In an institutional setting, it goes without saying that spontaneous initiatives are rarely accepted, as they involve operating a complex system in equilibrium between several players. However, concerted, planned initiatives are more often welcomed and even sought after by dynamic, innovative institutions. How can we inscribe this spirit in our institutional DNA?
Conformity is traditionally valued at school, because the methods for achieving set objectives are tried and tested. But there's nothing to stop us taking the initiative in finding ways to achieve or surpass these objectives, especially with those who are less successful, or in defining new goals; "success" can take many forms. Valuing the risk-taking associated with initiatives calls for a pedagogical orientation that is more open to errors and deviations.
What about teachers? One of the essential conditions for their initiatives to flourish is the support of their management. Dynamic management creates an atmosphere in which initiatives can flourish, encouraged rather than hindered; this openness is built on trust and communication.
Creativity emerges when sufficient reference points and skills are acquired. You start by handling a pencil, then you can pretend to draw more than just scribbles. Taking initiatives beyond one's competence usually only leads to disaster and discouragement. Failure may be part of learning, but it's more interesting to progress in a controlled way. A teacher can mark out the road to successful initiatives by ensuring that the skills and organization required for each are mastered. The same applies to the management of each institution: it's one thing to encourage initiatives, and quite another to equip oneself with the means to bring them to fruition.
Good initiatives
Denys Lamontagne - [email protected]
Illustration: PixelAnarchy - Pixabay
