Leidy Klotz

The best example is, I mean, I was playing Legos with my three-year-old son, and this was before we had done the research. What we were doing was building a bridge, basically. And the problem we had was that the Lego bridge wasn't level. So there was one column on the bridge that was shorter than the other column. And so I went to solve this problem to improve the situation.

I turned around behind me to grab a block to add to the shorter column. By the time I had turned back around, my son had removed a block from the longer column.

I turned around behind me to grab a block to add to the shorter column. By the time I had turned back around, my son had removed a block from the longer column.

I turned around behind me to grab a block to add to the shorter column. By the time I had turned back around, my son had removed a block from the longer column.

And so what's cool about that example is that we didn't know it at the time, but the thought process that I went through was pretty close to what we think is the normal process that most people would go through in trying to improve a situation, which is to think, what can I add to it? And then if my son hadn't been there, I would have just added the block.

And so what's cool about that example is that we didn't know it at the time, but the thought process that I went through was pretty close to what we think is the normal process that most people would go through in trying to improve a situation, which is to think, what can I add to it? And then if my son hadn't been there, I would have just added the block.

And so what's cool about that example is that we didn't know it at the time, but the thought process that I went through was pretty close to what we think is the normal process that most people would go through in trying to improve a situation, which is to think, what can I add to it? And then if my son hadn't been there, I would have just added the block.

and created the level bridge and moved on without even asking whether subtracting was a better option.

and created the level bridge and moved on without even asking whether subtracting was a better option.

and created the level bridge and moved on without even asking whether subtracting was a better option.

In that case, it was just an option. I mean, you could make an argument that my son's solution was easier and required less resources. But, you know, this is why we needed to do research, right? We needed to figure out, do people overlook this even when it's

In that case, it was just an option. I mean, you could make an argument that my son's solution was easier and required less resources. But, you know, this is why we needed to do research, right? We needed to figure out, do people overlook this even when it's

In that case, it was just an option. I mean, you could make an argument that my son's solution was easier and required less resources. But, you know, this is why we needed to do research, right? We needed to figure out, do people overlook this even when it's

One of our studies was a study of real life. Our university's strategic improvement plan asked for, hey, what are ways that we can improve the university? And we looked at that data and only 8% of the suggestions were to take something away. So it was overwhelmingly additive suggestions, which again, this suggests that options are being left on the table, right? The people aren't...

One of our studies was a study of real life. Our university's strategic improvement plan asked for, hey, what are ways that we can improve the university? And we looked at that data and only 8% of the suggestions were to take something away. So it was overwhelmingly additive suggestions, which again, this suggests that options are being left on the table, right? The people aren't...

One of our studies was a study of real life. Our university's strategic improvement plan asked for, hey, what are ways that we can improve the university? And we looked at that data and only 8% of the suggestions were to take something away. So it was overwhelmingly additive suggestions, which again, this suggests that options are being left on the table, right? The people aren't...

fully exploring the range of solutions that could make this university a better place.

fully exploring the range of solutions that could make this university a better place.

fully exploring the range of solutions that could make this university a better place.

Yeah. I mean, I'm so glad you brought that up. And if somebody likes adding, by all means, add. I mean, this is not us trying to say subtracting is always better. It's that... you know, we systematically don't think of it and then we're we're missing out on options.