Perceived Permission

Saying that 'innovation is valued' or 'you have the permission to play' is not enough. Showing value and noticing and naming the uncertain journey is needed too. It is engrained in us to seek approval from others before deviating from the known path.

Perceived permission can be a crucial message that needs frequent reiteration along the innovation journey. A perceived lack of permission has the potential to create 'roadblocks' in a learning journey. Frequently and openly communicated permission can instil a sense of freedom to explore, take risks and fail.

We might consciously show permission through celebrating success, encouraging vulnerable sharing of failure and learnings, and repeatedly sending the message that play and experimentation are valued. What we notice and name we give power to. When we validate behaviours in some, we open the gates for others to follow.

Believing Eyes also plays a crucial role in permission. Championing teachers as they experiment boldly, looking at them with believing eyes, should be a practice not reserved only for learners. The belief we show, the trust we repeatedly communicate and the freedom we give empowers teachers to unleash their Creative Genius.

We all have Hidden Potential within us. Revealing it is a choice we make. Without perceived permission, we might lack the confidence to take the risk in revealing it to others for fear of shame.

Perceived permission has emerged as a crucial message that needs frequent reiteration along the innovation journey at Griffin State School. We are conscious about frequently naming the experiments of teachers and validating their experiences as we know this very deliberately shows the permission we espouse. In order to inspire change, we must present the change journey authentically, warts and all.