John YeoCreativity & Change Leadership

Adopted Son of the Lucky 7s

Philosophy, Vision, PlanJune 19, 2008

VisionStarted from 2006

Where do I go? and

What do I want?and

Why Does It Matter?

C = fa (K, I, E)• KnowledgeKnowledge

• ImaginationImagination

• EvaluationEvaluation

Ruth Noller, Emeritus ProfessorCenter for Studies in Creativity Buffalo State College

ATTITUDEmotivated to use potential

Creative Person

I had 1 timeline2 posters, 3 written drafts

INTELLECTUALExercise

Why do I sense some

disconnection?)(@$&@$^!

BARRIERS to why

creativity seemed

“less valued”

Creative is good

How is it valuable

ImaginationGlobalisationSelf-actualisationPart of the curriculumProcess, Environment

No timeStifling environmentHow to teach creativityTeachers not readyStandard based assessmentAsians less creativeIs it necessary

What youWON’T hear

What youWILL hear

Make Creativity more Accessible through

Education & Sharing ofResearch findings

Barrier Busters:

Back to the CORE

“Judgment can help keep

imagination on the track,

and imagination can help enlighten judgment”

(Osborn, 1963, p.39)

FINDING THE BALANCE

Internal motivations

External drivers

The central point was that …

… the creative person also is a

self-actualised personself-actualised person – a fully functioning, mentally healthy,

forward-growing human being who is also using his talents to become what he

is capable of becoming.(Maslow, 1968, 1970; Rogers, 1962)

My Family-

The promise of Hope

My 3 states of ‘Mindfulness’ • Consciousness

Self-actualization: To enjoy the process of deliberating, working through challenges, and building small steps of successes by bringing ideas into fruition.

• Connections Synthesis and meaning making: Collaborations

and co-creations, strengthening relationships and driving new directions of work both within MOE as well as in personal areas by helping others to see ‘new meaning’ of common interest.

• Communication– Simonton’s 5th P: To catalyse “ideas that are so

good that they change the ways others think” (Runco, 2007) through networking, curriculum partnerships and blogging.

The Leap beyond … at 4am

‘Insights or “ahas” may occur, at the most unlikely times and places’

Torrance, E. P., & Safter, H. T. (1999). Making the creative leap beyond Buffalo, NY: Creative Education Foundation Press.

Force Connections?

My definition Bath

Redefining the 盒

Then the game began …

Actually a Continuum

No Clear Dividing Line

From now Til I die

You are here, I trust, because you love your

kids

“ He felt excitement, hope, and a

compelling desire to move toward the

future” Boyatzis, R., & McKee, A. (2005). Resonant leadership. Boston, MA: Harvard Business Press.

Confident Person•????

About Growing Innovation:

Environment

Language of communication

Ski lls

Shapesbehaviour/thoughts

(questioning cul ture)

Platform

Funding

Opportuni ties

Physica l

Social Emotional

re-design workplace

tolerance for mistakes/

failure

aMOEba/CPT/InnoLAB/InnoMAD/Idea Idol /WITs

Empowerment

Informal Tra ining:thro hand-ons e.g. aMOEba projects etc(OD provide trg/gu idance)

Formal Trainingat the d ifferent levels-management & officers :(either mandatory or by choice

develop a common language

competi tions/col laboration/cross-Div teams/interest groups/co-creation

award/$ support/recognition

Timewhi te space/golden hour

autonomy/choice of project/open to risk-taking

Networking

Informed by Research

Informed by Experimentation InnoLAB process

And because I care about learning,

and about preparing

kids to succeed in

the 21st century

Persuasion as the Fifth

PA creator [must]

claim appreciators or admirers to be legitimatized as a true creator.(Simonton, 1988a, 1990)“…there is just so much compressed intellectual energy in your blogs!” Nina

My new venture with Aaron Dus

“Environmental Detectives”

Learning with Interactive Digital Media

“Leader of Collaborations”(Interpersonal Relationships)

Creative Management

Next Steps (by end 2008)Capacity:• Use Torrance Incubation Model

in curriculum design• Study how Taylor’s Talent

model differ from Howard Gardner’s MI theory

Opportunity:• Create a Thinking Skills Model

for children

Passion:• Co-create with Aaron

bring3take3.blogspot.com

In conclusion …“John accomplishes more in one day than many people

do in a week. So how does he do it? One thing that stands out is his acute self-awareness and keen insight about people and the world around him. He knows what is important to him, and why. He has figured our how to live his beliefs and values. He sees other people and situations very clearly. He notices what is happening inside him and around him. John is awake, aware, and actively attentive to himself, people, and situations. And he uses what he sees.”

Boyatzis, R. & McKee, A., 2005, p112, Resonant leadership: Boston, MA: Harvard Business Press.

And the good news is

that…

have you as my partner!