Many people would agree that creativity is the number one key skill for success in this century. However, by definition, creativity requires breaking rules, and defying the status quo. Additionally, sometimes following the rules—and even the laws—can actually stall progress. How do we make a good decision about which rules and laws to break, and which ones to follow? In order to maximize innovation, creative disobedience must be tolerated, encouraged, and even required, given the situation. Needless to say, doing this effectively is a tricky balance between disruption and maintaining forward progress on the overall goal. The most critical skill then, is understanding when to be creative—and to what degree—given the specific context. In this talk, I will take you on a full tour of what creativity is, what it isn’t, and why breaking the rules is sometimes necessary for progress. I will also discuss recent research on attitudes about creativity. For example, companies consider creativity one of the most-desired traits in their current and future employees, yet it is rarely rewarded in practice. Why the discrepancy? How can this be changed? Finally, I will give you a short ‘How To’ guide on increasing the creativity in the workplace, where it is highly desired, but often most discouraged.

1. Creative Disobedience
How, When, and Why to Break the Rules
Andrea Kuszewski
BIL: March 1st, 2014
@AndreaKuszewski

2. Creative Disobedience

3. Creative Disobedience

4. Creative Disobedience

5. Creative Disobedience

6. ?
Creative Disobedience
Right?
Wrong?

7. Creative Disobedience
Good vs Evil

8. Creative Disobedience
Good vs Evil
Right vs Wrong

9. Creative Disobedience
Good vs Evil
Right vs Wrong
Legal vs Illegal

10. Creative Disobedience
What is Creativity?

11. Creative Disobedience

12. Creative Disobedience
fail

13. Creative Disobedience
Creative Cognition is:
• Thinking with your ENTIRE brain! R + L
• Switching back and forth between conventional and unconventional
• Making remote associations
• ‘Zooming in and zooming out’, from convergent to divergent
• Constantly editing for usefulness

14. Creative Disobedience
Creativity is:
“An original, novel solution that is both useful and
appropriate given the context, environment, and
the task at hand.”

15. Creative Disobedience
By definition,
creativity involves breaking rules.

16. Creative Disobedience
“Creativity: An Asset or a Burden in the Classroom?”
Westby & Dawson (1995)
• Asked teachers to identify personality characteristics associated with creativity

17. Creative Disobedience
“Creativity: An Asset or a Burden in the Classroom?”
Westby & Dawson (1995)
• Asked teachers to identify personality characteristics associated with creativity
• High creativity: determined, independent, individualistic

18. Creative Disobedience
“Creativity: An Asset or a Burden in the Classroom?”
Westby & Dawson (1995)
• Asked teachers to identify personality characteristics associated with creativity
• High creativity: determined, independent, individualistic
• Low creativity: responsible, sincere, reliable, dependable, clear-thinking, tolerant, understanding, peaceable, good-natured, steady, practical, and logical

19. Creative Disobedience
“Creativity: An Asset or a Burden in the Classroom?”
Westby & Dawson (1995)
• Asked teachers to identify personality characteristics associated with creativity
• High creativity: determined, independent, individualistic
• Low creativity: responsible, sincere, reliable, dependable, clear-thinking, tolerant, understanding, peaceable, good-natured, steady, practical, and logical

20. Creative Disobedience
“Creativity: An Asset or a Burden in the Classroom?”
Westby & Dawson (1995)
• Asked teachers to identify personality characteristics associated with creativity
• High creativity: determined, independent, individualistic
• Low creativity: responsible, sincere, reliable, dependable, clear-thinking, tolerant, understanding, peaceable, good-natured, steady, practical, and logical
Least favorite = Most creative

21. Creative Disobedience
Even when people say they want
creativity,
often they reject it in practice.

22. Creative Disobedience
“The Bias Against Creativity: Why People Desire But Reject
Creative Ideas”
Meuller, et al (2011)
•
There is a bias against creativity, fueled by uncertainty

23. Creative Disobedience
“The Bias Against Creativity: Why People Desire But Reject
Creative Ideas”
Meuller, et al (2011)
•
There is a bias against creativity, fueled by uncertainty
•
“...effective creative problem solving includes both generating many novel options and subsequently reducing
uncertainty by identifying the single best option from the set.” (Cropley, 2006)

24. Creative Disobedience
“The Bias Against Creativity: Why People Desire But Reject
Creative Ideas”
Meuller, et al (2011)
•
There is a bias against creativity, fueled by uncertainty
•
“...effective creative problem solving includes both generating many novel options and subsequently reducing
uncertainty by identifying the single best option from the set.” (Cropley, 2006)
•
Identifying the optimal solution may prime an uncertainty reduction motive or intolerance for uncertainty, and
thereby evoke the creativity bias

25. Creative Disobedience
“The Bias Against Creativity: Why People Desire But Reject
Creative Ideas”
Meuller, et al (2011)
•
There is a bias against creativity, fueled by uncertainty
•
“...effective creative problem solving includes both generating many novel options and subsequently reducing
uncertainty by identifying the single best option from the set.” (Cropley, 2006)
•
Identifying the optimal solution may prime an uncertainty reduction motive or intolerance for uncertainty, and
thereby evoke the creativity bias
• People seek to avoid and diminish uncertainty: Kill the creative idea

26. Creative Disobedience
“The Bias Against Creativity: Why People Desire But Reject
Creative Ideas”
Meuller, et al (2011)
•
There is a bias against creativity, fueled by uncertainty
•
“...effective creative problem solving includes both generating many novel options and subsequently reducing
uncertainty by identifying the single best option from the set.” (Cropley, 2006)
•
Identifying the optimal solution may prime an uncertainty reduction motive or intolerance for uncertainty, and
thereby evoke the creativity bias
• People seek to avoid and diminish uncertainty: Kill the creative idea
•
By requiring gate-keepers to identify the single “best” and most “accurate” idea, you are promoting that uncertainty, thereby creating an unacknowledged aversion to creativity.

27. Creative Disobedience
“The Bias Against Creativity: Why People Desire But Reject
Creative Ideas”
Meuller, et al (2011)
•
There is a bias against creativity, fueled by uncertainty
•
“...effective creative problem solving includes both generating many novel options and subsequently reducing
uncertainty by identifying the single best option from the set.” (Cropley, 2006)
•
Identifying the optimal solution may prime an uncertainty reduction motive or intolerance for uncertainty, and
thereby evoke the creativity bias
• People seek to avoid and diminish uncertainty: Kill the creative idea
•
By requiring gate-keepers to identify the single “best” and most “accurate” idea, you are promoting that uncertainty, thereby creating an unacknowledged aversion to creativity.
There is always more than one good solution to a problem,
but the value varies depending on context

28. Creative Disobedience
The 8 Types of Creative Contributions
Robert Sternberg, “Handbook of Creativity”, 1999

29. Creative Disobedience
The 8 Types of Creative Contributions
1. Replication
Robert Sternberg, “Handbook of Creativity”, 1999

30. Creative Disobedience
The 8 Types of Creative Contributions
1. Replication
2. Redefinition
Robert Sternberg, “Handbook of Creativity”, 1999

31. Creative Disobedience
The 8 Types of Creative Contributions
1. Replication
2. Redefinition
3. Forward incrementation
Robert Sternberg, “Handbook of Creativity”, 1999

32. Creative Disobedience
The 8 Types of Creative Contributions
1. Replication
2. Redefinition
3. Forward incrementation
4. Advanced forward incrementation
Robert Sternberg, “Handbook of Creativity”, 1999

33. Creative Disobedience
The 8 Types of Creative Contributions
1. Replication
2. Redefinition
3. Forward incrementation
4. Advanced forward incrementation
5. Redirection
Robert Sternberg, “Handbook of Creativity”, 1999

34. Creative Disobedience
The 8 Types of Creative Contributions
1. Replication
2. Redefinition
3. Forward incrementation
4. Advanced forward incrementation
5. Redirection
6. Reconstruction/redirection
Robert Sternberg, “Handbook of Creativity”, 1999

35. Creative Disobedience
The 8 Types of Creative Contributions
1. Replication
2. Redefinition
3. Forward incrementation
4. Advanced forward incrementation
5. Redirection
6. Reconstruction/redirection
7. Reinitiation
Robert Sternberg, “Handbook of Creativity”, 1999

36. Creative Disobedience
The 8 Types of Creative Contributions
1. Replication
2. Redefinition
3. Forward incrementation
4. Advanced forward incrementation
5. Redirection
6. Reconstruction/redirection
7. Reinitiation
8. Integration
Robert Sternberg, “Handbook of Creativity”, 1999

37. Creative Disobedience
The 8 Types of Creative Contributions
1. Replication
2. Redefinition
3. Forward incrementation
4. Advanced forward incrementation
Accept current paradigms and attempt to extend them
5. Redirection
6. Reconstruction/redirection
7. Reinitiation
8. Integration
Robert Sternberg, “Handbook of Creativity”, 1999

38. Creative Disobedience
The 8 Types of Creative Contributions
1. Replication
2. Redefinition
3. Forward incrementation
4. Advanced forward incrementation
Accept current paradigms and attempt to extend them
5. Redirection
6. Reconstruction/redirection
7. Reinitiation
Reject current paradigms and attempt to replace them
8. Integration
Robert Sternberg, “Handbook of Creativity”, 1999

39. Creative Disobedience
The 8 Types of Creative Contributions
1. Replication
2. Redefinition
3. Forward incrementation
4. Advanced forward incrementation
Accept current paradigms and attempt to extend them
5. Redirection
6. Reconstruction/redirection
7. Reinitiation
Reject current paradigms and attempt to replace them
8. Integration
Merges disparate current paradigms
Robert Sternberg, “Handbook of Creativity”, 1999

40. Creative Disobedience
How to Teach and Encourage Creativity
(and when not to)

41. Creative Disobedience
Teaching creativity : The early years
Psychology researcher Allison Gopnik: Creative behavior in young children

42. Creative Disobedience
Teaching creativity : The early years
Psychology researcher Allison Gopnik: Creative behavior in young children
•
When children were given a problem and told to figure out how something works, they were able
to generate the most intelligent solutions through experimentation.

43. Creative Disobedience
Teaching creativity : The early years
Psychology researcher Allison Gopnik: Creative behavior in young children
•
When children were given a problem and told to figure out how something works, they were able
to generate the most intelligent solutions through experimentation.
•
When they were shown a working sequence (one of many), they imitated that solution, and then
stopped looking for a more intelligent solution.

44. Creative Disobedience
Teaching creativity : The early years
Psychology researcher Allison Gopnik: Creative behavior in young children
•
When children were given a problem and told to figure out how something works, they were able
to generate the most intelligent solutions through experimentation.
•
When they were shown a working sequence (one of many), they imitated that solution, and then
stopped looking for a more intelligent solution.
Take-home points?

45. Creative Disobedience
Teaching creativity : The early years
Psychology researcher Allison Gopnik: Creative behavior in young children
•
When children were given a problem and told to figure out how something works, they were able
to generate the most intelligent solutions through experimentation.
•
When they were shown a working sequence (one of many), they imitated that solution, and then
stopped looking for a more intelligent solution.
Take-home points?
1
Encouraging critical thinking and finding more than one correct solution
to a given problem helps to develop creativity

46. Creative Disobedience
Teaching creativity : The early years
Psychology researcher Allison Gopnik: Creative behavior in young children
•
When children were given a problem and told to figure out how something works, they were able
to generate the most intelligent solutions through experimentation.
•
When they were shown a working sequence (one of many), they imitated that solution, and then
stopped looking for a more intelligent solution.
Take-home points?
1
Encouraging critical thinking and finding more than one correct solution
to a given problem helps to develop creativity
2
Encouraging one to ‘follow the outline’ prevents deep understanding of
the problem, and decreases ability to creativly problem-solve

47. Creative Disobedience
In the workplace:
Training people to ask questions and think about problems
before they receive a solution encourages and teaches creative
thinking, to produce better innovators, problem solvers, &
problem finders.

48. Creative Disobedience
Does this method
make the current step
more efficient?
Yes
a how-to guide to
Creative Disobedience
No
Good idea
to do it.
Does this method make
progress toward the overall
goal?
More
progress
About the
same
Will others be required to
learn this?
Yes
No
Can this method
scale up?
Yes
No
Less progress
Don’t do this.
No
Yes
Does this method maintain
the integrity of the fundamental pillars of the project?

49. Creative Disobedience
How to encourage a creative work environment

50. Creative Disobedience
How to encourage a creative work environment
1
Give them some space
Deadlines are important, but hourly check-ups are not. Creativity involves linking concepts, which
means holding several things in your working memory -- a balance that can be disrupted easily, so a
buffer against distractions are essential.

51. Creative Disobedience
How to encourage a creative work environment
1
Give them some space
Deadlines are important, but hourly check-ups are not. Creativity involves linking concepts, which
means holding several things in your working memory -- a balance that can be disrupted easily, so a
buffer against distractions are essential.
2 Don’t micromanage
Allow free time for employees to work on anything they want; intrinsic motivation (working on something just because it’s interesting) leads to creativity.

52. Creative Disobedience
How to encourage a creative work environment
1
Give them some space
Deadlines are important, but hourly check-ups are not. Creativity involves linking concepts, which
means holding several things in your working memory -- a balance that can be disrupted easily, so a
buffer against distractions are essential.
2 Don’t micromanage
Allow free time for employees to work on anything they want; intrinsic motivation (working on something just because it’s interesting) leads to creativity.
3 Open your mind
Getting stuck in a hyper-focused, linear thinking pattern can stall finding a creative solution. Take
breaks when working, just to think about nothing.

53. Creative Disobedience
How to encourage a creative work environment
1
Give them some space
Deadlines are important, but hourly check-ups are not. Creativity involves linking concepts, which
means holding several things in your working memory -- a balance that can be disrupted easily, so a
buffer against distractions are essential.
2 Don’t micromanage
Allow free time for employees to work on anything they want; intrinsic motivation (working on something just because it’s interesting) leads to creativity.
3 Open your mind
Getting stuck in a hyper-focused, linear thinking pattern can stall finding a creative solution. Take
breaks when working, just to think about nothing.
4
Tolerate creativity
Reward creative thinking, not with financial incentives, which, alone, have been shown to decrease
creativity, but by promoting the conditions that permit it. Tolerate the occasional failure and allow
rules to be broken when there is a social benefit.

54. Creative Disobedience

55. Creative Disobedience

56. Creative Disobedience

57. Creative Disobedience

58. Creative Disobedience
In this
even more important
effective
“problemage of innovation,problem finder. It’s onethan being an at a probsolver, is being a
thing to look
lem and be able to generate a solution; it is another thing to be able to
look at an ambiguous situation, and decide if there is a problem that
needs to be solved.
That’s a skill that isn’t really targeted by traditional teaching methods, and
in fact, it is often discouraged. In order to teach problem finding, more creative methods must be utilized. Rule-breaking , to an extent, should be tolerated and encouraged, and yes—even taught.
“
Andrea Kuszewski, “The Educational Value of Creative Disobedience”, Scientific American, 2011

59. Creative Disobedience
Thank you!
Andrea Kuszewski
@AndreaKuszewski