Module 2David A. JarvisSalve Regina UniversityMGT567 Creative Problem SolvingOctober 6-7, 20-21 2012
Who is creative? Why?
sublime                                everyday potentialSOURCE: Creativity in Education and Learning
personality   motivation      social   traits                  environment
causal                         Traits actively trigger creativity       threshold                          Certain traits ...
What traits define    someone who is “creative”? Is there atypical creative profile?
independence                               dominance             introversion                              openness      b...
tolerance for ambiguity                          stimulus freedom     functional freedom                               fle...
autonomy                          non-conformityopenness to stimulation                            flexibility  tolerance ...
openness                               closing the incomplete            fantasy                                      real...
“If you want people to perform better,   you reward them, right? Bonuses,  commissions, their own reality show.    Incenti...
Intrinsic                                                   Extrinsic       interest                                      ...
goal-directedness                       fascination for a task or arearesistance to premature closure                     ...
Gleichheitswahn?
How strong is thesocietal pressure  to conform?
“individuals can successfullypractice their creativity if andonly if there are no substantial    obstacles in the society ...
 Cultures can either reward,  punish or ignore creativity Cultural taboos can inhibit  creativity Creativity is allowed...
   Provide a social support network   Develop and maintain motivation   Create a congenial environment   Have a positi...
   Evaluates and ranks 82 nations    1    Sweden   Technology                        2    United States     R&D investm...
Athens                   Florence        London   Silicon Valley~440-380 BC               ~1450-1490     ~1570-1640 ~1950-...
“The great man is he who does not lose his childs-    heart.” (Mencius)
SOURCE: Creativity in Education and Learning
“Children enter school asquestion marks and come out as periods.” (Neil Postman)
Preconventional                           Conventional        Postconventional      up to 6-8 yrs.                       u...
Remain sensitive       Become a novice                            RecognizeStay unencumbered                          inad...
SOURCE: Imagine: How Creativity Works
   Strive for things that match your life interests   Pursue some self-initiated activities   Take advantage of unoffic...
BOOKS  Arthur, Cropley. Creativity in Education and Learning. Routledge, 2001. ISBN-10: 0749434473  Lehrer, Jonah. Imagi...
MGT567 The Creative Individual
MGT567 The Creative Individual
MGT567 The Creative Individual
MGT567 The Creative Individual
MGT567 The Creative Individual
MGT567 The Creative Individual
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  • http://www.ted.com/talks/dan_pink_on_motivation.html
  • http://martinprosperity.org/media/GCI%20Report%20Sep%202011.pdf
  • http://www.theatlanticcities.com/jobs-and-economy/2011/10/global-creativity-index/229/
  • MGT567 The Creative Individual

    1. 1. Module 2David A. JarvisSalve Regina UniversityMGT567 Creative Problem SolvingOctober 6-7, 20-21 2012
    2. 2. Who is creative? Why?
    3. 3. sublime everyday potentialSOURCE: Creativity in Education and Learning
    4. 4. personality motivation social traits environment
    5. 5. causal Traits actively trigger creativity threshold Certain traits are necessary for creativity facilitatory Certain traits make being creative easier Personality and creativity come from thecommon source same fundamental source Personality and creativity affect each interaction otherSOURCE: Creativity in Education and Learning
    6. 6. What traits define someone who is “creative”? Is there atypical creative profile?
    7. 7. independence dominance introversion openness breadth of interest self-acceptance intuitiveness flexibility social pose lack of concern for norms antisocial attitudes Dellas and Gaier (1970)SOURCE: Creativity in Education and Learning
    8. 8. tolerance for ambiguity stimulus freedom functional freedom flexibility risk taking preference for complexity acceptance of being androgyny differentpositive attitude to work Dacey (1989)SOURCE: Creativity in Education and Learning
    9. 9. autonomy non-conformityopenness to stimulation flexibility tolerance of ambiguity inner directedness ego strength Eysenck (1997)SOURCE: Creativity in Education and Learning
    10. 10. openness closing the incomplete fantasy reality critical, destructive constructive problem attitudes solving cool neutrality passionate engagement self-centeredness altruismself-criticism and doubt relaxedness “masculine” “feminine” SOURCE: Creativity in Education and Learning
    11. 11. “If you want people to perform better, you reward them, right? Bonuses, commissions, their own reality show. Incentivize them. … But that’s not happening here. You’ve got anincentive designed to sharpen thinking and accelerate creativity, and it does just the opposite. It dulls thinking and blocks creativity.” (Dan Pink)
    12. 12. Intrinsic Extrinsic interest compensation enjoyment rewards VS. satisfaction recognition challenge fear of failureSOURCE: HBR, “What Doesnt Motivate Creativity Can Kill It”
    13. 13. goal-directedness fascination for a task or arearesistance to premature closure risk taking willingness to ask many willingness to display results (unusual) questions preference for asymmetry preference for complexity willingness to consult other desire to go beyond the people conventional SOURCE: Creativity in Education and Learning
    14. 14. Gleichheitswahn?
    15. 15. How strong is thesocietal pressure to conform?
    16. 16. “individuals can successfullypractice their creativity if andonly if there are no substantial obstacles in the society preventing them from theircreative work” (Magyari-Beck)
    17. 17.  Cultures can either reward, punish or ignore creativity Cultural taboos can inhibit creativity Creativity is allowed only within the limits of what the environment can tolerate Mustnt discourage unusual or unexpected behavior
    18. 18.  Provide a social support network Develop and maintain motivation Create a congenial environment Have a positive attitude Are accepting of personal differences Willing to reward divergence Energize others Safe to test the limits of what is acceptable No one is an island
    19. 19.  Evaluates and ranks 82 nations 1 Sweden Technology 2 United States  R&D investment, researchers, 3 Finland and patents per capita 4 Denmark Talent 5 Australia  Educational attainment and 6 New Zealand the creative class 7 Canada Tolerance 7 Norway  Treatment of immigrants, 9 Singapore racial and ethnic minorities, 10 Netherlands and gays and lesbians
    20. 20. Athens Florence London Silicon Valley~440-380 BC ~1450-1490 ~1570-1640 ~1950-1980 SOURCE: Imagine: How Creativity Works
    21. 21. “The great man is he who does not lose his childs- heart.” (Mencius)
    22. 22. SOURCE: Creativity in Education and Learning
    23. 23. “Children enter school asquestion marks and come out as periods.” (Neil Postman)
    24. 24. Preconventional Conventional Postconventional up to 6-8 yrs. up to 10-12 yrs. up to adulthood• Spontaneity and • More rule bound • Abstract thinking novelty • Critical and • Can product novelty• Emotional evaluative skills despite external involvement develop constraints and• Visual perception of • Conforms to conventional values immediate external standards • Can transcend environment • Not elegant or constraints of the• No self-evaluation surprising world• Not constrained to reality SOURCE: Creativity in Education and Learning
    25. 25. Remain sensitive Become a novice RecognizeStay unencumbered inadequacies Do not be afraid Trust yourselfSeek new experience Accept your weakness
    26. 26. SOURCE: Imagine: How Creativity Works
    27. 27.  Strive for things that match your life interests Pursue some self-initiated activities Take advantage of unofficial activity Be open to serendipity Diversify your stimuli Create opportunities for informal interaction
    28. 28. BOOKS Arthur, Cropley. Creativity in Education and Learning. Routledge, 2001. ISBN-10: 0749434473 Lehrer, Jonah. Imagine: How Creativity Works. Houghton Mifflin Harcourt, 2012. Leonard-Barton, Dorothy and Walter C. Swap. When Sparks Fly: Harnessing the Power of Group Creativity. Harvard Business Review Press, 2005. ISBN-10: 1591397936 Managing Creativity and Innovation (Harvard Business Essentials). Harvard Business Review Press, 2003. ISBN- 10: 1591391121 Puccio, Gerald, Marie Mance and Mary C. Murdock. Creative Leadership - Skills That Drive Change. 2nd ed. Sage Publications, 2011. ISBN-10: 1412977576 Treffinger, Donald, Scott Isaksen, and Brian Stead-Doval. Creative Problem Solving: An Introduction. 4th ed. Prufrock Press, 2006. ISBN-10: 1593631871ARTICLES “Developing Creative and Critical Thinkers”, Col. Charles D. Allen, U.S. Army, Ret. and Col. Stephen J. Gerras, Ph.D., U.S. Army, Ret., Military Review, Nov-Dec 2009 “Sparking creativity in teams: An executive’s guide”, Marla M. Capozzi, Renée Dye, and Amy Howe, McKinsey Quarterly, April 2011 “How Pixar Fosters Collective Creativity”, Ed Catmull, Harvard Business Review, Sept 2008 “Inside Cisco’s Search for the Next Big Idea”, Guido Joret, Harvard Business Review, Sept 2009 “How to Kill Creativity”, Teresa M. Amabile, Harvard Business Review, Sept-Oct 1998 “Cultivating organizational creativity in an age of complexity” (IBM study, 2011) “Defining Systematic Creativity” (LEGO Learning Institute, 2009) “Accelerate!”, John P. Kotter, Harvard Business Review, Nov 2012 “What Doesnt Motivate Creativity Can Kill It”, Teresa Amabile and Steve Kramer, Harvard Business Review Blog Network, April 25, 2012 “KIDS Vision: Imagining Possible Futures for Technology”, Latitude Studios
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