Clearly, something was going wrong. My group was visibly upset, to the point where I felt a creeping yet genuine concern for our next deadline. I write this in an effort to shed light on a very subtle yet essential skill for nearly every social innovator: how to create cohesion in a group setting. Although I now have a strong conviction that we will be able to produce a successful project, framing a cohesive vision for the project was certainly a challenge.
Starting Somewhere:
Judging Impact
Our group seemed to start with the question of judging impact first. This is a logical jump since the whole success of the project seems, from a distance, to hinge on the way this question is addressed. You could judge impact in a variety of ways: How many people are affected? What is the scope of the project? What pulls at your values? Or, what makes you feel good? Further vexing, every option has benefits. This meant, during my particular group project, that asking the seemingly divergent questions would, in fact, target the same issue: What are the main gaps in existing care? Or, which gap makes the most sense or feels the most authentic to explore? Although I still believe impact is an incredibly important and vexing question, in the end, the specific wording of a question is not nearly as important as the vision for the project: every person and every discipline has slightly different standards for how they phrase the question. This realization was an eye opening experience, since the specific wording became arbitrary. Instead of walking in circles around a particular set of phrases or definitions, we found that a clearer vision of the end goal was much more productive in building cohesion.
Reflective Research
Similarly, analyzing research can mean a plethora of potentially confusing options. However, unlike judging impact, not every option will produce the same kinds of productive inquiry. Fortunately, some guidance is readily available. Although the book, The Craft of Research, is aimed at an academic audience, one particular section was particularly relevant for this issue. It distinguishes between “practical problems” and “conceptual problems”. Solving a practical problem means targeting the cause of the problem or mitigating negative impacts. By contrast, conceptual problems seek to help us understand the issue better and operate at a more general, broad kind of focus. (1) Practical problems are not always easy fixes: any politician who needs more votes from their constituents realizes the ethical and moral implications that can get very messy, very quickly. Nor are conceptual problems particularly futile: without the conceptual problems involved in physics earlier, much of our current technologies would not be possible. Figuring out where your innovation stands can alleviate much of the pressure of building a cohesive vision.
For our group, we found that some things we could tackle together. However, framing it as more of an exploration with room for open-ended objectives was more productive than bickering over specific and narrowly defined practical solutions. That doesn’t mean that our work is over: there is still much to learn before our group members disband. However, it does mean that we can start running towards our goal, building on individual experiences and strengths together.
(1) Booth, W. and Gregory Colomb, Joseph Williams. Craft of Research. Chicago: The University of Chicago Press, 2008. Print. 53.
Blog entry by Prisca A. Ohito