L8-Part 3b Driving Adoption

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From the course by Vanderbilt University

Leading Innovation in Arts and Culture

31 ratings

Vanderbilt University

Leading Innovation in Arts and Culture

31 ratings

Developed by David Owens at Vanderbilt University and customized for the cultural sector with National Arts Strategies, this course is designed to help arts and culture leaders create an environment where new ideas are constantly created, shared, evaluated and the best ones are successfully put to work. One of the toughest challenges for any leader is getting traction for new ideas. Winning support can be a struggle. As a result, powerful new ideas often get stuck. This is especially true in the cultural sector. People involved in arts and culture often have little time and even less money for experimentation and risks. This course will help those in the performing arts, museums, zoos, libraries and other cultural organizations build environments where new management and program ideas flourish. Leading Innovation in Arts & Culture will teach you how to make an "innovation strategy" a fundamental component of your organization's overall strategy. In this seminar you will learn to: - Analyze constraints on innovation in your organization, foresee obstacles and opportunities, and develop a shared vision - Develop a process to manage the demands of multiple stakeholders, shifting priorities and the uncertainty inherent in new initiatives - Create a culture for innovation and risk-taking that generates new perspectives and challenges existing practice - Create a strong customer focus within your organization that anticipates customer needs National Arts Strategies worked with David Owens to customize this course for those working in the cultural sector. They based their work on David Owens’ Leading Strategic Innovation in Organizations course. This highly interactive 8-week course will engage you in a series of class discussions and exercises.

From the lesson

Leading an Innovation Strategy

Our final week takes on the problem of innovating as if it really mattered. We start with the story of Apollo 13, a life-or-death situation that required intense creative problem-solving, and consider the leadership behaviors that made successful innovation possible. Next, since our focus so far has been on improving our own ability to innovate, we discuss how to use the innovation constraint model to drive adoption by those people who are the targets of our change. We then revisit the question of process, and look at the role of the leader during each phase of a team's innovation journey. Moving to the organization-level of analysis we explore innovation portfolios and their ability to help us manage risk. Finally, by way of conclusion in the course, we talk about the nature of YOUR constraints and the ways that you can continue to identify them and find ways to work around them.

L8-Part 1 Intro to Leading Innovation4:36

L8-Part 2 Story of Apollo 137:12

L8-Part 3a Driving Adoption9:02

L8-Part 3b Driving Adoption8:08

L8-Part 4a Leading the Process9:07

L8-Part 4b Leading the Process7:52

L8-Part 4c Leading the Process6:55

L8-Part 5A Innovative Orgs7:57

L8-Part 5B Portfolio Maps7:28

L8-Part 5C Portfolio Maps Continued7:02

L8-Part 5D Projects10:00

L8-Part 6 Your Constraints8:48

L8-Part 7 Stop Creative People9:51

Meet the Instructors

David A. Owens, PhD, PE
Professor
Practice of Management and Innovation
Jim Rosenberg
Independent Consultant and Senior Advisor at NAS

[MUSIC].

We have industry constraints. And we can think about that, about how

the industry how innovation really can account for what, what's going on in the

landscape. You know, so competition, so I'm offering

this to someone like what, who are the competitors and how are they competitors.

What's the substitute? If I say, here's this innovation, what am

I substituting for? What can substitute for me?

What are they currently doing? Terms of suppliers, remember these people

who sort of support the thing. Does it, you know, threaten occupations

or professions? I gave an example of a court reporters

who were not so happy about these devices that use computers to record everything

that goes on in a court room. And so that innovation, although it

sounds great, but suppliers, the people who actually do the court reporting, are

totally against it. Because it threatens their profession, it

threatens their occupation. Also does it devalue suppliers or

resources, or the things that it takes out of the devalue chain that actually

some people think are important. And they think theyr'e important for

different reasons. And it may be more than just money, it

may be something else as well, identity values those kinds of things.

Also how many people need to adopt it that is how many people do you need to

make this innovation worth doing, right? Because if I had projection, I need to

sell a million of these things to be able to sell that at a certain price that

people will accept. Are there enough people to do that?

Also what are the economic conditions of adoption.

It may be that I generated my innov, innovation, I just had my idea.

I developed my product at one place and time, but then maybe the economy

collapses or maybe something different happens, where people aren't willing to

support. They would love it if it meets every

other condition, except economically makes no sense at this point.

And some organizations that have lots of labour, we talked about last time, with

the human-powered pump that was[INAUDIBLE] .

And so the economic conditions require you to acknowledge that to say they have

people but they don't have money. So whatever I do, can use people but it

cannot use money in some way. We talk about societal constraints and so

applying societal constraints to thinking about our targets of adoption.

So, if I'm going to say I'm trying to get someone to adopt something what are the

societal constraints. Say about that.

Well one thing it says is that, they are going to talk other people.

Or when they adopt they're going this adoptin I buy a new iphone that's

going to say things to other people about me.

If I adopt that thing what does it say about me to other people and is that

something I want to be said about me. Me, you know.

Do, it makes me something new, maybe it makes me a nerd, maybe it makes me a, a

sophisticate, mayb-, maybe it makes me urbane.

Those things that it makes me, is that something I want to be?

Do I want to be what it can make me and what it will make me?

Also, which stakeholders are, are going to say, hey, that's going to cause

harm. And sometimes, it's very surprising

whoever is going to come out of the, you know, out of the woodwork and say, that

innovation that you're proposing, that's going to cause harm.

And so this idea of social control and when social control's exerted is going to

be important to think about. And so you look at your innovation and

say how on earth can someone think this is going to hurt while someone will think

it's going to harm and hurt. And so you need to figure out who it is

also current regulations future regulations so social control is about

regulations, right? Laws, ethics, morals things like that.

So, we need to think about what's going on now in this realm, and what's likely

to be going on in the future. This is a place where we don't, we

sometimes we want to hide because it seems so difficult to push against social

control that we try to hide. But hiding information doesn't mean the

information is not true, doesn't mean it's going to go away.

And then finally, history. You know, why they are doing things the

way they are currently doing, you're making some proposition for change, that

means there are something going on already.

Why is it going on that way? What is that you have to have knowledge

about what the way it was done before. In the way that you propose to do in the

future. And then also, will the thing that you're

proposing work with the things that they already have?

They already have knowledge. They already have you know, stuff.

They already have ways of doing things. They always have understandings.

Will what you're proposing work with those understandings that they have

already? Because if it doesn't, it's going to be a

harder sell than if it's something that already fits into their life.

Here you might think about, I know people who do, software integration, basically

people who do new software installations in the organizations.

They know it's somewhat more successful if you can get the new system in the work

for it. That is, people are used to doing things

a certain way now. If you can create the new system in a way

that sort of allows them to keep doing, but makes it more efficient, it generally

will go along with it. If they have to learn a whole new way of

doing things, you know, based on their history.

They're very likely to not go along with you, not make your proposition for

change, that is your innovation as successful as it might be.

And then we talked about technological constraints.

And so we think about, you know, what can what do they have to do to make this

thing work as promised? Are there other things that they have to

know? you know, is it really going to work in

their context? And so, lots of times it's easier to say,

oh, I you know, I developed this thing and it works on my computer.

But now if I you know, put it out to 10,000 computers out in the world, is it

still going to work now that they're all networked together?

Now, that they're run by people who don't maybe have more basic skills.

Or now that they're, they're in an environment where the power's not is, is

constant, will it really work, in their context.

Will it increase their control over the world, does it help them to create

certainty? Does it help them to sort of lock down so

you know in terms of laws are fixed, does it create much more uncertainty?

You know while if I'm driving a car and I'm driving along distance and is likely

to break down. Well that's a problem that does not

increase my control over the world that does not make me feel better about taking

on this new kind of constraint. Do we have time?

We're asking people to learn a new way? Do they have time to learn that new way?

Alright, have they left time in their planning it's not just about training but

about learning and maybe is a window of opportunity still open.

That we have a window of opportunity when this innovation could have helped that

organization. But maybe that window of opportunity is

closed up and we need to see that. We need to be able to understand, this

happens a lot. I can give just a simple, concrete

example, in purchasing cycles, in certain industries there's different purchasing

cycles. So, you have to, if you want to sell

something to a school, it buys once a year.

And if you miss that window of opportunity, they can't buy any other

time of the year. They buy that one time of the year.

You're trying to get things into a store for a gift giving holiday.

You know, there's a time when that's going to work.

And is that window still open? And we have to acknowledge that and

understand that about our targets of innovation.

And then, you know, are the inputs and outputs sustainable?

Are they things that actually are going to work for them?

Can they get enough power? Can they get enough water?

Can they get enough of the things that they need to make your proposition for

change actually work. And the inputs may be these physical

things, and they may also be kind of emotional things I would say as well.

And then also what are the adverse impacts that may happen during the life

cycle. And so as I take this thing through I may

see an adverse, I may see an impact I may not see it as adverse myself.

And so how do I understand what they would see as adverse?

Because this it may be something that may causes them to reject your innovation.

And so if I can anticipate ahead of time and say okay there's going to be some

output. Are these outputs likely to be adverse.

That is what is my target innovation likely to say that's a bad, that's a bad

output or that's a bad by product. Can I understand that and mitigate that

ahead of time before I go down this path with them.

And so that's the six areas, and how it is we might think about these constraints

in terms of other people. Because up to this point I've really been

talking about how the constraints apply to you.

So now we've talked a little bit about how to apply them to others.

So, let's say the answer is yes to every one of these.

Everyone says yeah, yeah, yeah. yes, yes, that'll work, that'll work,

that'll work, that'll work. But that doesn't guarantee adoption.

But I guarantee you that if you fail to answer some of these important questions

you will fail. And so, this is sort of a necessary, but

not sufficient. It how, you need to get the answers to

these things. But that will not garuntee that you will

suceed. However, if you don't get the answers to

these things, I will garuntee that you'll actually fail.

Now, you might be lucky once or twice, but, in the long run you're more likely

to fail. So, next I want to talk about leading the

team process. What goes on for the individuals as I

lead them through inovation process as a team?

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