How Looking at Art Can Make You a Better Thinker, Communicator, and Leader

How Looking at Art Can Make You a Better Thinker, Communicator, and Leader

“It was quite a sight!  A dozen senior executives from a big, conservative financial services firm, all sitting on the floor in front of a painting, talking about what it could mean and why they think that.”

On a typical dreary November day, and Suzi and I were sitting in the café inside Boston’s Museum of Fine Arts.  She had just left her job as Head of Design Thinking at Fidelity Investments and I was taking a sabbatical before deciding what would be next for my career.  Introduced by a mutual friend, we decided to swap stories over lunch and a walk through one of the museum’s special exhibitions.

She was describing a Visual Thinking (VTS) session she had recently facilitated and the nearly instant impact it had on the way executives expressed themselves and communicated with each other.  She saw them engage in a level of creative problem-solving and critical thinking that they hadn’t in the past.

Intrigued, I set off to learn more.  What I discovered was a powerful, proven, and gasp fun way to help my clients navigate the ambiguous early days of innovation and embrace their inner curiosity and creativity.

 

Why should you care about VTS?

Imagine someone says to you, “If you and your team spend 1-2 hours with me each month for 9 months, I guarantee an improvement in your abilities to:

  • Quickly gather and synthesize accurate and unique insights by listening deeply and re-phrasing what they heard ensure understanding
  • Think critically and creatively by examining information or an idea from all angles, rethinking it, and deciding whether to keep, revise, or discard it
  • Communicate more clearly, respectfully, and productively with a variety of people inside and outside the organization
  • Work cross-functionally because they can apply critical thinking skills confidently to topics outside of their expertise
  • Innovate and experiment because they have learned how to individually and as a team operate in uncertainty
  • Provide more effective feedback by phrasing criticisms as questions and engaging in collaborative discovery and problem-solving conversations

Would you make the time commitment?

Now, what if they said, “All you have to do each month is sit together in a conference room and take part in a conversation.  No travel.  No additional expenses.  Just turn off your email and your phone for one hour and have a conversation in a room you already pay rent on.”

Would you do it then?

Of course you would.

Because you’ve been to trainings that focus on only one of the items in the list above and those trainings are expensive, time-consuming, and not nearly as effective as they should be.

 

What is Visual Thinking Strategies (VTS)?

According to the book, Visual Thinking Strategies: Using Art to Deepen Learning Across School Disciplines, VTS “uses art to teach visual literacy, thinking, and communication skills – listening an expressing oneself.”

Philip Yenawine was the Director of Education at the Museum of Modern Art (MOMA) in New York from 1983 – 1993.  During that time, he noticed that despite the museum’s efforts to organize and craft detailed explanations and interpretations for each piece of art, visitors would still ask lots of “Why?” questions and would remember little, if anything, from their visit.

Frustrated but curious, he and his team began studying developmental research and theory and discovered that what MOMA visitors needed wasn’t explanations, details, and facts, it was “permission to be puzzled and to think.  Consent to use their powerful eyes and intelligent minds.  Time to noodle and figure things out.  The go-ahead to use what they already know to reflect on what they don’t; the first steps of learning.”

Philip and his team with MOMA partnered with cognitive psychologist Abigail Housen to develop and test a process now known as Visual Thinking Strategies (VTS).

In the 30 years since their initial experiments, Philip and Abigail’s work has been used in 28 countries and 58 museums, over 12,000 students have engaged in VTS discussions and 1,200 people have become trained facilitators.

 

 

How to do VTS

The secret to VTS’ effectiveness is in the facilitation so if you’re going to do this, invest in an expert facilitator.  An expert facilitator is the only way to get the results listed above.

 

Here’s how a VTS session works:

  • Facilitator shares a piece of art specially selected so that “the subjects are familiar… but they also contain elements of mystery.”
  • Attendees take one minute to silently focus on the art
  • Facilitator asks 3 questions over the hour:
    • What’s going on in this picture?
    • What do you see that makes you say that?
    • What more can you find?
  • As each individual answers a question, the Facilitator:
    • Points at what is being observed
    • Paraphrases what has been said
    • Links what has been said to what others have said
  • Facilitator wraps up the session by thanking everyone and sharing something s/he learned from listening. They do NOT give “the answer” because “this isn’t about right and wrong but about thinking and…that the students singly and together are capable of wonderful, grounded ideas.”

That’s it – 1 piece of art, 3 questions, and at least 5 major benefits if you commit to the process.

 

Seems like something worth sitting on an art gallery floor for, right?

To learn more, read Visual Thinking Strategies: Using Art to Deepen Learning Across School Disciplines by Philip Yenawine and visit the website Visual Thinking Strategies

What’s next for higher ed?  Mt Holyoke gave us a hint.  In the 1980s.

What’s next for higher ed? Mt Holyoke gave us a hint. In the 1980s.

D-Day is less than 2 weeks away. On June 1, high school seniors and recent graduates will decide which, if any college to attend in the Fall. But, for most, they still won’t know where they’ll be living first semester.

Higher education, like so many other industries, has been rocked by the Coronavirus pandemic – classes are taught entirely on-line, students moved out of dorms and back home months before they planned, campuses are closed, and thousands of employees have been laid off or furloughed.

Like most other industries, colleges and universities have scrambled to respond and to prepare for what’s next.  Most pushed Decision Day back a month, from May 1 to June 1, to give prospective students more time to learn about schools offering admission and to assess their own ability to pay for and attend schools when classes resume.

But colleges and universities are facing a challenge that most industries are not.

Their customers are rebelling.  They are filing lawsuits.  They are asking a fundamental question, “What does my tuition actually buy?”

Before the pandemic, people though they knew.

It was only 30 years ago that most high school graduates opted to go to college.  According to research from the Georgetown Center on Education and the Workforce, in 1970, only 26% of middle-class workers had any post-high school education.  By 1992, it had jumped to 56% and 62% in 2018.

Today, prospective students, and their families believe that a college education is the cost of entry to a middle-class life.  You hear it in the Jobs to be Done (problems to be solved, goals to be achieved) they express when you ask why they want to go to college:

  • “I want to get a good job when I graduate” – functional Job to be Done
  • “I want to make a good living” – functional Job to be Done
  • “I want to have more independence” – Emotional Job to be Done (i.e. how I want to feel)
  • “I want to be part of something bigger than myself” – Social Job to be Done (i.e. how I want others to see me).

In response, colleges invested huge sums of money to convince students and their families that they offer the best solution to all of these Jobs to be Done.

  • Functional Jobs to be Done:. “I want to get a good job when I graduate” and “I want to make a good living”
    • Elements of the “College Solution”
      • Strong reputation
      • World-class education
      • Renowned faculty
      • Access to alumni network
      • Active Career services department
      • Relationships with employers
  • Emotional Job to be Done: “I want to have more independence”
    • Elements of the “College Solution”
      • Location near a major metro area or a fun college town
      • Access to student housing
      • Access to food
  • Social Job to be Done: “I want to be part of something bigger than myself”
    • Elements of the “College Solution”
      • Student clubs
      • Social clubs
      • Diverse student population
      • Championship athletics
      • Great living facilities

These elements and more are marketed in beautiful glossy brochures, recruiting roadshows, and campus tours.

The message is clear, “All of this and more could be yours if you are accepted and willing to pay.” And pay the students and their families did.

But here’s the rub.

When America went on lock-down in mid-March, colleges and universities were forced to close their campuses and send home students.  Classes were moved to virtual settings with little to no training to help faculty adjust to the new format. Overnight, almost all the elements of the “College solution” disappeared or were compromised, leaving a list that looks like this:

  • Functional Jobs to be Done:. “I want to get a good job when I graduate” and “I want to make a good living”
    • Elements of the “College Solution”
      • Strong reputation
      • World-class education*
      • Renowned faculty
      • Access to alumni network*
      • Active Career services department*
      • Relationships with employers*
  • Emotional Job to be Done: “I want to have more independence”
    • Elements of the “College Solution” – n/a
  • Social Job to be Done: “I want to be part of something bigger than myself”
    • Elements of the “College Solution” – n/a

(* = significantly compromised due to moving to a virtual setting or to economic conditions)

Yet the price of the “College solution” did not change. What happens when the customer thinks they’re paying for one thing (long list of elements) and the seller gives them something less (short list of elements) and refuses to refund a portion of their money? Lawsuits. As Mark Schaffer, the parent of a George Washington University student, explained in his Washington Post Oped:

“When my daughter was deciding where to go to college, we were persuaded by George Washington University’s promises of an extraordinary on-campus experience. The school’s recruiting materials tout a dazzling array of opportunities — to engage one-on-one with renowned faculty, join more than 450 clubs and organizations, or explore passions in high-tech labs, vast libraries, and state-of-the-art study spaces.

The university promises that living at the school opens the door to “world-class” internships, lifelong friendships with neighbors and roommates, and the chance to “become a part of the nation’s capital and make a difference in it every day.” In exchange, GWU expects around $30,000 per semester.   As college campuses across the country have shut down to slow the spread of the novel coronavirus, most schools, including GWU, have offered only online classes since mid-March. The reason for the shift is not the schools’ fault. But this remote education is nowhere near the caliber of the on-campus experience students were promised. For this reason, I and other GWU parents have requested a partial refund of this semester’s tuition and fees.   Unfortunately — and offensively — the university has refused these requests. This is why I am suing GWU for damages to compensate my family for losses suffered because of the school’s breach of contract, and why I am seeking to represent all families similarly harmed by the school through a class action.”

What happens in the Fall is unclear

As lawsuits against GWU, Northwestern, University of Chicago, NYU, Columbia, and other schools wind their ways through the legal system, everyone is scrambling to figure out what happens in the Fall. Most schools haven’t made decisions and the few schools that have seem to be falling into 3 buckets:

  • Return to pre-pandemic normal by resuming all on-campus classes, activities, and operations: Brown University (as advocated by their president in a NYT Oped), Purdue University
  • Proceed cautiously with a phased approach to resuming on-campus operations, classes, and living: UC Berkeley
  • Stayed closed and continue virtual classes: California State University (the largest university system in the US)

Students are also struggling with their decisions.  Without clarity as to what the Fall semester looks like and certainty as to their families’ financial means due to the economic downturn and rising unemployment, many students are considering taking a gap year or enrolling in a lower-cost option, such as a community college or public university.

What happens in 2021 and beyond is much easier to predict.

Certainly, the impact of decisions made about the Fall semester will reverberate for years to come as colleges cope with lost revenue from enrollment and a fairly high fixed costs base.

But the greater impact will come from students’ and families’ sudden awareness of the Mt. Holyoke Phenomenon and the role it’s played in their decision making.

First witnessed in the 1980s, the “Mt. Holyoke Phenomenon” reveals that  “charging higher tuition leads to a greater number of applicants, as well as academically higher quality applicants.”

The impact of this phenomenon is simple – higher tuition attracts better students, better students demand better education and experiences, better education and experiences improve the school’s brand, a better brand means schools can raise tuition and make more money.

Given that college tuition has increased 260% since 1980, compared to the 120% increase in all consumer items, it’s reasonable to assume that, more and more, tuition is buying access to the college’s reputation.

And, as the lawsuits and declining enrollments suggest, people thought skyrocketing tuition paid for a lot more and, suddenly aware that it doesn’t, may no longer be willing to pay the premium.

The result will re-shape higher education as we know it.

Instead of getting into the most prestigious school possible and relying on financial aid and loans to pay for it, high school seniors will consider a wider variety of post-high school options, including:

  • Trade schools which lead to high-paying and highly in demand skilled work
  • Community colleges that grant Associate’s degrees and/or a path to transfer to a 4-year college
  • Co-op programs that allow them to gain work experience at the same time as a college degree

Colleges, too, will step away from their all (on-campus) or nothing solution to offer a wider portfolio of options.  In fact, some schools already have:

  • Miami University has several campuses, one in Oxford offering a traditional, residential 4-year experience, and two other campuses nearby that offer part-time associates and bachelor’s degrees
  • Harvard University offers a traditional 4-year college education, and undergraduate and graduate degrees through the nonresidential Harvard Extension School, and online certificates through Harvard X
  • SNHU famously offers online and campus degree programs and a special “Military Experience” that offers generous tuition discounts, credit transfers, and support programs to active duty military and their spouses

 It will take years for demand (what students want and are willing to pay for) and supply (what colleges and universities can offer) to reach equilibrium.  But that equilibrium will look very different than it does today.  Mt Holyoke taught us that in the 1980s.  The coronavirus reminded us.

4 Ways to Figure Out What Happens Next

4 Ways to Figure Out What Happens Next

“What happens next? You know, once all of this is over?” my friend asked. “There will be a new normal, but what will it look like?”

This is the question everyone is asking.

Lots of people proclaim to have the answer. Some are based on history, but history isn’t a great predictor of the future. Some opinions are based on trends and projections but rely assumptions which may or may not be true. Many are based on our hopes or fears, but those are grounded in emotions which can change from one moment to the next.

No one actually has the answer.

What we’re experiencing is a fundamental disruption to our way of life. It calls into question everything we believed to be true about ourselves and our worlds. It requires us to re-think things that we took to be inviolable truths. It is impossible to experience such a sudden and all-encompassing upheaval and emerge as if nothing happened.

We know things will be different once the restrictions (e.g. stay-at-home, limited gathering sizes, essential workers only, curfews) are lifted.

What we do not know is HOW they will be different and HOW LONG they will stay different.

I certainly don’t and that’s a terribly frustrating feeling. After all, I’m the person who reads the last page (or chapter) of a novel before I read the first because I want to know who is still alive and whether the ending is happy or sad. So, as you can imagine, I’m impatient to get at least a hint of what comes next.

Happily, there are ways to get that hint: Be curious, ask questions, seek input from a wide variety of sources, and observe how things progress.

Here are the questions I’m asking:

How will connection be different?

History says we’ll grow further apart. During pandemics, people choose, or are forced to, separate from one another, to stay at home, and to minimize contact with the outside world. Pandemics also highlight economic and social inequalities, disproportionately impacting the poor and working poor and inflaming class divisions. After the crisis passes, people remain wary of others and physically and emotional exhausted from the experience. They don’t want to re-live it by talking about it or, even worse, reflect on who they became during the experience.

OR…

We’re more connected than ever as the internet, social media, and video conferences make this a shared experience on a global scale. Yes, there’s a lot of crap on social media and Zoom-bombing isn’t helping things. But social media is also spreading good news — videos of people in Italy singing together and playing Bingo, people in various cities applauding healthcare workers, parades as substitutes for parties. Zoom, FaceTime, Google Hangouts, and similar services enable us to see the people we’re talking to, engage in the conversation (because it’s hard to multi-task on camera), and connect in deeper and more effective ways than we could by phone or email.

I HOPE that…

Connection takes on deeper meaning, that we’ll care more about the quality of our connections than the quantity and, as a result, invest more time with the people we care about than we do in generating likes and followers.

Gratitude continues to be part of our daily social interactions, that we say, and mean, “thank you” to the people working in healthcare, retail, restaurants, delivery, and other essential businesses.

Empathy remains a part of how we think and act because we have all shared an experience of great uncertainty, witnessed how fragile our lives and lifestyles are, and realized that we actually are all in this together.

How will work be done?

People will return to the office because they have grown tired of staying in their homes, relying on technology for virtual meetings, and having their calendars filled with meetings that were once hallway conversations. Offices are suddenly a welcome respite from the home because they are purpose-built for work, establishing physical definition between our work and personal selves, enabling direct human interactions, and creating an environment where connections between people and between ideas effortlessly occur.

Or…

More people will work from home because they value the flexibility and control it offers. Employers will have a hard time arguing that physical presence in the office is essential for most jobs when people have been working remotely for over a month. And those employers that do mandate a return to the physical workplace risk sending the message that they don’t trust their employees which could, in turn, result in employees leaving for a different employer that does trust and respect them as adults.

I PREDICT that…

Employers and employees will work together to figure out what works best. Old school managers who once resisted letting people work from home for fear that no work would be done are experiencing the reality that people are as, or more, productive at home than in the office. While employees who clamored to work from home now miss the informal chats, hallway conversations, and sense of community that are part of working from an office.

How will learning and education occur?

School will look like it did pre-COVID-19. Kids want to be back with their friends and parents don’t want to be teachers, principals, hall monitors, and test proctors. As a result, kids will go to a school building, sit in a classroom with other students their age, and teachers will teach what the curriculum requires. Inequity will continue as the richest schools are able to attract the best teachers and the most and latest resources, while the poorest schools will scrap by, focused as much (if not more) on meeting basic needs, like food, clothing, and cleanliness, as they do on teaching reading, writing, and arithmetic.

Or…

School is no longer a physical place but a set of activities and interactions. Learning happens when and how best for the student (within certain parameters, of course) and parents stay engaged in what, how, and when their kids are learning. Teachers will continue to find new ways to teach, including recording lessons once taught live to a full classroom and then engaging live with students one-on-one. Everyone will have more freedom to explore, create, discover, socialize, and learn.

I HOPE that…

This seismic shift in what it means to go to school will open people’s minds to what’s possible and increase their willingness to experiment as a means to reduce inequity and raise what’s “minimally acceptable.”

But I PREDICT that…

There will be innovation on the margins, that those who have the most resources will enjoy most of the benefits, and the majority will return to the pre-COVID-19 status-quo.

HOW LONG will the “new normal” last?

We’re human and we don’t like change. We especially dislike change when it’s forced on us. Even in the best of times, we want safety and security and we crave those things even more in periods of uncertainty. As a result, we will go back to the “old normal” as soon as we possibly can.

Or…

We have been fundamentally changed and therefore lasting change is inevitable. We see how hard healthcare workers work and the sacrifices they make. Parents are experiencing how hard teachers work and, if the tweets are to be believed, are willing to pay them millions to resume their roles. We appreciate the essential workers working grocery stores, delivering packages, and maintaining our infrastructure. We’ve returned to having conversations with family members, cooking and eating meals together, and reaching out to people who matter the most. We’ve been forced into a “new normal” but, by the end of it, it will simply be “normal.”

I PREDICT that…

The duration of the “new normal” depends entirely on how long the current situation lasts. The longer this situation — social distancing, stay at home orders, schools and non-essential businesses closed, the numbers of the sick and the dead leading the news — the greater the likelihood that things that felt new and different two weeks ago will become normal habits and expectations that endure. But, if the worst truly is over by April 30 and there’s no Round 2 in the summer or fall, we’ll return to the “old normal” as soon as we possibly can.

Originally published at https://www.datadriveninvestor.com on April 20, 2020.