PRACTIsING CREATIVE LEADERSHIP - COURSE EDITION 2015 - (PCL-2015)
We worked on some creativity tests and assessed the theory of creativity these tests assumed. We conducted a drawing test, an ideas test (what is the use of a brick?) and a behaviours test. Herebelow the diverse approaches to the drawing test.
As a result of the three type of creativity tests we conducted we started reflecting upon our own concepts and ideas about creativity.
We also started exploring methods to discuss, organize and communicate our ideas by drawing mind maps to create a great party. Herebelow some of the work.
We reviewed our personal creative self-efficacy, discussed the importance of our 'self-theories' on intelligence and creativity. We further insisted on the importance of paying attention to two simultaneous processes: (1) learning about creativity (2) learning how we are developing creativity, because we need to be able to develop our own creativity and that of our teams. We worked on two readings, one by Keith Sawyer (2012) and another by Glaveanu (2010) [Sawyer, R. K. (2012). The science of human innovation. Explaining creativity. Oxford: Oxford University Press. (Chapters 1). Glaveanu, V. P. (2010). Paradigms in the study of creativity: Introducing the perspective of cultural psychology. New Ideas in Psychology, 28, 79-93]
We discussed why we want to be creative.
Creativity development, as well as other cognitive aspects, is heavily influenced by our notions and theories of the self. Carold Dweck (2007) has written about the importance of one's mindset in performing different activities regardless of initial qualities, 'anyone can change and grow through application and experience'. This course is an example of that, we use our knowledge on creativity development to describe the false myths, explain what we know about creativity, the unknowns and allow students to investigated by themselves the endless possibilities available.
Through everyday experiments we transform everyday experiences, thus developing a space for creativity to flourish. The terms 'theories of the self' inspired on Dweck's work (Yorke & Knight, 2004) aim at situating the importance of these theories for learning, describing how knowledge about the level of fixedness or malleability in student's self understanding of their cognitive abilities impacts students learning and can help transform teachers's teaching by encouraging the development of teaching strategies to move students towards malleable understandings of themselves. Specifically, in the field of creativity we can use the concept developed by Tierney & Farmer (2002) which shows the relation between self-efficacy judgments of creative ability and creative performance.
In this session we continued to review critically the work of Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four c model of creativity. Review of General Psychology, 13(1), 1-12. doi:10.1037/a001368., and related this work to our discussion in session 2. We did this process in a very specific way, some texts we discussed and wrote a short document, and in a second text trying to develop images of the text.
Then, we created some drawings to establish what we know about creativity. These are the posters:
We continued discussing the work of diverse researchers on creativity about which were the key elements for creativity development. We made some drawings to discuss the diverse aspects.
In this session we started exploring our cognitive abilities and the implications of being ignorant to routine thought, feelings, emotions and actions. We conducted diverse experiments regarding our perceptions about the world. We situated our focus on what Amabile (1983, 2012) conceptualizes as creative skills, specifically on the development of our cognitive abilities.
Also in this session we started our personal log-notebook on understanding the functioning of our cognitive abilities. We use this log-notebook to record the results of our daily experiments. Daily experiments are set on a weekly basis and aim at developing our attention and focus.
In this session we continued working on our cognitive abilities, reviewed how some organizations structure their work to be creative, by using diverse creative techniques and processes. Specifically we focused on Liedtka (2011 and 2013) and Kelley (2001). We reviewed the previous weekly experiment and conducted a new one in class, using music. Later we performed a recruiting experiment designed to inquire about our mental models.
We reviewed our weekly experiment on music and conducted two new ones in class: one focused on the body (body scan) and another on our mind (auscultation). We set ourselves to work on these two experiments during the next two weeks of our term break. This session was devoted to understand where do our motivations come from, to understand what moves us, and bring some clarity to our desires, motives and joys. We used a text by Lanfranchi to achieve these aims. We also review how some organizations, like basket teams, organize their efforts towards clarifying personal motivations.
The new experiment to perform in this session was done while walking. We continued using our body as an attention device. We reviewed our previous week experimentations, the bodyscan and the auscultation. In this session we worked particularly on Distance by carrying out two distance experiments. On the first one we used our reading of Corbi's work to understand more about the topic but also to perform the role of a scientific researching who is interested in observing group dynamics. One of the many issues we clarified about Corbi's reading was what it means to have 'objective' knowledge . We learnt that after all 'objective' knowledge is always conditioned and thus we learnt to be aware of the 'illusion' of objectivity. Later we performed a distance experiment based on a recent conflict.
We continued clarifying what it means IDS, how these attitudes allow us to escape from routine understandings of reality. We discussed further our previous week distance experiment and briefly reviewed two article on 'learning to see' and 'how to improve attention'. We also reviewed the example of Nelson Mandela and talked about the possibility of becoming mini-Mandelas. We evaluated previous week experiment performed while walking and set ourselves for a new one, this time using our breathing.
This session was scheduled to involve exclusively group work. Group work is an important part of learning about creativity, all sessions involve group work, and the final evaluation involves group work as well:
- a short paper explaining your research process and method [group] - maximum 3 pages.
- a product [group]. Your product will be presented in session 11.
- each member of the group a 1 pager on (insights on group work regarding creativity development) [individual]
In this session we reviewed our open-book exam and conducted a post-treatment (our creativity course) creativity self-efficacy test and a 'self theory' test.
We conducted an attention experiment focused on our thoughts and pondered over one of the sentences of Lanfranchi's reading for our personal notebook: "We only do what we want to do and, if we are still not convinced of this, it is because we don't know what the true roots of our actions are". We also spoke about what we know about the universe, the galaxies and the relationship of this scientific research to creativity research and specifically to our course focus. Finally we did a survey by St.Gallen University department of quality.
Sessions 11 and 12
In this class we conducted another attention experiment....
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