Integrative Thinking.
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Integrative Thinking
Rotman School of Management defines integrative thinking as:
"...the ability to constructively face the tensions of opposing models, and instead of choosing one at the expense of the other, generating a creative resolution of the tension in the form of a new model that contains elements of the individual models, but is superior to each."
"Integrative thinkers build models rather than choose between them. Their models include consideration of numerous variables — customers, employees, competitors, capabilities, cost structures, industry evolution, and regulatory environment — not just a subset of the above. Their models capture the complicated, multi-faceted and multidirectional causal relationships between the key variables in any problem. Integrative thinkers consider the problem as a whole, rather than breaking it down and farming out the parts. Finally, they creatively resolve tensions without making costly trade-offs, turning challenges into opportunities."
Background
To develop the theory of integrative thinking, Martin interviewed more than 50 successful leaders, from the fields of business (Jack Welch, AG Lafley, Nandan Nilekani), the arts (Atom Egoyan, Piers Handling) and the not-for-profit world (Victoria Hale). He spoke with these leaders, some for more than 8 hours, about the decisions that they had made over their careers and about how they thought through those decisions. What he found was that some of them had a distinct common characteristic - "the predisposition and capacity to hold two diametrically opposing ideas in their heads. And then, without panicking or simply settling for one alternative or the other, they're able to produce a synthesis that is superior to either opposing idea."
Theory
Integrative thinkers differ from conventional thinkers among a number of dimensions. First, they tend to consider most variables of a problem to be salient. Rather than seeking to simplify a problem as much as possible, they are inclined to seek out alternative views and contradictory data.
Second, they are willing to embrace a more complex understanding of how those salient features interconnect and influence one another, a more complex understanding of causality. Rather than limiting the possible causal relationships to simple, linear, one-way dynamics, they entertain the possibility that the causal forces may be multi-directional (i.e. circular) and complex.
Third, integrative thinkers approach problem architecture differently. Rather than try to deal with elements in piece-parts or sequentially, they strive at all times to keep the whole of the problem in mind while working on the individual parts. Finally, when faced with two opposing options that seem to force a trade-off, integrative thinkers are included to strive for an creative resolution of the tension rather than simply accepting the choice in front of them.
“Integrative thinking shows us a way past the binary limits of 'either/or'. It shows us that their is a way to integrate the advantages of one solution without cancelling out the advantages of an alternative solution, affording us, in the words of poet Wallace Stevens, “the choice not between, but of.” - Roger Martin
Influences
Integrative Thinking is influenced by and connected to a number of intellectual traditions. Most notably, it is influenced by the pragmatism of Charles Sanders Peirce and his notion of abductive reasoning, the falsificationism of Karl Popper and the management theories of Chris Argyris and James March.
Integrative Meets Design Thinking
“Think of Design Thinking being systems to define what could be. This is really all about a systemic, holistic approach to finding something new. It uses inductive and abductive reasoning which many people are not comfortable using. Our educational systems take the creativity out of people over time. Many classes teach deductive reasoning and analysis and how to break things down. They want students to get the "right" answer. This process creates conformity and regulation, and students that break away from that conformity are criticized. Most 5-year-olds are creative geniuses when they enter school, and 20 years later have had that squeezed out of them.” - Roy Luebke
It is also related to the work of Thomas Kuhn, Imre Lakatos, Bertrand Russell, Ludwig Wittgenstein and others.

