Steve Sasson changed the way we capture memories when he invented the digital camera in the 1970s. The popular technology speaker believes that every workplace should invest in its inventors and innovators, and the only way to disrupt your industry is to experiment – even if that tempts failure. In this exclusive interview for Times of Startups, Steve reflected on his experience at Kodak and offered advice for the inventors of the future.
In the workplace, why should business leaders allow for experimentation and inventing?
“If you’re leading some sort of corporate entity or something, not only should you allow it, but you should also encourage it, because what do you think your competition is doing?
“It’s the lifeblood of the future of a company, you know? And so most companies, they’ll basically say they really like experimentation, they like innovation, until it happens to them and then it becomes a challenge to them rather than an opportunity. And I think that’s the danger sometimes.
“You should definitely encourage that in your organisation, discuss it and make it part of your everyday. Not an unusual thing, it should be part of the everyday discussions. And it doesn’t have to come from a research laboratory! It’s basically people challenging the established processes in order to see something new, and you’ll see a lot of failures.
“You’ve got to basically celebrate the failures a little bit, say, ‘listen, we didn’t succeed here, but we did learn the following and that’s a success’. So I think we have to make innovation and experimentation more an everyday, ordinary thing as opposed to some exceptional event.”
Having disrupted the photography industry with your digital camera, why should businesses strive to disrupt their own markets?
“I will tell you that digital photography was something that occupied me and a number of people at Kodak for well over three decades before it happened.
“In the case of photography, it was a technological revolution that took place – silicon technology, light and digital technology came together and offered another pathway. And by the way, that pathway was well known and practised by a whole bunch of other companies that never considered photography as part of their business. You know, the Sony Corporation wasn’t considered a photographic company back in 1980, for example.
“You have to constantly think about how you can disrupt, how your business could be disrupted and how you can anticipate that. You know, the old expression, ‘only the paranoid survive’, I think is very, very apt. I don’t know if you have to be paranoid – in the case of Kodak, I think a little bit more paranoia would have been helpful, but it would have been pretty trying to exist in a paranoid state for 30 years.
“You should be the devil’s advocate, try to disrupt your business and have real honest conversations and empower the change agents within your organisation to make powerful arguments. Lots of times that change comes in and says, ‘hey, we could do it differently’, and they’ll say, ‘yeah, well, we don’t want to do it this way’. We had that.
“I had that argument for many decades with Kodak. You know, ‘why would anybody want to look at that picture or a television set? Prints, people love prints. People have been doing prints for a hundred years, what do you have that says that they don’t want prints?’
“[I would say] ‘OK, well, tell me the two or three things that would change your mind about this. If this was developed, if that was developed, if the cost of this got down to that point, then would you consider it’. Then you get down to the specific breakthroughs that might change their mind.
“You’ve got to empower people who think differently and give them a chance to have really valid arguments.”
What advice do you have for the inventors of the future?
“Start now. Don’t be afraid of failure, failure teaches you a lot. I got very comfortable being wrong, I know it’s a sad thing, but get comfortable being wrong because you’ll learn a lot. And then you do your calculations, do your experiment, and all of a sudden you see something you never expected. And that is kind of thrilling to me.
“You know, it humbles you and excites you at the same time. I don’t worry much about reputation, and I recommend you don’t do either – start young when you don’t have a reputation. And then if you’re old and you have a reputation, put it on the shelf and use it when you can.
“There’s a lot going on. Things move faster than ever before. Innovators, just be curious, be comfortable with failures, learn from them and just keep going forward.”
An Interview with Miami based Marketing & Communications Expert Julian Narchet
Julian Narchet is a marketing and mass communications professional, and a Communications Manager at the University of Miami. He has extensive experience in customer service, market research, academic research, research administration, social media, public relations, and event management. He is passionate about making a difference in the lives of others through cooperation with non-profits and healthcare organizations.
Julian, Thank you for doing this. Tell me about your best and worst days at work.
My best days involve seeing my work come to life, whether in the form of content going live or speaking to a new group about the research project I work on and getting immediate interest and sign-ups from new participants. In marketing/communications, a lot of work can sometimes go unnoticed, so it is always great to see an impact. There aren’t many bad days, but I would say those involve getting bogged down by multiple projects, poor results from a recent campaign, or rapidly approaching deadlines. However, I feel there is always a light at the end of the tunnel with those days because with those deadlines comes a new opportunity to see my work in action again.
What are the projects that you most enjoy working on?
I work as a Communications Manager for the All of Us Research Program in my current role. I really enjoy speaking engagements with audiences and sparking their interest in the research program. Our research program aims to push healthcare forward for generations to come, so it is great to see people get involved and truly contribute to the future of healthcare.
What was the biggest ‘a-ha’ moment in your career?
In my career, my biggest a-ha moment was realizing my passion for the healthcare industry. Over the years, from interning at a hospital system to a public relations agency to now joining the University of Miami, I continually stepped further into the healthcare realm and increasingly became happier with my work.
What has been the most important part of your professional journey?
The most important part for me was realizing how much relationships matter. Whether the relationships are with clients, partners, coworkers, or managers, I believe having a strong relationship with those around you makes work more enjoyable and easier. It’s always great when I can pick up the phone and call someone in a department I rarely work with, but we already have a rapport, and we are happy to help each other out with whatever the issue may be.
What risks is your industry facing?
An obvious threat to the healthcare industry is the current pandemic we all face, COVID-19. The rampant spread of COVID has forced us to stop seeing research participants on-site at times which greatly hinders the research program for short periods of time. I believe COVID has also created or added to the distrust that some have for the healthcare industry as a whole. We have to work to earn the community’s trust and show that those who work in healthcare genuinely have their best interests at heart.
What would you do with unlimited resources?
Two causes that mean a lot to me are making healthcare and education available to everyone. With unlimited resources, it would be great to find a way to make high-quality and safe environments available to people from all walks of life where they can get a great education or the healthcare they may need.
When was the last time you totally lost yourself in doing something?
Occasionally that will happen with my work, and I need to remind myself to take a break or call it a day. As I’m sure many others can relate to, working from home has been an adjustment. I have personally embraced it, but I also have to remind myself that I don’t have to start working the second I wake up, I can take lunch breaks longer than 15 minutes, and that I don’t have to work all these extra hours just because I’m home and I feel that “I might as well.” It’s easy to assume that working from home can lead to a lack of productiveness but for some like myself, it’s important to remind yourself to take breaks and call it a day at an appropriate time.
What do you do when you’re not at work?
When I am not working, some of my interests include watching sports, movies, exercising, or gaming. I am a big soccer and football fan and somewhat of a movie buff. I am always interested in watching a good new movie or re-watching an old favorite.
How do you feel you make a difference in the world?
I feel lucky to be in my current role as part of a research program truly aiming to change the future of healthcare. Raising awareness and spreading the word about the All of Us Research Program is extremely rewarding. Every research participant who signs up contributes to a better future for healthcare where treatment can be tailored to each individual. This tailored approach can lead to better outcomes for patients from all walks of life in the future. It’s gratifying to contribute to this unique research program that will genuinely make a difference in the world and the future of healthcare.
An Interview with Paulette Chaffee
Paulette Chaffee is a teacher, speech therapist, and attorney deeply involved in the Fullerton community. As an educator and member of various non-profit boards, her focus has always been on providing children with the highest quality education. Ms. Chaffee holds bachelor’s and master’s degrees from the University of Redlands, a California Lifetime Teaching Credential, and is admitted to the California Bar.
Paulette, Thank you for talking with us. In what ways can a school support a student struggling with mental illness?
There are so many ways schools can support their students. On the ground level, educators should know the warning signs of mental health problems, and there should be a set chain of command of who to inform and what resources are available. In addition, teachers should promote healthy social and emotional development and recognize students who are at risk.
Schools need to create a positive and safe environment; this includes encouraging students to be active and help one another. Finally, there must be increased awareness and education on all levels. Developing and implementing school-based mental health programs is essential while also providing counseling. If a child needs additional assistance, parents should be informed that 504 plans and IEPs (individualized education programs) are available.
How has the spread of the recent Omicron COVID variant affected students, teachers, parents, and other staff?
For a brief time, students and teachers returned to in-person learning; however, the rise in cases due to Omicron has forced many school districts to consider returning to online learning. The schools that want to stay open have difficulty keeping sufficient staff. And although it may seem like online learning is a simple solution, it is more complicated than that. Parents have to make adjustments to their work schedules and childcare. There are concerns of more significant educational disparities when remote. On top of that, many students are falling behind academically, and there has been an increase in emotional and behavioral issues. Many students need the balance of education and extracurriculars like sports, which has become challenging to maintain.
The pandemic has shown us how quickly we can be in the middle of a crisis. What should schools do to prepare for crises that may arise in the future?
The first thing should be to create a crisis response team that responds to major events. This team should create a crisis response plan that outlines who is in the response team and their responsibilities. In addition, it should include protocols on what to do for unique situations and natural disasters. The last part of this plan should consist of how to communicate with outside sources; this includes media, parents, and the community. There should be plans and processes on every level, including school, district, and regional.
How can transparency be created when discussing education budgets with the public?
Implementing a SBB (student-based budgeting) funding system is the first step. It goes by many different names, but this type of funding system is one where the dollars are based on student needs. This type of budgeting relies on three pillars: equity, transparency, and flexibility. To create transparency, it’s crucial that the public has access to the budget and reports and that there are standards in place to maintain the integrity of these documents. In addition, allowing the community to participate in the process creates trust and inclusiveness. When the general public feels like they know what is happening, it can generate quality and accountability in school budgeting.
How can the community get involved in budget decision-making, and how can school districts make this accessible?
Develop a process that allows everyone to be heard before making a major decision. Having open forums for the public to attend to ask questions and voice concerns can be one way of doing this. Also, make an online survey available to give feedback and quick input for the people who cannot participate in a forum. Make sure when developing the budget and other accompanying documents and reports they are “public friendly” and easy to understand. School staff must be prioritized in budget discussions and district communications as many students and parents will likely get their information from staff.
There are a variety of hardships and disparities a student can face. What can schools do to ensure there are resources and support systems for these students to improve equity and inclusion? Should there be resources for parents as well?
There are endless things a school can do to improve equity and inclusion. Start with increasing staff training and reviewing the hiring process to allow equity and inclusion to start at the top with a more diverse staff. In addition, changing procedures is essential, such as eliminating 0s for late work or removing more challenging prerequisites for AP and Honors. More often than not, these procedures adversely impact and create barriers for disadvantaged students to succeed.
On that same note, reviewing the curriculum and making sure it is accessible is critical. Speaking with the students can help schools identify what they need and gaps. This also means identifying and providing systematic help to those falling behind to prevent grade repetition.
Finally, parents and families should be resources because students’ education doesn’t stop when they leave school. Therefore, there needs to be a strong link between home and school, and support should be provided to families who need additional assistance. Also, family engagement should be encouraged and provide ways to close the gap for parents struggling to help their children at home.
Is it essential to provide implicit bias training to teachers and administrators? Could you expand on that?
Yes, but it can’t simply be one session. A school needs to have an overarching plan, and implicit bias training should be integrated. It should review policies, practices, and structures and work to make them as unbiased as possible. There should be reasonable and attainable goals set to address needs and problems and active changes made to reach them. One of the most important things to note in the training is that discussions about bias are difficult for everyone. Provide the tools on how to handle these conversations and manage emotions. This plan also needs to have specified training for teachers, guidance counselors, security, etc.
What are the biggest accessibility challenges you see schools facing, i.e., transportation, access to the internet and technology, etc.?
Concerning transportation, this is where I see some of the most significant challenges. It becomes a complex regulatory landscape for drivers to function between federal and state laws. Funding has been relatively stagnant, which creates various issues. One is environmental harm and safety due to not updating buses and outdated technology. Also, so many more school choices and students not going to their zone schools have created the need for a new bus system. However, lack of funding slows this necessity down. With COVID, there are additional safety, staffing, and funding issues to consider.
Regarding the internet and technology, budget limitations lead to outdated network infrastructures and unreliable or outdated software and devices. As a result, there is a resistance to this change by teachers and typically a lack of training. In addition, there usually needs to be an updated curriculum that integrates these technologies.
Students with disabilities struggle with unique accessibility issues. Physical inaccessibility in schools can make it difficult for students to get around. It isn’t uncommon for there to be a lack of individualization and specialists. Unfortunately, disabilities come with stereotypes and biases from students and staff. Typically, a student must request accommodations, which can be slow, including the dispute process.
An Interview with Nicky Moffat, previously the highest ranked woman in The British Army
In this exclusive interview with Nicky Moffat, via The Female Motivational Speakers Agency, discover the secrets to strong leadership and high-performance teamwork. Nicky was the highest-ranking woman in the British army until 2012, when she pursued her passion for workplace performance and became one of the UK’s foremost corporate consultants.
Nicky’s knowledge and extensive experience of leadership, teamwork and inclusion is proven in this insightful interview, where she reflects on the biggest life lesson she learned in the military. Do not miss this exclusive Q&A with Nicky Moffat, a pioneer of corporate excellence.
What is the most important quality of a leader?
“One of the important qualities in a leader is emotional intelligence, the ability to recognise that people process things in different ways and therefore, find ways to bring those people on board. There’s always going to be some people that have the same thinking and motivations that I might have as a leader, but just because the others don’t it doesn’t mean they’re not great employees!
“It just means that I’ve got to find another way to reach them, to give them time to process the change and then to encourage them to come on board with the journey. And of course, sometimes people who take longer to process change are busy reflecting and thinking about change in a way that might be different to me. They can come up with points, ideas, things that can actually make change go better because they have a different perspective.
“When we talk about diversity, it’s not just about Black, White, gay, straight, male, female and so on. It’s about people who lead differently, react differently or think differently.”
During periods of stress, how do you find the motivation to persevere?
“I think one of the things that brings on stress is a loss of control.
“What happens to me – and maybe this is one of the reasons why a career in the army was perfect for me – when I’m under stress, the adrenaline kicks in in a positive way. So I want to engage with it, whatever that thing is that’s stressing me, I want to make a plan. I try to be logical and to think through how to turn a bad situation, into a better situation.
“What I’m effectively doing is I’m trying to gain some semblance of control. And in terms of ownership, I’m trying to own the solution to the problem that I’m experiencing. But I thrive on responsibility, I think I do my best work when I’m under pressure and some element of stress. Sometimes I’ll inspire that by working late to a deadline rather than perhaps starting things earlier!
“And again, it’s important to know yourself, because if by doing that I’m stressing somebody else who process things differently, then I need to be aware of that. That’s a key part of emotional intelligence.”
What advice can you give businesses on how to build high performing teams?
“Building a high performing team starts with the leader. I often refer to something called Mission Command, it’s from the Prussian Chief of Staff many, many years ago.
“I can simplify it into three key areas: firstly, it’s about clarity of direction. A leader must have a clear vision and give direction on what needs to be done by the organisation. People must properly understand what’s being asked of them and why.
“Secondly, you need to have an environment of mutual trust, where I trust my teams to go and deliver what I’ve set out. They also must trust that they can come to me if there’s, for example, a lack of clarity or insufficient resource.
“And the third thing is true and full empowerment. So, building a high performing team, if I use Mission Command, is about clarity of direction in an environment and culture of mutual trust, where people are genuinely empowered.
“The other thing about a high performing team is that diversity within the team can add real value. I don’t just mean diversity as in Black, White, gay, straight, male, female. I mean diversity of experience, perspective, insight, culture and capability.”
The military appears incredibly masculine, did you feel a pressure to fit in and conform to that environment?
“Back in 1985, it was very much a case of wanting to fit in, wanting to prove yourself. You wanted to prove your credibility. You don’t want to let your colleagues down.
“But I certainly found having done that and then having established myself and grown in confidence and knowledge and credibility and so on, I was able to be more myself. I mean, what the military does in training is it sort of breaks you down – and I don’t mean that in a really negative way, it breaks you down so you can contribute as part of an effective team.
“Once you’ve done that and you’ve proved yourself, then the military encourages people to bring their personalities to the fore.”
What was the biggest life lesson you learnt in the military?
“I think in terms of life lessons, again, this was something that came to me over time, and I actually think it’s about self-care. What military people tend to be, not just because it’s ingrained in us and in our training, is very mission focussed mission, hugely focussed on developing our teams and the individuals within it. So we expend a huge amount of our energy on other people.
“And I think it took me some time to realise later on in my career, when I was a Colonel, that I was pushing myself too hard. I remember a particular job when I was working in the Ministry of Defence, I was really focussed on helping to create ministerial endorsed and funded policies that would support our troops on operations.
“And, of course, that’s a really important task. But I put so much energy and effort into that, that I would go home at the weekend exhausted and tired.
“So the biggest life lesson is that if you’re going to be a good leader or deliver your best in any role, then you’ve got to be match fit. And I was most match fit when I made sure I got the balance right between the energy and effort that I was expending on my work and [making time for] rest, recuperation, decompression and some time out.”
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