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Understanding Organizational Creativity: Toward a multi-paradigmatic approach
... Pancing dengan sebuah situasi sehingga setiap siswa mengeluarkan ide untuk memberikan jalan keluar atau solusi. Meskipun brainstorming secara individu dapat membantu banyak siswa menghasilkan lebih banyak ide daripada brainstorming kelompok (Rickards & deCock, 2003), keuntungan dari brainstorming dalam kelompok adalah paparan siswa untuk perspektif lain, yang juga dapat mempromosikan pemikiran kreatif masing-masing individu. ...
Berpikir adalah aktivitas mental yang biasa orang lakukan dalam kehidupan sehari hari. Manusia melakukan aktivitas pada hal-hal sederhana sampai melakukan kegiatan yang rumit. Sekalipun demikian, manusia pada naturnya menyukai kemudahan dan kesederhanaan dalam menyelesaikan semua urusan hidupnya itu. Akibatnya, ketika memecahkan masalah yang dulu terlihat sulit akhirnya mereka mampu memecahkannya dengan mudah. Perubahan kinerja ini terjadi ketika siswa
menjadi semakin akrab dengan materi.
Buku ini berisi berbagai ragam topik yang terinspirasi oleh teori psikologi kognitif. Memahami beban kognitif dapat mengarah pada pemahaman yang lebih baik tentang perilaku manusia dengan menunjukkan bagaimana individu menyimpan informasi. Belajar yang baik adalah saat siswa menggunakan sedikit energi psikisnya dengan tepat dan memahami informasi yang relevan dari media. Hal ini hanya bisa dilakukan bila manusia belajar dengan sungguhsungguh dari guru yang mengajar dengan tepat. Belajar yang sungguh-sungguh akan berdampak pada perubahan struktur skema. Saat siswa belajar, skema pengetahuan mereka akan semakin
berkembang.
Buku ini berisi beberapa topik yang menarik bagi pembaca agar lebih memahami dinamika kognitif atau cara berpikir manusia. Isu ini menjadi penting oleh karena perkembangan belajar siswa sangat bergantung pada kualitas media yang dirancang guru. Isu-isu TPACK yaitu tentang pengetahuan konten, pedagogi dan teknologi juga dibahas. Pendidikan yang interaktif di mana siswa menjadi aktif terlibat (engaged) dalam pembelajaran adalah salah satu topik dalam buku ini. Beberapa metode untuk mendorong keterlibatan siswa dalam pembelajaran (students engagement) juga dipaparkan.
... When multidisciplinary group members communicate and interact, there are challenges involved. Rickards and Og De Cock (2009) made an overview on brainstorming and concluded that this can be ineffective when it comes to problem-solving because individuals often have more ideas than people working in groups. ...
... These two dimensions form four quadrants, each of which represents a distinct research tradition. Table 3.1 highlights a coherent paradigmatic research approach for studying creativity (Rickards & De Cock, 2012). This study was undertaken from an interpretivist theoretical perspective based on a social constructivist epistemology. ...
This study examined the process of team creativity in the workplace as it relates to experiential, cognitive, and social factors, including organizational and cultural structures, team social dynamics, and effects on individuals. Its purpose was to understand the quality of real-time social interactions and dynamics underlying the creative process in teams. The researcher employed a case study methodology, using observation and individual and focus group interviews of a highly creative team within an organization in a creative industry. Data were analyzed using the constant comparative method.
... When multidisciplinary group members communicate and interact, there are challenges involved. Rickards and Og De Cock (2009) made an overview on brainstorming and concluded that this can be ineffective when it comes to problem-solving because individuals often have more ideas than people working in groups. ...
The primary objective of this paper is to offer a new way of understanding the creative processes of multidisciplinary groups, whose work is to generate innovative ideas. The paper reports from a project focused on organizational creativity at the group level, investigating what characterized such creative processes in that context. This project used ethnography as a qualitative method including participant observation, focus group interviews, and individual qualitative interviews. Furthermore, an inductive approach was used to analyze the data. Findings showed that when group members from different disciplines collaborated on innovative idea generation, the creative processes were characterized by a multivoiced stimulation of fantasy. In the paper, we first discuss how imagination involved new ways of combining knowledge and ideas based on one’s own and others experiences, including the use of technological tools. Secondly, we discuss how imagination was ignited by diversity and tension. Thirdly, we elaborate on the importance of emotion and support for the drive and stimulation of imagination in groups. Finally, we sum up the discussion by presenting a model based on the concept of Polyphonic Imagination, in order to visualize the characteristics of the creative processes. We propose this concept of Polyphonic Imagination, derived from the empirical data, to designate the ways in which different perspectives in the groups created tensions that fed into the group members´ imagination whenever these perspectives acknowledged each other.
... Workshops implementing creativity techniques are suitable to combine the generation of ideas and the advantages of collaboration. In case of distributed working teams, conventional creativity techniques such as brainstorming are hardly applicable (Rickards and DeCock 2012). The stationarity of such techniques leads to high monetary efforts and additional travel efforts for employees. ...
This contribution includes the development and validation of a Virtual Reality (VR) supported creativity technique: “Sensory Stimulus Environment Technique”. Key elements of this technique are the creativity process, a VR tool and the support of the tool (Virtual Creative Environments). The creativity process consists of phases for individual and group-based work. The VR tool “Virtual Creativity” includes functions to support the preparation of Virtual Creative Environments (VCE), the generation and evaluation of new ideas. For the generation of VCE, the tool possesses an environment configurator. Users of this function are supported by Design Rules for VCE.
For the validation of the creativity technique, it was used in a product engineering project. The project members procedure two phases of the creativity process (Preparation and Individual Idea Generation) and used “Virtual Creativity” to generate VCEs and ideas to solve their tasks. By questionnaires, functions of “Virtual Creativity” were assessed for generating VCEs and ideas.
The target article covers a large amount of ground and offers a provocative perspective. This commentary focuses on (a) assumptions, namely that there are discrete stages in the creative process and that novelty and usefulness are inextricable, (b) hidden variables in the creativity–curiosity relationship, and (c) the difference between an explanation of creativity versus a description of influence on it.
This chapter focuses on the creative process. It explains why a focus on process is more practical than the alternatives. It reviews theories and research on the creative process. Some of the earliest process theories are summarized, as are more recent theories. Associative theory and the divergent thinking model are explored in detail and recommendations are offered. These include taking one’s time when working, the justification being that this is necessary for the remote associates that tend to be highly original. The value of incubation is also presented. Very recent work using computers to test associations is summarized and leads to the concept of semantic distance. The pros and cons of working in groups are presented. Practical implications are noted throughout the chapter and collected at the end of the chapter.
Objectives of this chapter: Summarizing theories of and research on the creative process, exploring practical implications.
Castoriadis’s Imaginary for Understanding Creativity in Organizations
In this theoretical article, we ask the following question: how does Cornelius Castoriadis’ concept of the imaginary help to understand creativity in organizations and provide practical advice in this respect? In answering this question, we see creativity as embedded in the technical, social and organizational systems on which individuals depend, which themselves are constantly changing. We therefore evoke a creativity of the individual that is constantly different, because it is co-constructed with these technical, social and organizational systems, which change at the same rate. We consider many perspectives for work in management sciences interested in creativity. Indeed, the use of the concept of the Castoriadian imaginary not only makes it possible to harmonize many notions, but also to study creativity in organizations on a case-by-case basis. In order to clarify the theoretical points developed, we suggest a methodology for the study of creativity in organizations based on the concept of the imaginary; we propose a brief illustration of this through a case study.
JEL Code: O310
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