How does a workplace, classroom or household support or discourage creativity? Some of the most impacting information I have come across relates to the Press (remember Mel Rhodes 4P's), which refers to the attributes and characteristics of the physical and emotional environments a person finds themselves in. Many researchers have dedicated significant time to understand all of the components that support creativity in an environment. One such researcher named Goran Ekvall developed a measure called the SOQ (situational outlook questionnaire) to help industries get insights into the psychological climate of the organization. He discovered ten dimensions that were present in innovative companies: challenge, dynamism, freedom, trust/openness, idea time, playfulness/humour, debate, risk-taking and an absence of personal conflict. Information relating to these dimensions would be gathered from people in the organization and plotted on a web such as the one below.
You can see on this table that there is a significant difference between what we might determine as Stagnant (green) vs average (red) vs innovative (blue) climates.
I have been working to develop a classroom environment that takes these dimensions into account. I deliberately work to develop trust, idea support, playfulness and dynamism into our practice. One example to develop inclusion was in how we invited students to decorate our new spaces. We had each student decorate a triangular banner piece. One one side they included a creativity or art quote to inspire and motivate the class, the other side was decorated visually with what inspired the individual student. I see this to be a way that each students unique voice is recognized as part of the collective. The act of creation is an offering or gift to the learning and creative community. It has proven to be a wonderful way to bring the groups together in celebration.
I have been working to develop a classroom environment that takes these dimensions into account. I deliberately work to develop trust, idea support, playfulness and dynamism into our practice. One example to develop inclusion was in how we invited students to decorate our new spaces. We had each student decorate a triangular banner piece. One one side they included a creativity or art quote to inspire and motivate the class, the other side was decorated visually with what inspired the individual student. I see this to be a way that each students unique voice is recognized as part of the collective. The act of creation is an offering or gift to the learning and creative community. It has proven to be a wonderful way to bring the groups together in celebration.
I have written an academic research paper that explored the reliability and validity of the SOQ. It is a well researched tool with much data to support the validity of the insights provided. I am keen to explore how these dimension might be further researched with a specific focus on classrooms and schools as well as the emerging online climates that are springing up due to the emergence of the internet and web. I have attached my paper for your enjoyment.
doleman_adopt_a_measure-the_soq.pdf |