Currently viewing the tag: "Innovation and arts"

Understanding the complexity

When a person in charge of an organization says that the employees of that organization should take further initiatives to develop creativity and innovation he is not giving authorization. I think he is saying that there is no need to ask for permission.

This concern in making these employees were naturally more active and engaged in the generation of ideas within the organization is not always well regarded. Frequently we see or in many organizations complaints stating that organizations do not create a climate of creativity or innovation culture.

I think it is in the midst of this hypothetical conflict that we have the answer to the construction of an environment of innovation, values and purposes.

Companies (leaders and managers) and its employees should be co-responsible for these environments.

For example, why don’t they promote a group of employees, more enthusiastic about creativity, and try to see if they create a desirable climate or environment of creativity?

The most frequent response of these employees is that their time is absorbed by meticulously timed tasks.

This lack of availability only exists if there is not an attention management or if there are not defined priorities. This is achieved with passion and with a common purpose.

This passion comes many times by a process of contact and contagion with “things”, with the art and the humanities. An organization can provide without major costs that contact and can choose between their elements facilitators of contagion, i.e. those more enthusiastic and those who can propagate the passion for creativity and innovation.

“Imagination, originality and risk-taking should not be byproducts derived from a university education. They should be its core. “– Jonathan Berger and Bryan Wolf

If we think in innovation, our tendency is to think only in science and technology, but in doing so we ignore the vital contribution of research and experimentation in the arts and in the humanities. Through these we have been able to create a clear development in our quality of life.

Education in the arts and humanities is the foundation of a liberal arts education and serves three important roles.

First, it prepares graduates to deal with the complexity, diversity, and ambiguity of human societies.

Second, it draws out and develops personal creativity.

Third, the arts bridge all cultures, providing access to the experience of people in other times and places.

In the contemporary world in which Stanford graduates will lead and inspire, understanding complexity, finding creative solutions to problems, and navigating the richness of human culture are essential capabilities. To ensure our students develop these skills, we have launched the Arts Initiative.”

Research in the arts and Humanities can challenge conventional thinking, that is, can release our creative potential and can also provide an understanding of the historical context of the “facts”, a cultural framework in which systems, society and the economy work.

I think that organizations should learn how to live in harmony with the arts and the humanities to be able to embrace the complexity, diversity and ambiguity as challenges to generate emotions and joys.

When living with art is not just a sporadic visit to a Museum and becomes an integral part of the professional development the understanding of different cultural values becomes a reality.

The creative collaboration between researchers and creative people can lead to interesting news that push the limits of existing technology.

An environment of contact with art promotes individual creativity within an organization and its construction should be shared by a visionary leader.

 

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