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The Creative Executive in Action - Part 3

The role of creative judge for the executive will usually overlap or interlock with that of creative coach. Beginning with the reali­zation that unless he, or the company, has provided it, the average subordinate will not have had any training in creative problem-solving methods, the executive must then take on the job of guid­ing a worker through the necessary steps to solving a problem.

Initially, the executive will probably be the one who is sensitive to the problem and who will recognize, define, and orient it. If, however, he has an interest in developing a worker of promis­ing creative potential, he may ask that person (or persons) to sit in on a "problem-clinic" session and attempt to formulate a work­able problem statement, with all its attendant requirements.

Next will come the job of gathering the information and data needed to work with, screening and evaluating this, and correlat­ing the "knowns" and "unknowns" of the problem details with the data. Again, this can be assigned to a subordinate with an explanation of why the information is wanted; or it can be made a joint effort with a subordinate.

Once the principal "unknown" parts of the problem are clearly delineated, the executive is then ready to delegate these off in the form of specific problem assignments. He may, at this time, sug­gest certain idea-development techniques, specialist resources, or individual or group idea-gathering methods. But note "may sug­gest." If he orders, or implies that he favors a certain method over another, he will restrict the subordinate's freedom to think for himself. If he suggests several alternative methods, he encourages the subordinate to do some thinking on his own.

The executive should probably not get back into this picture until the subordinate has come up with recommendations he has developed on his own. It is a good technique of creative encour­agement to make the idea-developing assignment one of providing "three or four" alternatives for consideration. He may or may not require the subordinate to make a specific recommendation on one of the alternatives, and he should always require that all ideas considered be available in case the subordinate's judgment is open to question.

The executive cannot, of course, duck his own responsibility for the successful completion of any courses of action that are taken under his direction. He may, therefore, have to be arbitrary in his final decision as to which of the recommended alternatives he will accept. But he should also be completely "open" in his reasons, and be sure that he is being objective and imaginative. In other words, that he is not just taking the "safe" way out.

And finally, if the subordinate's idea, suggestion, or recom­mendation proves successful, the executive must acknowledge and praise it. The worker must be made to feel a sense of ac­complishment for having a part in the problem-solving effort, no matter how much of a "follower's" role it was. Only in this way can the novice problem-solver be given the encouragement and confidence needed to build the inner resourcefulness that will turn him into a creative problem-solver.

These few recommendations for executive coaching are based on the fact that it is up to each "boss" to give his men maximum opportunities to develop. This means the delegation of responsibil­ity. More, it means exposing promising men to the company's problems. It means letting them "sit in" while the seniors or bosses wrestle and wrangle over problems. And it means giving them specific assignments to carry out on their own as contributions to solving the problems.

Related terms include business performance management and small business grants for woman.