Stifling creativity

IN JAMAICA, ‘x’ % of our sample population has an innate interest in being creative. This group has a mindset that thrives on variety, innovation, exploration and adventure.

This is the group that should be embraced in an environment in which out-of-the-box thinking and ‘disruption’ are sought after by organisations.

However, you may be surprised to learn that there is a seemingly natural conspiracy to stifle this group and their innate inclinations.

EARLY CHILDHOOD

The process actually starts from the early stages. This creatively inclined group (I-style in Discerning Communication language) is a minority. They will spend virtually all their formative years under the watchful care and guidance of S-style and C-style adults, who have a fundamentally conservative mindset.

Stay-at-home parents and guardians, as well as caregivers and early-childhood teachers, are not usually consumed with finding ways to disrupt the status quo.

They want order and structure and for things to go as planned. Deviations from the norm is not something to celebrate. Compliance with established plans and procedures is important so as to maintain some semblance of order.

Those who guide the creative spirits in their formative years are also much more concerned about identifying and eliminating risk. They tend to be ultra-protective and could transmit a view of life that discourages adventure and risk-taking.

“A bird in the hand is worth two in the bush.” Concepts like that are taught as facts. In reality, a more useful view is that it depends. The relative value of the birds and the accessibility of those in the bush should be taken into consideration.

Holding on to what you have or to the status quo should not be our default mindset.

Similarly, life is not without risk or danger. Controlled exposure to navigating unusual and unplanned circumstances is a valuable element of an effective socialisation and education process.

ROTE LEARNING AND REGIMENTATION

Another concern is the tendency towards rote learning and regimentation. Many I-Style students are uncomfortable with how school and learning is organised.

They want more variety and more opportunities to explore and interact. They tend to get bored and seek outlets for self-expression.

This tends to send the signal to subject them to increased scrutiny in search of greater compliance. And the gap widens.

ADULTHOOD AND THE WORKPLACE

“I will never knowingly employ an in-style individual,” a CEO told me during a team-building workshop.

Truth be told, many workplaces are hostile to I-style individuals. Two adages make the point: “One thing at a time and that done well.”

“Once a job has been begun never leave it till it’s done.”

Those philosophies run counter to the multitasking, variety-seeking approach of the I-style individual.

FOR YOUR CONSIDERATION

Pause to reflect on the device that you are using to the read this. I am capturing my thoughts on a phone-camera-watch-typewriter.

We need minds that dream and seek to bring those dreams to fruition. Dreaming, visioning and out-of-the-box thinking do not thrive in situations in which uniformity and regimentation are priorities.

Some of the most important work we have done involves helping I-style individuals, and those who control or share their environment, how to maximise the value they bring to the table.

How smart would it be to forego the use of one of your limbs because you are concerned that your left leg marches to a different drummer?

ACTION

Request a copy of our publication, DISCerning Communication: Ready Guide To Interpersonal Relations, Leadership and Coaching here: Email: info@successwithpeople.org.