My creativity habits

Since reading Mihalyi Csikszentmihalyi's book "Creativity", and also taking an online course on creativity, innovation and change in 2015,  I have been encouraged to develop my own habits to nurture my creativity.

Csikszentmihalyi's book refers to habits that could help a person develop and maintain an adequate environment to work on his/her creativity,  whatever that might be.   This includes finding a good space (physical and timewise); combining work with other activities (for example playing a musical instrument); learning to say no to things that could take our mind away from our creative projects; and even having a car decorated in ways that reflect who we are as creators.

The online course I took encouraged me to develop deliberate practices or activities that I would not normally do or which would take me out of my comfort zone.   So one day, I went around the neighborhood walking in my pajamas!  And I took to do drawing and painting, because I wanted to find other ways to express my self.   People who visit my office can see some of my works of 'art', and often they praise my kids for them!

Virginia Water Lake

For me creativity now is what I do, an effort to walk the talk, an effort that also involves my well being as I said in my book.   I do not walk on my pajamas but I cycle whenever I can.  I have painted my office to make it more lively.   I also have some hiding places (mainly cafes) where I do my writing and thinking.  I also go to a nearby lake (Virginia Water) to have a walk and wind down when I feel stressed.  

And I am learning to say no, or to say yes with conditions. This helps me not to feel overwhelmed or guilty, and increasingly to have more realistic expectations about my creativity, work and life in general.  So for instance I am now beginning to take longer holiday breaks, and accepting that this is to be the case whether my perfectionist mind likes it or not.   This has not been easy to learn and still is one of my biggest challenges in life.   I was brought up to face up to any challenge, so I am learning and unlearning about myself in this regard. 

My folders for a new book project

In addition,and as the choreographer Twyla Tharp suggested in her book about the Creative Habit, I keep a 'box' in order to 'think outside the box'.  So I have several folders where I store notes or articles that I want to use for my next book(s).   The folders are decorated with stickers of my favorite movies (star wars, alien, ghost in the shell, yamato).  A good and also relaxing routine is to (re) organise the content of these folders, moving things around.  That also helps me remember what I am doing and why I am doing it.

Finally, in my mobile phone and tablet I use Evernote, a nice app that helps me write notes on the go, so I do not forget what I was dreaming about or what pops up in my mind when I am least thinking about ideas. When I feel that I am not much motivated, I check the notes that I have written and I edit them.This helps me regain a sense of confidence and purpose in my work

I am certain that creativity can be pursued with these or other habits.    For you reader, you might like to ask yourself what works best to get yourself into a good thinking and acting mood, so you can think of new ideas and make them happen.   I hope this post helps you.   Good luck with your creativity.  And please remember that you are a human being after all!.

Creativity and the planet:Bike recycling

During the last academic term, me and students of one of my courses had the opportunity to visit the Surrey Bike Project, a social enterprise whose main remit is the recycling of bicycles.  It is a very interesting organisation that gathers many volunteers as well as youngsters around the topic of repairing, servicing and selling recycled bikes.  

Royal Holloway Students with John Thurlow, Project Manager

My students were asked to observe what goes on there, ask questions,and then select one specific process that they could improve, all of this using creativity ideas and techniques.

They did a great job coming up with solutions.    Some proposed a generic process of attracting more customers or enhancing the visibility of this organisation, whereas others focused on improving the diagnosis, repair and quality check activities and even suggesting new processes (i.e. making wallets out of tire rubber tubes).  

In the UK, the bike industry is economically strong, and within it repairs/recycling contribute a good deal.  The Surrey Bike Project provides education to youngsters who have left traditional education for whatever reason.  This is a great human aspect of the organisation. Other organisations around the country are also providing education through recycling in what appears to be an emerging, hybrid model of operation.   

This visit made me think that many of us, in our own ways, are doing something for the planet.   For creativity to emerge we need to set up spaces for different minds to come together and explore a common problem.   In her book "Peripheral Visions", Mary Catherine Bateson talks about the importance of setting up such spaces so that people can join in, learn and be allowed to make mistakes.   Like learning a language.   That is what the Surrey Bike Project does, ensuring a very high standard of quality as well.

I am sure my students learned a lot from this visit and the work that followed. I am also sure that John, Jim and colleagues from the project benefited from having different perspectives about their organisation.   We hope to continue our conversations and learn from each other.    

More Mundane, Humane Creativity? Anna Craft's Little C Creativity (LCC)

Professor Anna Craft (1961-2014) was a leading researcher in the area of creativity and early education.  I did not come across her work until recently, when deciding to explore what happens with creativity before my students arrive at university.  

This coincided also with my review of Csikszentmihalyi's model of creativity as part of a new book project already mentioned in this blog.  Craft seems to have adopted a systems view of creativity, only that she was interested not in the eminent but in more mundane forms of creativity when people like myself want to do something about our lives.  

Craft's notion of Little C Creativity LCC stroke a chord with me.  She regards this notion as one that can be enthused in children.  We can nurture their desire and intention to change things, and we can also inspire them to have a vision of what they want to do with their lives.   This is not to say though that as educators, we are to define such a vision for them.  Rather, we can enable them to explore and find out things for themselves.  We can also encourage them to channel their energy to identify obstacles and frame problems as challenges which they can then set out to overcome.  All of this under a 'can do' attitude that sees life as a big domain to learn and act on.  

All of this by thinking that we as human beings do not need to be recognized as eminences in our efforts to live meaningful lives.  

My son Fabrizio is going through a phase of not liking school and fearing to be bullied.  My wife has encouraged him to talk about what goes on, and together we have spoken to teachers at his school.  At times he feels sad, other times he is very happy.  

I still have not found a way to use LCC fully, only we have been able to ask him to identify a problem.  Afterwards, maybe he can then decide how he wants to solve it.

Within LCC, there are two elements that are included within it: play and imagination.  They both can help a person to pose questions and explore possibilities to address a challenge.  They both also imply a relationship with something and someone.  Fortunately Fabrizio has Sofia to talk about things.  He also has found a friend in the neighborhood and yesterday he confided in him about his fears.  When he came back, my wife tells me he was a different person, the bubbly one we normally see hanging around and teasing others, the one who plays (and has learned to download and play lots of electronic tablet games!).  

Perhaps LCC needs guidance in whoever wants to use it to positively move on in life, in particular if we are to consider self-determination, development and depth (the left hand side system in the figure above).  Perhaps its reliance on the 'can do' attitude needs to be taken a step back so we can ask questions like:  What if we are sad or depressed to even consider that we can do something? Maybe these and similar questions are ones we can pose in our search for possibilities to positively move on.  For Fabrizio, playing and imagining seem to apply more at the moment.

Perhaps we also need to have a bit of faith that things have a way of working themselves out...so we can imagine that bad situations are just temporary, and that we will find appropriate support to get out of them.  We can imagine that we can talk to friends, to listen and be listened to.  

For my management students, I think LCC and its elements shown in the figure as two systems (self-determination, development/change, depth in having identified challenges and conventions about a problem, innovation, conscious risk taking, play, being imaginative, being open to possibility and posing questions) could help.

As educators we could instill some of these elements in our classes, and we could connect these systems as we see fit.  How we do so would need a more conscious reflection of who our students are; what are their motivations, and what they want to make of their lives.  

We could instill their desire to be who they are, to be human.  

Thank you Anna for your gifts to the rest of us !

And thank you Fabi for giving me all these life lessons! 

My Creativity Book Tour - Third Stop: Manchester and Hull in the UK

Have I been preaching to the converted when presenting my book about Managing Creativity at Manchester and Hull in the UK? 

Not really 😁.  

I have visited colleagues in Manchester Metropolitan University (MMU) Business School, and Hull University Business School,.  I want to thank them and the fantastic audiences that my seminars had.  

Manchester Metropolitan University (MMU) Business School

At Manchester, I was asked about individual creativity, and how I see it.   In my book (Chapter 1), I venture to lay a distinction between individually and collectively oriented creativity. 

The creativity field has progressed in consolidating a sort of established tradition of the first one, not so much in the second one, which was one of the reasons that led me to write the book.  Systemic creativity, or conceiving of creativity as resulting from creators and their circumstances, could find a place under the second one.  

Green square in front of MMU Business School

In between these (which the sociologist Andrew Abbott associates to lineages or branches on trees as the picture on the right aims to emulate), I see a great deal of creativity research that is focused on the processes associated with creativity, be them internal (cognitive) or external to a creator. Whichever lineage or body of knowledge we consider in creativity, what is becoming clearer is that in each, there are different criteria to study and assess a creative process, idea or individual.  The audience at Manchester also saw that creativity needs to consider environmental constraints and tensions, many of which shape such success criteria.  

I was also asked about how I plan to continue developing my ideas.  Since finishing this book, I have continued looking at creativity, this time in management education   My claim so far is that we as management educators have narrowed down our ideas about creativity, and have become somehow passive instruments of a big trend in digital innovation.


To overcome this situation, we will need to develop more ethical awareness and choices in relation to creativity.  I want to further research on how creators (students, educators) could assume more ethically driven responsibility for our own creativity, a responsibility that also implies engaging with others and accepting that our life and work has some inevitable 'shit' we have to deal with.  

The renovated Hull University Library

At Hull, the discussion and questions after my presentation moved towards how creators need to learn a specific domains of knowledge, in order to be able to improve them.  But how far do creators want or have to go when  learning something new? What motivates them? What criteria of can we then use to assess our own creativity and that of others?  

In my book I present how I addressed a situation which required knowledge about inter-disciplinary creativity.  I found myself having to learn about the domain of creativity and also having to follow certain conventions about how knowledge in an inter-disciplinary research proposal was to be generated.  This situation led me thinking about the risks of following conventions to the letter, in particular if we as creators have to flexibly deal with challenges that we encounter along the way.   Add to this the need to look after our own well being, and the picture becomes more complex.

I was also asked about what notion of creativity I use in my book, which perhaps by now you as a reader are also intrigued about.   My response was that I do not subscribe to a particular one, except that I am aware that in the creativity field some attributes to something creative have been defined:  Novelty, Value and Implementation.    An idea, person, process or product needs to be seen as novel, valued by others and it needs to 'fit' or to 'work' somehow in a situation or context. 

A view of Ferens Way, Hull

On further reflection about these and other questions, perhaps not all creators want to be worldwide recognized eminences in a domain of knowledge.  Not everyone would aspire to write academic journal articles or win prizes or research grants at all times.   This is a lesson that has been difficult for me to accept and assimilate.  Partly forced by circumstances, partly motivated by curiosity and interest, I decided in the last few years to write my latest book instead of writing high impact journal articles.  Writing a book made more sense to my family situation and health.

Now I am pursuing another book project, am putting more effort into this blog, and am collaborating with others in writing some journal articles.  This to me means striving for success using my creativity.  However, and because I am a perfectionist academic, it is still not easy to see myself as different from colleagues or previous role models both in academia or elsewhere.  There is the daily temptation to look at my academic citations and compare myself with others.  

Centre for Professional Success at Hull Business School

There is a lesson from the above:  Perhaps we need to be honest with ourselves and say something about the inner motivations and the external pressures that guide us as creators, and how we could take them forward. Achieving success (fame, economic benefit, fitting in within a community, or even pleasing those who we think deserve credit) needs to fit in with who we want to be.  There is a need to better link creativity with ethics, and do that through education and reflection.   

Many thanks Manchester and Hull, see you soon, with new ideas about creativity and how best to make it happen!