Early consumer product winners in the developing world could score lasting gains

The developing world’s rapidly growing middle class, which includes about two billion people in a dozen emerging economies, spends $6.9 trillion a year. McKinsey research suggests that, during the next decade, their annual spending will rise to $20 trillion, a very big market indeed—twice current US consumption, in fact.

Such consumers will give early winners in the consumer product sector a chance to gain lasting advantages. Consider what happened in Europe and the United States at similar points in their development: in 17 product categories, McKinsey found that the 1925 US market leader remained the number-one or number-two player for the rest of the century. These companies include Kraft Foods (Nabisco), in biscuits; Del Monte, in canned fruit; and Wrigley, in chewing gum. To learn more, read “Capturing the world’s emerging middle class” (July 2010).

Get the latest knowledge…

 

Learn more about Leadership at www.TotalExec.com.au

 

For your complimentary Total Executive 2011 membership valued at $495:00 click here

Performance●Productivity●Profit

Grant Crossley interviews Jonathan Sceats, Australian Optical and Sunglass Designer

Grant Crossley, CEO of The Creative Leadership Forum interviews Jonathan Sceats, an iconic Australian Designer of optical frames and sunglasses about the world of design and fashion, with reference to his original plan to bring 100 designers from around the world to Australia and have them advise businesses on designing the aesthetics of products

<p>Grant Crossley interviews Jonathan Sceats, Australian Optical and Sunglass Designer from Grant Crossley on Vimeo.</p>

As the focus of design shifts from the production of finite goods to a practice of experimentation, ideas take precedence over products.

Earlier this spring, manufacturers and designers from all over the world were shipping their wares to Milan to prepare for the Salone del Mobile. Anybody involved in design knows this is the most important rendezvous of the year—or at least it used to be, when design meant mostly furniture and objects. Designers anticipate meeting new talent and inspiration; they seek out curators, writers, teachers, students, and, of course, each other—this is a chance to meet with their peers and trade war stories. It’s hard to tell in advance whether Milan will be blooming with wisteria or gray, rainy, and dreary at this time of year, but the event is inevitably alive with the sound of design. The Salone is to design what Cannes is to film: the most useful and most productive yearly trade meeting. But is the future of design here?

Milan still represents a big red dot in the geography of design, but design is changing rapidly, and so are its maps. There are myriad forms of design, many of which don’t require movement of materials and artifacts; only curiosity, an internet connection, and the ability to seek, learn, and synthesize from other fields and cultures. These mutants are the future of design and the place to find them is not at big design trade fairs, but rather in interdisciplinary gatherings, pluralistic exchanges and, especially, in certain schools. Programs like the Design Interactions at the Royal College of Art (RCA) in London or the Department of Design at the Korea Advanced Institute of Science and Technology (KAIST) are trying to merge poetry and beauty with advanced technology. A crucial contemporary effort was pioneered, of course, by such groundbreaking centers as the Media Lab at MIT, the Interactive Telecommunications Program (ITP) at New York University, and the Knowledge Interaction Design Laboratory (KID) at Tokyo University. However, the newer initiatives at RCA and KAIST are attempting an even more daring synthesis of digital media, this time not with art, but rather with design, which was not a priority before (despite what KID’s name might imply).

Kenichi Okada and Christopher Woebken’s Animal Superpowers.
Courtesy of the Royal College of Art

Since the industrial revolution ushered in the modern idea of design, different poles have anchored design, attracted designers and intermediaries, and concentrated cultural and technological production. The manufacturing plants themselves, which vertically integrated all aspects of production and marketing from design to distribution, were the first. The great Josiah Wedgwood, whose groundbreaking 18th-century company was recently sold and is in danger of being obliterated, is the archetype of such a manufacturer. This model persisted until after World War II, when the poles began to shift. Companies then began to subcontract most of the actual construction, while they continued to handle the pre- and post-production phases themselves. This is still the model used by either very big companies such as Herman Miller or Steelcase, or smaller companies producing objects in different materials, each of which requires dedicated plants and technologies. Even in that context, however, the geography of design shifted. Whereas subcontractors once tended to be located in specific areas such as Michigan, California, or north of Milan, today they are spread all over the world.

Just as the landscape of manufacturing has changed, so has the conference scene. Milan’s Solone has been joined on the map by a number of fairs and salons that make up smaller red dots, including London (in September), Tokyo and Kortrijk, Belgium (in October), Paris and Cologne (January), and Berlin and New York (May). Several opportunities now exist for people to meet and do business, and new forms of design that have, for instance, multimedia and interfaces as their focus, have entered the mix. Other gatherings not traditionally considered “design,” such as Ars Electronica in Linz or TED (Technology, Entertainment, Design) in Monterey, have begun competing for designers’ attention and money.

Moreover, the tough financial situation and dwindling travel funds; the increasing number of resources and opportunities available online; the ease of movement from digital design to digital production that renders prototyping almost unnecessary until the moment of distribution; the shrinking of the luxury industry, where much of this type of design resides; the increased sensitivity to the footprint caused by air travel; and especially the massive shift of the design profession from making things to proposing models, visualizing complexity, and building scenarios, are all working together to further endanger this latest design world map. What is important now is the production of ideas: The poles have become lighter and more immaterial, having rid themselves of much of the baggage of material production. The geography of design has transformed; systems are now built around schools rather than industry.

Design education’s path since the second half of the 19th century is a fascinating and rather unexplored subject. That may be a result of the protean definition of design—that vague noun always in need of a modifier to make complete cultural sense, whether it is “graphic,” “furniture,” “automotive,” or “fashion.” Moreover, examples of schools entirely devoted to design are rare, as design often figures as a division within schools devoted to the arts or, as with polytechnic schools, to architecture and engineering. The best contemporary design schools are the most important centers for the production of ideas, having earned preeminence over the R&D departments of corporations and other think tanks by progressively shedding the focus on the immediate production of finite artifacts to privilege experimentation. As a result, they usually flourish where students and teachers can find interdisciplinarity and pluralism, in areas with a strong cultural identity—be it the arts, engineering, architecture, technology, craft, or in any other discipline from which designers draw on a daily basis—that have connections and access to other cultural poles, such as departments of universities, museums, galleries, and so on. Along with KAIST and the RCA and several other institutes in London—always a great design incubator— many vibrant schools have created new centers of design gravity around the world, from Eindhoven’s Design Academy in Holland, to Bezalel in Jerusalem.

The dismantling of a static geography of design is not over yet, however. As the forever far-sighted Neil Gershenfeld explained previously in Seed (Is MIT Obsolete?), the system of schools and other educational institutions is becoming wider and more open. It will hopefully foster the development of identity and personality, the ultimate pointillistic and open-source destination of the design trajectory.

Source: Seed Magazine

Tirian Research shows most adults believe they were more creative when they were younger... Your Thoughts?

Hands Up Part 1: "How Creative are You?" . Does school kill creativity? Do people lose creative ability over time, and is our education system the culprit? Find out for yourself in this fascinating video... as children get older, they often see themselves as less creative. Andrew Grant and Gaia Grant went back to school to find out if children have any ideas on how adults can become more creative. They were not surprised to discover that their findings correlated with the latest research from Harvard.

</object>

Hands Up Part 2: "Creativity secrets from the kids"

</object>

Hands Up Part 3: "Creativity secrets from the Experts"

</object>

 

View also the results from The Creative Leadership Forum research on 'Is Australian Management Creative and Innovative?' - where over 80% of managers confirmed they believe they are creative - when asked 5 different ways... here

 

Hands Up: Who Killed Creativity?

Is there a crisis in creative confidence in the workplace?

 

By Andrew & Gaia Grant

 

We could be facing a crisis in creative confidence. With budgets slashed and resources cut, many peopleare being asked to do more with less – but few feel adequately equipped.The future will clearly require superior innovative thinking and problem solving skills, and yet so many feel paralyzed to act quickly and confidently when it comes to finding new ideas and solutions. Who is to blame for the apparent crisis in creative development? And how can leaders create and nurture an environment that supports creative thinking and development?

 

Tirian has surveyed thousands of international seminar participants from companies based in Asia to ask if they think they think they were more creative at age 7 than they are currently. Of the respondents, over 80% have indicated they believe their level of creativity has declined, and many reveal that they struggle with being creative in their current work environment.

 

This has led us to wonder what role – if any – the education process may play in the apparent demise of creative confidence. As parents, we have been interested to observe how our children’s attitudes have rapidly transformed from the excited enthusiasm of early learning experiences to the ambivalence and then resentment as school becomes a chore rather than an opportunity, more of an information factory than an exploratory play space. We can remember a clear example of how dramatic this change can be when our daughter was in grade 6. Only a few days into Term 1, she left the car with relative enthusiasm and passion for learning but by that afternoon she had returned a different person, deflated and disillusioned. When we gently approached the teacher to find out what had changed, we first noted the classroom environment was in stark contrast to the colorful interactive learning space she had enjoyed right through to grade 5. The teacher explained that the desks were now all in rows and there was no need for the additional stimulation in the environment as was she was ‘preparing the students for high school’. A significant milestone in our daughter’s education – and unfortunately not a positive one! Her love of learning has been rapidly diminishing ever since.

 

Certainly, as John Corrigan from Group 8 Education has pointed out, schools were originally designed in the 1800s primarily to discipline children as a form of social control. Up until recently schools have acted as information packaging factory lines - filling students with information then asking them to present this same information back out again through exams. Have schools focused too much on a rote learning approach, churning out individuals who are taught to repeat facts and figures rather than to think creatively and independently? As we attempt to emerge from this challenging past, we may continue to be limited by the accompanying shackles more than we realize.

 

IMAGINING A CREATIVE FUTURE

 

More developed cultures are now gradually becoming more successful in breaking free from the stifling philosophy that hampers creativity. By emphasizing the importance of the process as much as the result, and by encouraging alternative ideas and strategies, the education system is evolving towards creative thinking and problem solving methodologies – and those that emerge from the most advanced modern education systems are now finding they have had their creative thinking skills enhanced rather than diminished. A recent survey by The Creative Leadership Forum has in fact found that for the Australians they have surveyed, over 80% of them believe they are creative as adults and managers. 

 

While past generations may have been able to fulfill their work duties effectively as the output requirements were more limited, it might only be people with innovative thinking skills that will survive the future. As tasks and even information become more automated, higher level thinking skills will become more and more necessary. Dan Pink explores this concept effectively when he talks about how today’s worker needs to be able to go:

•• beyond function to include design

•• beyond argument to include story

•• beyond analysing to include synthesis (the ability to put together the pieces)

•• beyond logic to include the need for empathy

•• beyond seriousness to add in an element of play

•• beyond accumulation to enrich this with meaning

 

What has your experience with the creative thinking journey been? Do you feel you have lost your ability to be creative – or has your creative ability in fact been enhanced over time, and what do you believe has led to this? How comfortable are you with the concept of creativity, and how important do you think it is as a skill? 

 

CREATIVE INNOCENCE AND THE NEW LEADER

 

For years both the schooling system and society in general have rewarded knowledgeable experts. The people who have been able to successfully negotiate these systems were blessed with high test results and grades, and were then promoted to high positions and paid according to their knowledge and expertise. Now, with a greater amount of information more widely available, it is becoming obvious that it is not possible to for one person to be the single expert, so learning and leadership models will have to adapt. Leaders won’t now need to have the most information but be able to spot and encourage the smartest ideas. The traditional expert’s focus is very narrow, which means they can build a great deal of knowledge about one specific subject or area - but this can kill creativity, so the leader of the future may need to be a broad thinker capable of opening up thinking and ideas.

 

De Bono believes that creative thinking at work requires a certain level of creative innocence.So how is it possible to ensure creative innocence in the workplace when it often goes against the grain? It is only the innocent mind – the mind that is open, the mind that is willing to become vulnerable and take risks, that can feel and think as a child, that is unpressured and uncluttered – only this mind can be truly creative.  

 

This concept of creative innocence is now recognized as so important that some organizations engage children in the ideas generation process. Toyota has been known to put together a "board" of children to advise them on product development. Hasbro has done the same with toys, and at Xerox's Palo Alto Research Center they have asked school kids to attend a series of brainstorming sessions on the future of technology.

 

“The development of knowledge may depend on maintaining an influx of the naïve and the ignorant.”  

Organizational development expert James G March

 

REVEALING THE CREATIVE CRISIS CULPRITS

 

There seem to be a number of factors in the education and then work environments that have contributed to this crisis in creative confidence. These could include:

 

•1) Insulation from diversity: We can become protected from the need to think creatively if we are not exposed to diverse ideas and people from diverse backgrounds. As we grow older we then end up continuing to protect ourselves from new ideas. To gain a feeling of security we often try to gather round us like minded people that insulate us from new experiences.

 

•2) Insecurity and stress: Secondly, the pressures of the modern environment can actually inhibit creative thinking. Creative thinking needs to be processed through the more advanced reflective frontal lobe of the brain, which research company Group 8 Education refers to as the ‘blue zone’, and when we are stressed or anxious, when we feel insecure or not listened to, our brain resources are drained away to dealing with the immediate needs of the more primitive survival functions of the base stem of the brain – what they call the ‘red zone’.

 

•3) Inability to play: Perhaps the crisis in creativity can also be associated with the expectation that we should become more serious and stop ‘playing’ as we get older. This idea was certainly implied through our survey. As we used a show of hands to indicate self assessments of creativity, there may have been a reluctance to admit to being creative over time. As many older children and adults seem to be reluctant to raise their hands in front of others when asked if they are creative, while children certainly eagerly raise their hands when asked the same questions, it has made us wonder if as we get older we do not want to be seen to be creative. Indeed, accompanying discussions of the definition of creativity can often indicate that creativity is associated with immature childish play rather than the mature seriousness of ‘real’ work. So creativity can become a quality you’d prefer to leave behind as you progress through life.

 

By dealing with these culprits and building environments that support the creative thinking process, it is possible to bring about dramatic change.

 

BUILDING CREATIVE CONFIDENCE: Hands Up

 

After reflecting on the results of our seminar survey, we decided to produce a video to get people thinking about creativity and their own creative thinking journey – a video we called ‘Hands Up’. (RIKO LINK) We wanted to show what we had discovered first-hand through teaching thousands of school children, and then working with adults in adult learning environments. Our findings, as revealed in the video as a decline in creative engagement and confidence, correlate to Group 8 Education findings* from research with over 1000 students that engagement drops off from Kindergarten to Grade 10 due to an environment that often fails to provide the respect and security needed to nurture open thinking and learning.

 

In order to foster creative thinking, then, it becomes obvious that we will need to:

 

•1) Encourage diversity:

While many people continue to build homogeneous like-minded teams, it will be important to find structures to support heterogeneous diverse teams, and to allow for a range of individuals and ideas.

 

•2) Minimise stress:  

Individuals report that in ideal school and workplace environments, says Group 8, three key qualities stand out:

1. Teachers/leaders respect me

2. Teacher/leaders are friendly, approachable and willing to listen

3. Teachers/leaders encourage and help me to succeed.

The Gallup organization has also identified that the best leaders create an environment in which people feel they can build trust and develop solid relationships. This environment provides individuals with the opportunity to take risks with learning and develop in a safe and accepting environment.

 

•3) Design open ‘playful’ environments:

Free play creates a mental state where it is possible to feel safe and secure and to explore ideas without restrictions. The parents that try to maximize the education opportunities for their children by shuffling them between countless after school activities and rigorous study schedules may actually be in danger of shutting down the innovative creative part of the brain as the children struggle to get through their day in exhaustion. Research is now showing that adults who have less play time as children are less creative as adults. Melinda Wenner has revealed in the Scientific American that children (and animals) who do not ‘free play’ when they are young may grow into anxious, socially maladjusted adults. Free play is one of the conduits needed to ensure brain resources are diverted away from dealing with the primitive survival functions so they can access creative thinking. If creative thinking has not been accessed regularly, strong pathways in the brain cannot be established, and the ability to think creatively can actually wither away. As a university lecturer in Taiwan has found, “The major problem for education here is the lack of curiosity and initiative among the students. They are inordinately shy, don’t ask questions and reluctant to respond.”

 

Smart leaders recognize that the work environment could be inhibiting creativity, and learn to ensure they maintain a creative development focus. Management Guru Jim Collins consciously ensures that he spends only 50% of his time on administration tasks. He says that he turns down many keynote talks, consulting work and even the temptation to grow his company to ensure that he is disciplined enough to stay focused and creative. He is so adamant about this key point that he logs everything he does including his sleep. He knows that at the times that he is overworked with administration that his creative thinking and ability to focus on developing and researching new ideas suffers.

 

So do we lose our creativity as we become adults? It appears to be more the case that we lose our creative confidence, and as a result need to work harder to regain it. It appears that it’s not that adults are not creative, but rather the right environments and opportunities need to be built for creativity to flourish. And we must be committed to doing this in order to ensure we can all cope with the demands of the future.

 

 

•· How aware we are of your cycles, the causes and effects of your attitudes and behaviours?

•· How much time do you spend in a stressful adrenalin charge environment at work?

•· How can you consciously set aside time and be disciplined to develop your creative thinking?

•· Do you and your team feel: 1) Safe 2) Believed in, 3)Listened to 4) Respected?

•· For leaders, what type of environment are you providing for your team? Whats sorts of opportunities for creative development are you providing for them?

Wheelchair Steered by Brainwaves

Toyota and Japanese research foundation RIKEN have teamed up to create a revolutionary wheelchair steered by mind control. This remarkable development is one of the first practical uses of EEG (Electro-encephalogram) signals.

Designed for people with severe disabilities, the Toyota/RIKEN wheelchair is fitted with an EEG detector in the form of a electrode array skull cap, a cheek puff detector and a display that assists with control. To turn left, right and move forward, the driver simply thinks about the movement and the wheelchair instantly and seamlessly responds. To stop the wheelchair, the driver puffs his/her cheek. A detector on the face picks up the signal and immediately stops the wheelchair.

 

Is Information Visualisation the Next Frontier for Design?

As design work shifts to infrastructure and problem solving, sexy infographics are part of the new skill set.

You've seen them. Those tag clouds in the right-hand column of Web sites with jumbled type of varying weight and size indicating the relative usage of words. Tag clouds may be the most common example of an emerging field known as "information visualization," an offshoot of graphic design devoted to the clear display of complex information. Executive pay in relation to shareholder returns. Senate voting patterns. The geographic location of cell phones. Similarities among rock albums. Graphic designers are mapping over the known world and posting their graphic interpretations on sites like Visual Complexity.

Visualization got a big boost during the political season from newspapers and networks. On March 24, CNN aired what it claimed was the largest ever tag cloud composed from President Obama's press conference that day.

If we're going to live in a world driven by data, the thinking goes, we need a simple means of digesting it all. We are increasingly a visual society, and our understanding of the world is increasingly made possible by this new visual language.

Visualization has been used prominently, and to dazzling effect, at The New York Time s , where a collaboration of art directors and programmers turns masses of data into intuitive displays, like the interactive map of the swine virus shown above.

Another example: the Tokyo firm Information Architects created this Web Trend Map which presents the most popular Internet sites in the intelligible graphic language of a subway system

Designers have historically excelled at finding insightful ways of looking at complex problems. Visualization will likely play a prominent role as design evolves beyond the consumer economy (selling $2,000 poufs and other high-end furnishings) and helps create efficient new forms of buildings, food distribution and transportation.

For example, it's likely that New York and other major U.S. cities will experiment with systems that monitor traffic patterns in real time and manage the use of lanes and access accordingly. A project like that would hinge on our ability to map patterns as they happen, along with the alternatives and consequences. It's a big undertaking, but the benefits are considerable: In Stockholm a system that tracks the movement of every car has reduced carbon emissions by 25%.

Visualization may play a big role in wising up consumers. In the future, we're told, sensors will pick up tiny bits of info on every aspect of our lives and they will be played back to us as graphics. The smart grid, for example, will read the energy use in your home and send back understandable displays suggesting how you might save money by, say, waiting an hour to turn on your air conditioner or reducing your thermostat by two degrees. It will be up to architects to imbed this feature in the home in a way that allows us to interact more efficiently with our surroundings.

You might think of visualization as the antithesis of Power Point, which sometimes seems to make us dumber. Six years ago, Edward Tufte, a Big Thinker in the field of information graphics, issued a 28-page pamphlet that dumped on Power Point as "a faux analysis" that "turns everything into a sales pitch.'' Visualization does the opposite: it reflects the complexity of the world in simple terms. It is a window onto the world, in all its digital complexity. Though of course data can be skewed in deceitful and insidious ways.

Visualization isn't just for RISD graduates. You can create your own word clouds at a new site called Wordle. Paste in a piece of text or enter a URL and Wordle creates a cloud of the most frequently occurring words.

Source: Fast Company

Is Information Visualisation the Next Frontier for Design?

As design work shifts to infrastructure and problem solving, sexy infographics are part of the new skill set.

You've seen them. Those tag clouds in the right-hand column of Web sites with jumbled type of varying weight and size indicating the relative usage of words. Tag clouds may be the most common example of an emerging field known as "information visualization," an offshoot of graphic design devoted to the clear display of complex information. Executive pay in relation to shareholder returns. Senate voting patterns. The geographic location of cell phones. Similarities among rock albums. Graphic designers are mapping over the known world and posting their graphic interpretations on sites like Visual Complexity.

Visualisation got a big boost during the political season from newspapers and networks. On March 24, CNN aired what it claimed was the largest ever tag cloud composed from President Obama's press conference that day.

If we're going to live in a world driven by data, the thinking goes, we need a simple means of digesting it all. We are increasingly a visual society, and our understanding of the world is increasingly made possible by this new visual language.

Visualization has been used prominently, and to dazzling effect, at The New York Time s , where a collaboration of art directors and programmers turns masses of data into intuitive displays, like the interactive map of the swine virus shown above.

 

Another example: the Tokyo firm Information Architects created this Web Trend Map which presents the most popular Internet sites in the intelligible graphic language of a subway system.

 

Designers have historically excelled at finding insightful ways of looking at complex problems. Visualization will likely play a prominent role as design evolves beyond the consumer economy (selling $2,000 poufs and other high-end furnishings) and helps create efficient new forms of buildings, food distribution and transportation.

For example, it's likely that New York and other major U.S. cities will experiment with systems that monitor traffic patterns in real time and manage the use of lanes and access accordingly. A project like that would hinge on our ability to map patterns as they happen, along with the alternatives and consequences. It's a big undertaking, but the benefits are considerable: In Stockholm a system that tracks the movement of every car has reduced carbon emissions by 25%.

 

Visualization may play a big role in wising up consumers. In the future, we're told, sensors will pick up tiny bits of info on every aspect of our lives and they will be played back to us as graphics. The smart grid, for example, will read the energy use in your home and send back understandable displays suggesting how you might save money by, say, waiting an hour to turn on your air conditioner or reducing your thermostat by two degrees. It will be up to architects to imbed this feature in the home in a way that allows us to interact more efficiently with our surroundings.

 

You might think of visualization as the antithesis of Power Point, which sometimes seems to make us dumber. Six years ago, Edward Tufte, a Big Thinker in the field of information graphics, issued a 28-page pamphlet that dumped on Power Point as "a faux analysis" that "turns everything into a sales pitch.'' Visualization does the opposite: it reflects the complexity of the world in simple terms. It is a window onto the world, in all its digital complexity. Though of course data can be skewed in deceitful and insidious ways.

Visualization isn't just for RISD graduates. You can create your own word clouds at a new site called Wordle. Paste in a piece of text or enter a URL and Wordle creates a cloud of the most frequently occurring words.

Source: Fast Company