Teach people to frame problems properly, to think in systems, to analyse mechanisms, and to iterate with purpose, and they’ll find that the harder they work, the more “innovative” they become.
Isn't that what university is supposed to do (or did)?
Anyway, I'm sure that you'll remember from your own Service to the Queen, that, given enough time and resources, you can teach anyone to do anything.
But, to my mind, it is more useful to accurately determine what it is you're trying to achieve ... and then ascertain whether that aim justifies the calculated effort involved in getting there.
In short, innovation may not be the answer. But I'll grant you that "discipline, graft, and clarity" could well be.
