When you get the chance to experience true innovation in schools or organisations, it feels exciting. It’s not just the novelty, it’s the sense that this new way of doing something is qualitatively better.
This kind of development stems from an intimate knowledge of the system in which the innovation is occurring. When we have this level of understanding, we know how far the constraints and conventions of the system can be pushed or bent before they break.
But when we fail to respect the system, or we push too hard or too fast against its foundations, it doesn’t give people time to adjust or adapt. When people feel too challenged or destabilised, we can end up simply causing frustration and/or being dismissed as someone who “doesn’t get it”.
Innovation will, at times, be disruptive and stressful for some people within a system. But when done well, carefully, professionally, and respectfully, innovation can nudge behaviours, reshape constraints, and energise the system without upsetting the apple cart.