Chaos and creativity in dynamic idea evaluation: Theorizing the organization of problem‐based portfolios

Abstract

Facilitating creativity effectively requires attendance to the complex nature of idea development and the later maturation of the produced ideas. In this theoretical piece, we add something entirely new to the creativity management literature by exploring how the knowledge generated during idea evaluation can facilitate the creation of problem-based portfolios. We build upon the latest advances in utilizing knowledge from the idea evaluation process to facilitate divergent and convergent productioncoined as dynamic idea evaluation (DIE). Using DIE as the theoretical platform, we use chaos theory to explore the complex duality between creative production and the creative negotiation processes in idea evaluation to outline the systemic properties of problem-based portfolios. We theorize that balancing creative-sensitive dependency towards convergent and divergent production is vital to understand how people use negotiations to dynamically transform the knowledge they generate during idea evaluation into the improvement of existing ideas and the creation of novel ideas and problem definitions. We also posit that problem definitions will cluster ideas and knowledge about those ideas into dynamic portfolios.

How experts screen ideas: The complex interplay of intuition, analysis and sensemaking

“…However, what the present findings show is that experts not only assess ideas, they also actively interpret what these ideas mean and then develop them further, demonstrating their generative capabilities during screening. This aligns with the notion of treating evaluation as a creative and dynamic process involving different kinds of activities (see Moeran & Christensen, 2013; also Ulrich & Nielsen, 2020). Thus, idea screening by experts could be used for more than just selecting ideas for development, provided these experts are given the opportunity to do so.…”

“…This category is clearly distinct from the two other forms of idea‐related sensemaking in that it focuses on thinking ahead (Ford, 2002; also Ulrich et al, 2015) and on engaging in creative acts in order to develop ideas further, or to come up with new ones (Drazin et al, 1999; Ulrich, 2018; Ulrich & Nielsen, 2020). In doing so, it covers the creative side of sensemaking.…”

“…(Case 105) "If the product organizations would implement product capabilities that would do this for every single product in a consistent way across all these products, then you have something that could benefit customers [that] could benefit [the company]." (Case 43) This category is clearly distinct from the two other forms of idea-related sensemaking in that it focuses on thinking ahead (Ford, 2002;also Ulrich et al, 2015) and on engaging in creative acts in order to develop ideas further, or to come up with new ones (Drazin et al, 1999;Ulrich, 2018;Ulrich and Nielsen, 2020). In doing so, it covers the creative side of sensemaking.…”

Math Creativity Survey For Class 4 Elementary School

“…There are many ways to improve students' mathematical creativity, one of which is to provide problems in the form of open answers (Kirisci et al, 2020;Nadjafikhah & Yaftian, 2013). Extracting information from math problem-based questions given by the teacher produces a lot of data that develops students' creative abilities (Dietrich, 2019;Ulrich & Nielsen, 2020). The learning environment and forms JISD P-ISSN: 2579-3276 E-ISSN: 2549-6174 of student collaboration activities also affect mathematical creativity (Corazza, 2016;Lasky & Yoon, 2020;Pulgar, 2021).…”

“…The learning environment and forms JISD P-ISSN: 2579-3276 E-ISSN: 2549-6174 of student collaboration activities also affect mathematical creativity (Corazza, 2016;Lasky & Yoon, 2020;Pulgar, 2021). Through collaboration, it will encourage students to find their own ideas and find new ideas in solving problems (Bruce, Flynn, & Bennett, 2016;Ulrich & Nielsen, 2020). Through the application of the PBL learning model, it can increase students' mathematical creativity (Katz-Buonincontro, Perignat, & Hass, 2020;Zhou, 2021).…”