A Bias Toward Possibility
Wisdom from the Field #12
Designer and writer Gordon MacKenzie made it his mission to not fall into the bureaucratic trappings at Hallmark, his place of employment.
So when he was asked to serve in middle management, he initially resisted. His supervisor negotiated by allowing him to select his own title. After a jog and some reflection, MacKenzie offered “Creative Paradox”. His boss approved.
Without knowing what his duties actually were, he found himself with lots of time.
Eventually creators within Hallmark came to him with ideas and seeking feedback. Whether the ideas were excellent and or they needed work, MacKenzie gave everyone who sought him out his personal thumbs-up.
Because others in positional authority did not know where the “Creative Paradox” stood in the pecking order of their corporate structure, they assumed MacKenzie had some power. Ideas were approved. This knowledge spread to other creatives who had an idea but were previously denied by their supervisors.
“If you have an idea that is stuck in the system, just call the Creative Paradox.”
Innovation and Risk
As a middle manager myself, I have also found this pull between traditional expectations and taking risks. We want to do well on test scores, and yet we have to innovate in order to discover better practices and resources for our students.
To innovate involves risking what’s worked in the past - a paradox.
It is easy to point out the flaws in an idea, to find the negatives in a classroom: leveled texts, or a commercial resource. All it takes is certainty.
But to see opportunity in almost any idea - such as a teacher using leveled texts and commercial resources to meet students where they are - that takes imagination. Curiosity. A bias toward possibility.
Reflective Questions
As you visit classrooms and work with colleagues, consider:
Am I making critical assumptions?
If so, what’s my evidence and it is valid?
What if I assume the best of intentions?
How might I view things differently, toward possibility?