Failing to learn from failure
How can public services make use of learning and information that result from failure? Dyfrig Williams blogs on learning from failure.
Last week I attended the Learning from Failure workshop in Cardiff. Before I go any further, I should clarify that these reflections are very much on my own process of working, rather than the work of the Good Practice Exchange.
The event was a bit of an eye-opening session, as it gave us all as participants the scope to look at aspects of our work that are not traditionally discussed. But why not?
In her paper on ‘Strategies for learning from failure,’ Amy C. Edmondson shares the Spectrum of Failure, which shows that blameworthy failure rarely results from the actions of any one individual. So why do we still tend to think that an effective and productive workplace culture is one that shuns failure and casts blame at all costs?
In the group exercise, each table designed an enabling environment for innovation, and each one was an environment where failure was accepted. Which makes sense, because we’re not encouraging innovation by cracking down on failure, we’re cracking down on ideas for new ways of working.
I was given the task of feeding back our table’s thoughts, which were based around the point that an enabling environment is complex and messy. What I personally meant by this is that a traditional approach, and the way that I’ve tended to approach innovation, is messy. My own innovation has often been a by-product, rather than an outcome or focus I’ve chased. It’s not been something that’s been identified in my appraisals, and it’s not been something that I’ve had to report back on to measure success.
This messiness is complicated even further by the environment that we’re working in. There is no one-size fits all solution for issues around public service access and delivery. What works in one community may not work in another.
However, there are approaches to innovation in the wider world that are much more rigorous. It was interesting to look at the work of the Bromford Lab, who have got a much more structured approach to innovation by testing ideas. One of their founding principles is ‘to fail fast,’ which means that they uncover lots of information and learning from their tests.
This planned approach makes it much easier to measure the success of innovation. Whilst there is no doubt innovation taking place at Bromford outside the realms of the Lab, taking issues and ideas to the Lab gives scope to evaluate them in a more formal way. This is at its most obvious with their Trello, where evaluation is planned and built in to their testing process.
Making space to evaluate
Making the time to evaluate impact has been the main learning point for me. I’ve tended to treat evaluation as something I do when I get the chance, rather than a process to embed into my work. And if you don’t take the time to properly look into why something’s failed, then there’s little chance to learn from it.
And so my more rigorous process of evaluation begins. The dates are now in the diary – I’ll be taking some time out from my day to day work and getting on with my evaluation. I’ll be leaving the physical space of my desk, which will help me get away from the usual distractions like email and the pile of paper on my desk, and get me in the right headspace to approach a different aspect of our work. Wish me luck!