![]() We can attempt to re-apply existing solutions to these problems, or, we can generate new solutions. How will the impact of this lopsidedness be felt? Change generates problems – for example climate change, economic change, social change – and there are two basic responses available to us. The hidden danger of the new Federal policy is that divergent thinking – creativity – is not addressed. It is only when we blend our convergent, STEM knowledge with the ability to generate novel ideas – creativity – that we will achieve fully effective innovation. Again, to put it simply, we will find that we get better at some stages of the innovation process, but continue to be constrained by a lack of the right skills needed for other stages. However, if we neglect divergent thinking – in other words, creativity – then we run the risk that our improved skills in STEM cannot be exploited fully. We need more people who are equipped with the skills and knowledge to execute these analytical stages of innovation. Clearly, for the stages of innovation that require convergent thinking, improved STEM education will be beneficial. Successful innovation therefore requires the ability to recognise and respond to alternating, and apparently mutually exclusive, mental processes! The difficulty comes when we make ourselves better and better at only one of these. ![]() ![]() Idea generation requires the ability to think divergently. However, having recognised and defined a technological problem – a highly convergent and analytical activity – the next step in the process of innovation is idea generation, and that stage of the process is quite different. Put simply, it is hard to recognise, let alone solve, a problem in engineering if you know nothing about engineering! STEM education therefore is vital if we are to be capable of recognising and responding to technological problems and opportunities. In a STEM context, this is greatly helped by specialist knowledge. The first step in the process of innovation is to recognise that a problem actually exists. Perhaps the best illustration of this, and one that links to the question of STEM education, is the paradoxical requirement for both convergent and divergent thinking in the process of innovation. Put simply, what is good for innovation at one stage of the process may actually be bad for innovation at another. Innovation is paradoxicalĮven more important is the fact that innovation is a paradoxical process. Product – the characteristics that define whether the ideas we generate and the products we develop are, indeed, novel and effective. Press – the organisational and social climate within which innovation occurs, and feelings and motivation) that influence the innovator Process – the mental mechanisms by which people generate ideas It occurs across a number of distinct stages and innovation is controlled by a range of factors, including: The problem is this – from the point of view of both the individual and the organisation, innovation is a complex process. However, there is a hidden danger in policies that see STEM skills as the sole means by which the Australian economy will be transformed into a powerhouse of innovation. There is no question – the national economy needs more people, especially women, qualified in these subject areas. Among other things, the innovation wind blowing out of Canberra stresses the importance of Science, Technology, Engineering and Mathematics (STEM) education. It is hard to find fault in the Federal Government’s recent enthusiasm for innovation. Is it helping or hurting innovation? STEM in Australia Here the Creativity and Innovation speaker shares his expertise on STEM education. David has worked with organisations in North America, Europe, Asia and Australia, guiding them through the complexities of value creation in an ever-changing and challenging world. ![]() David’s expertise is based on a deep understanding of the psychology of creativity and innovation, coupled with real-world experience in technology and engineering. David Cropley is an international author, researcher and consultant in creativity and innovation, specialising in helping people and organisations to unlock their idea generation and problem-solving capabilities.
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