Szilvia Péter-Szarka, PhD

Transcription

1 Szilvia Péter-Szarka, PhD University of Debrecen, Hungary EUTC, Budapest 8-10th May, Budapest, Hungary Towards a European Talent Support Network

2 *Today s education should prepare children for a future that we do not know, so the only way to prepare for the future is to make the most out of ourselves on the assumption that doing so will make us as flexible and productive as possible (Robinson, 2009, p. 20) *Partnership for 21 st century skills *European Year of Creativity and Innovation 2009 *OECD conference (Centre for Educational Research and Innovation) in 2012: Educating for Innovative Societies *

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4 *Environmental factors: *The four Ps: *Process, Product, Person, Press

5 M. Csíkszentmihályi (1996) SYSTEMS APPROACH:

6 *T. Amabile (1996)

7 * *As an end in itself? intrinsic value *A means to some other end instrumental value *Psychology: an end in itself, the creative process, means to health, happiness (a creative life) *Business: instrumental value, revenue, productivity, innovation, success *Education: emphasizes outcomes (learning, skill development, academic competence), but the link btw them is less clear

8 * Usefulness (task appropriate, meaningful) Uniqueness (originality, novelty) Education Focusing on product may result in overlooking creative potential What is original? Smaller c-levels (mini c, little c) Business Focus on the new product Developing and implementing ideas Creativity innovation (idea generation + implementation)

9 * *Interaction with others, especially those in a power position, culture-climate, rewards, evaluation Education intrinsic-extrinsic motivators stress micromoments (unexpected ideas) social modelling Business leaders modelling, recognize creativity in others, communication btw units, providing resources, motivation, vision, defining the problem, evaluation, shaping the climate Amabile: work group support, challenging work, organizational encouragement, supervisory encouragement, organizational impediments, freedom, workload pressure, sufficient resources

10 *Importance of a leader *Lack of work on how creativity is directly linked to positive outcomes *Questions: creative students creative leaders? *Is creativity good? creative people are challenging, time consuming *Jeffrey Beir (CEO of Instinctive Technology): You have to put your corporation s destiny into the hands of someone you wouldn t want your daughter dating *

11 We enthusiastically encourage creativity researchers to build on this foundation by engaging in this promising line of interdisciplinary research. (Reiter-Palmon et al., 2014, p. 24)

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13 *Conglomerate of attitudes feelings and behaviors which influence organizational processes, such as problem-solving, decision-making, communication, control, learning, motivation and commitment as an intervening variable. These processes also have an effect on productivity, quality, satisfaction and well-being. *

14 *General good climate : Concrete, direct reference for a goal

15 *57% : Shower, bath, bathroom *51% : Bed *42% : Driving (or passenger) *28% : Walking *25% : Exercise, running, swimming *

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17 *Mutual trust and confidence, support for ideas, open relationships. *Challenge and motivation, commitment to the organization s goals and operations. *Freedom to seek information and show initiative. *Pluralism in views, knowledge and experience, exchange of opinions and ideas *Creative climate: Ekvall, 1983

18 * G. Ekvall (1983), Isaksen,Lauer (2001) 1. Challenge: the degree to which the people in the organization are emotionally involved in its operations and goals and find pleasure and meaningfulness. 2. Freedom: the independence of behaviour, the autonomy to define work 3. Idea Support: the way new ideas are treated, and ideas and suggestions are received by managers and colleagues in an attentive and receptive way 4. Trust/Openness: the degree of perceived emotional safety in relationships, a strong level of trust; everyone dares to present ideas and opinions since initiatives can be taken without fear of ridicule in the case of failure 5. Dynamism/liveliness: new things happen all the time; there are frequent changes in ways of thinking about and handling issues 6. Playfulness/Humour: the perceived ease and spontaneity of the social environment, a relaxed atmosphere with laughter and jokes 7. Debate: encounters, exchanges or clashes between ideas and viewpoints 8. Risk-Taking: the tolerance of uncertainty in the organization, arising opportunities are seized upon 9. Idea Time: the amount of time one can use for developing new ideas, possibilities to discuss suggestions that are not planned or included in the task assignment 10.Conflicts: the degree of emotional and personal tensions in the organization, when groups and individuals dislike each other, there is gossip and slander ( ).

19 *Self-discipline, deliberational practice *Openness to experience *Risk-taking *Tolerance for ambiguity *Group trust *

20 * 1. Overview of professional literature, questionnaires 2. Forming the dimensions 3. Generating items brainstorming (224 items) 4. Categorizing the items 6 of 8 persons to the same dimension (124 items) 5. Testing (1 st measure), item-selection (high-school students, N=234, 57 items) 6. Testing (2 nd measure), confirming reliability (high-school students, N=160, = ), factor analysis 7. Testing (3 rd measure), confirming reliability and factors, validity (in process, N=149)

21 * 1.Challenge 2.Autonomy MOTIVATION 3.Commitment to goals, 4.Openness and risk-taking 5.Tolerance for ambiguity and diversity ENCOURAGEMENT (from teachers) 6.Idea time 7.Group trust 8.Playfulness, humor GROUP

22 * Subscales Number of items Variance explained by the principal component (%) Cronbach alpha Theta 1. Challange ,88 0,88 2. Autonomy ,67 0,68 3. Commitment to goals ,62 0,64 4. Opennes, risk-taking ,81 0,83 5. Tolerance for ambiguity and diversity ,75 0,75 6. Idea time ,74 0,74 7. Group trust and support ,87 0,87 8. Playfulness, humour ,68 0,7 All: 57

23 * Validation: N=149 Torrance creativity subtests (Unusual use, Associations) the Hungarian version of Mastery Motivation Questionnaire (Józsa, 2007) Climate for Learning (Tímár, 1996). Correlations: N=174 Flow (+) Anxiety (-)

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25 *Thank you!