Producing liminal spaces for change interventions: the case of LEGO serious play workshops

Abstract

PurposeThe purpose of this paper is to advance spatial studies of change interventions by conceptualizing them as liminal spaces and examining how these spaces are conceived, perceived and lived during the intervention process.Design/methodology/approachThe paper explores change interventions as liminal spaces in the empirical context of LEGO serious play workshops through participant observations and interviews.FindingsThe study shows that in change interventions an abstract, conceived liminal space is created, maintained and closed down to enable the planned change to take place. While practicing the space, the change participants may indeed perceive this space as liminal, but the space is less manageable because of their both prescribed and unprescribed interpretations. Furthermore, as subjectively experienced, the space may hold a spectrum of liminal, liminoid and everyday (business as usual) notions.Research limitations/implicationsThe study contributes to the research on (1) the spatiality of change interventions and (2) artificially created liminal spaces of organizing.Practical implicationsThe paper reminds consultants and organizations embarking on change interventions to pay attention to the spatiality of such interventions. The study shows that it is not enough to plan how these spaces are to be used, but also it is equally important to consider how the participants use and experience them.Originality/valueThe study provides a novel insight into change interventions by examining them as liminal spaces that are simultaneously conceived, perceived and lived during the intervention process.

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“…Serious play refers to the application of play mechanisms for business purposes. In this case, the objective was to use the metaphors inspired by LEGO models to express stories of workplace experiences in a playful and creative way (Piironen, 2022). The application of LEGO® SERIOUS PLAY® seeks to enhance participatory and dialogic communication in research (Hinthorne and Schneiner, 2012) thanks to “active, horizontal, and multifaceted participation” (p. 2803) and the use of metaphors when expressing personal experiences.…”

Ducks, elephants and sharks: Using LEGO® Serious Play® to surface the ‘hidden curriculum’ of equality, diversity and inclusion

“…The LSP methodology aligned well with our needs. The methodology is well established in a range of fields and disciplines including tourism (Wengel et al, 2021), advertising (Piironen, 2022) and education (Dann, 2018; Wengel et al, 2021; Wheeler et al, 2020; Zenk et al, 2018). The LSP methodology was developed by two professors in the early 2000s as a facilitative and exploratory tool that would help their client, the LEGO ® Corporation, to develop a strategy that would lead to profitability and innovation (Dann, 2018; Roos et al, 2004).…”

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“…In other words, it signifies a space where change is occurring. During liminal moments, the formality of structures and established roles lessen, with the potential to foster both ambiguity and creativity (Piironen, 2022;Thomassen, 2015;Turner, 1974;Turner, 1987). These spaces can feel challenging and even chaotic because they serve as a crossingover point-a way station between the familiar and the unknown.…”