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The Silent Killer of Innovation and Change
A Principal's Reflections by Eric Sheninger
Jul 6, 2025
Eric Sheninger’s article, The Silent Killer of Innovation and Change, explores the dangerous allure of “idea voodoo”—the belief that a good idea, by itself, can catalyze change without the methodical labor of implementation. This mindset, common in schools and other organizations, undermines meaningful progress by substituting inspiration for execution.
“Idea voodoo” is not a failure of imagination, but of follow-through. Sheninger defines it as a psychological and organizational trap: the belief that an innovative idea is inherently powerful enough to generate change. This magical thinking leads educators and leaders to overvalue brainstorming and undervalue the difficult, often tedious, planning and action necessary to bring ideas to life.
Instead of asking, “How will we make this happen?” idea voodoo convinces people that a compelling idea will simply happen on its own. The result? Good intentions with no impact.
The article draws from behavioral science to explain why idea voodoo is so common:
Status quo bias (Kahneman et al., 1991): People tend to prefer familiar routines over uncertainty, even when change offers potential benefits.
IKEA effect (Norton et al., 2012): We are more attached to ideas we create ourselves, making it hard to critically evaluate them.
Execution aversion: Planning, persuading, allocating resources, and navigating bureaucracy is far less exciting than dreaming big.
Sheninger acknowledges his own struggles with these biases, especially early in his career as a school leader. The temptation to chase visionary breakthroughs without sustained groundwork is especially strong in dynamic educational environments.
In education, idea voodoo can stall momentum, sour school culture, and erode staff morale. Some examples:
An initiative is launched with enthusiasm but no follow-up.
Teachers are asked to implement something they don’t understand or believe in.
Leaders blame “resistance to change” rather than poor planning when projects fail.
Over time, staff become cynical. New ideas are met not with excitement but eye rolls, as they come to represent another short-lived distraction rather than meaningful innovation.
To overcome idea voodoo, Sheninger advocates for a culture of execution—a school environment where the hard work of planning, monitoring, adjusting, and sustaining change is valued just as much as ideation.
This requires:
Clear articulation of the what, why, how, and when behind any change
Shared ownership across roles and departments
Allocated time and resources for follow-through
Accountability structures to track progress
Supportive leadership that models patience and persistence
Citing Klein and Knight (2005), Sheninger stresses that sustainable innovation is born from implementation climate—a school culture where new ideas are expected, supported, and rewarded over time.
Celebrate the process, not just the idea. Be cautious about overhyping brainstorming before systems are in place.
Invite critique and revision of ideas, even personal ones.
Map the implementation journey—who will do what, by when, and with what support?
Follow through visibly so that staff see the connection between ideas and action.
Shift mindsets from magical thinking to methodical planning. Inspire through doing, not just envisioning.
True school improvement requires more than visionary ideas. It takes daily work, honest reflection, and a team committed to translating inspiration into lasting transformation. The “eureka moment” is just the beginning.
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Prepared with the assistance of AI software
OpenAI. (2025). ChatGPT (4) [Large language model]. https://chat.openai.com
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