucracy has a tendency to make simple things complex. It kills the innovation and motivation within a great idea when we add layers of bureaucratic messiness.
Ask yourself, what ideas are being weighted down with unnecessary complexity. Ask you teachers, your students, and your parents, they will have plenty of ideas. Make it simple.
Following these 10 key practices will ensure that you are targeting the underlying principles of innovation. And through them, your classroom, school, or district may discover its own elegant solution. Remember the mantra, not best, just better.
"Elegant Solutions" was one of the best books I've come across in years. "In Pursuit of Elegance" was outstanding as well. The implications toward education are enormous. I did a Q & A with Matt on my blog. He has some fine insights!
Posted by: Michael Sporer | August 25, 2009 at 12:18 PM
Michael, thanks for taking the time to read and comment back. I agree that eduction would benefit immensely if it were to follow the 10 keys described by Matt in "Elegant Solutions." I enjoyed your interview with Matt on your blog. Will post it on Twitter.
Posted by: Rob Jacobs | August 25, 2009 at 06:01 PM