5.1.5 Psychological Barriers

Given the foregoing categories of barriers to creative productivity ‑ historical, biological, physiological, and sociological ‑ by far the most signifcant and prevalent barriers are psychological. Therefore, they are the ones that demand the most attention from teachers of creative behavior. If we define a barrier as a factor that impedes progress or restricts free movement and give that definition a psychological application, then we are talking about the heart of the teaching profession: What are those elements that impede growth and development and how can they be eliminated or, at least, reduced?

The categories of barriers that have been discussed thus far are, by and large, external factors. They are imposed, for the most part, by forces outside us. Many of them serve well for those who would find reason for not being productive. Some people, in fact, convince themselves that external forces will never allow them to exercise creativity. This in itself is a psychological barrier.

There are a number of psychological barriers which get in the way of the analytical and creative managers. The more important are:

Self‑imposed barriers;

Patterns, or one unique answer;

Conformity;

Not challenging the obvious;

Evaluating too quickly;

Fear of looking a fool.

These are discussed below.

A) Self-Imposed Barriers

The self‑imposed barrier is one of the more difficult barriers to recognise. We put it up ourselves, either consciously or unconsciously.

B) Conformity or Giving the Answer Expected

The barrier of conformity follows the previous barrier in the sense that many managers feel they have to conform to the patterns established by their colleagues in the organisation in which they work.

C) Lack of Effort in Challenging the Obvious

This barrier is, in fact, two barriers rolled into one. When faced with problems, there is a tendency to go for the obvious answer, which is accepted without question. Maybe, we're just happy to have found an answer to the problem, at all Secondly, having an answer we avoid challenging it, even though there may be other and better answers. There is an old problem‑solving technique which suggests that whenever an answer to a problem has been found, the answer and the problem are put on one side for a day, or so. The answer is then challenged to test whether it is the right answer. More often than not, a period of conscious or unconscious thinking allows other answers to be found. These may be better, or at least may cast doubts on the original solution.

In general, managers tend to avoid following through ideas and suggestions which depart from the accepted state of affairs. The phrase, 'Why don't we ...?' is frequently answered in a negative way by working out the reasons why it cannot be done, or it would not work. For example, when we have to undertake a task which we do not very much like doing, we tend to 'put off the evil day', giving reasons why it would be better or more appropriate to tackle it at another time. If only we would buckle down and do it, the job would be completed in far less time than the time we spend finding excuses for not doing it!

An extreme statement of this barrier ‑ lack of effort in challenging the obvious ‑ is a response known as the automatic no'. Any new idea is automatically rejected, almost without consideration. The reason for the rejection may be that the new idea came from a junior, a peer or even someone outside the department or section. The rejecter has feelings of anger or jealousy at not thinking of the idea himself, and therefore rejects it out of hand.