Professional artefacts: evaluating creative outcomes for work-based inquiry

Nottingham, Paula

doi:10.1108/jwam-03-2020-0014

Cited by 4 publications

(2 citation statements)

References 22 publications

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“…Oliver and Roos (2007) go even further, saying that the participants generate representations of their identities. Finally, in various articles regarding methods of organizational learning, the need to express the experiences through creation of artefacts is exposed: “[t]here is also the need to develop creative practice beyond the arts discipline, and the findings from this research include a workplace practice that supports multi-disciplinary professional artefacts” says Nottingham (2020, p. 129).…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

Designing playful employee experience through serious play–reflections from pre-pandemic corporate learning events in Poland

Sońta

2021

JWAM

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PurposeIn times of organizational thirst for employee engagement and meaning through designing corporate stories, the aim of this article is to explore and identify key sources (engines) of engagement during LEGO® SERIOUS PLAY® (LSP) corporate learning pre-pandemic events of various types and size in Poland.Design/methodology/approachThis is a conceptual paper. The research was conducted using participant observation from the perspective of a certified facilitator of the method. This position ensures a prime access to the organizational events. Eight training sessions (four LSP and four non-LSP workshops) have been analysed using thematic analysis. The structure of thematic codes has been conceptualized and reflected as the EPIC framework.FindingsThe findings include (1) the importance of the experience of emerging realities as a key generator of engagement, (2) the significance of social collaboration and peer-to-peer interactions (experience of collective intelligence), (3) the observable rise in engagement and willingness to contribute when real business situations, especially labelled as “strategic issues” are discussed and (4) the role of image-capturing (“snapshot experience”) in creation of an engaging learning experience.Research limitations/implicationsThe limitations refer to the potential conflict of interests as the researcher is also the facilitator of the workshop. To ensure the neutral point of view of the researcher, the sessions have been recorded to enable transparency of the observation and non-biased logic of key findings. The “learning experience” research is also culture- and context-sensitive, thus it may be problematic to replicate the research procedure in different countries, however, the EPIC model can be treated as a universal framework to explore and identify the engines of engagement.Practical implicationsThe concept of this paper is designed from the practical point of view. The findings are adaptable to the corporate practices aimed at empowering employees and are compatible with management models such as agile, human enablement and human-centred design in organizations.Social implicationsSerious play methods of learning and experiencing are said to be of the highest importance when finding new ways of organizational learning in the pandemic situation and work from home as a standard learning environment.Originality/valueThe contribution of this paper is visible in the conceptualization of the moments that shape an engaging experience. This is also the first academic paper presenting the perspective of a certified facilitator of LSP from Central and Eastern Europe region.

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Section: Theoretical Underpinningsmentioning

confidence: 99%

Designing playful employee experience through serious play–reflections from pre-pandemic corporate learning events in Poland

Sońta

2021

JWAM

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“…One can imagine, over time, how this might build individual and organisational capacity for resilience and thriving in challenging circumstances. In the second article, we learn about "Professional Artefacts: Evaluating Creative Outcomes for Work-Based Inquiry" (Nottingham, 2020). It is fascinating to learn the ways in which creating artefactsthat can make public our learning and expertisecan have a role in engaging other audiences in that learning.…”

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confidence: 99%

Guest editorial

Scott

Nottingham

Wall

2020

JWAM

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Welcome to the "Creativity in Work-Applied Management" special issue of the Journal of Work Applied Management. When we created the call for papers, we characterised creativity as both a process and an outcome within business and as essential for societal and economic growth (Shalley, 2013;Wall et al., 2017a). We thought such characterisation was likely to remain appropriate as technological development, globalisation and urbanisation trigger significant change in everyday life and employment, making it essential to recognise the skills and capabilities needed for continued participation and influence in the workplace, and that these will include "originality abilities" (Bakhshi et al., 2017). We also thought creativity could be considered through the use of creative problem-solving (

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Learning by… Knowledge and skills acquisition through work-based learning and research

Fergusson

2022

JWAM

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PurposeIssues around informal, non-formal and formal learning, intended and unintended learning and competencies and capabilities have been considered in work-based learning (WBL). However, demarcated modes of learning, or what can be called strategies or pedagogies of learning, associated with experience of work environments have yet to be examined. One mode of learning which has been highlighted in relation to work is reflective practice, and its centrality to learning at work has been established. But reflective practice as a core skill, and its relation to other approaches to learning and research in WBL, remains uncovered. The purpose of the present study therefore is to identify different modes of learning as they appear in the literature and to present a proto-theoretical “learning by …” model for WBL and research founded on learning by reflection.Design/methodology/approachProto-theoretical modelling and qualitative descriptions of each mode of learning.FindingsWork environments, and the higher degree WBL programmes which support them, should provide learning via every available mode of learning, thereby allowing students to find their own best orientation to learning and encourage it by any means.Originality/valueThe proto-theoretical model and 12 modes of learning applied to WBL are unique to this study. WBL provides participants of work with multiple opportunities and approaches to learn and similarly provides multiple modes through which learning can occur on the basis of knowledge and skills in reflective practice.

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Professional artefacts: evaluating creative outcomes for work-based inquiry

Cited by 4 publications

References 22 publications

Designing playful employee experience through serious play–reflections from pre-pandemic corporate learning events in Poland

Designing playful employee experience through serious play–reflections from pre-pandemic corporate learning events in Poland

Guest editorial

Learning by… Knowledge and skills acquisition through work-based learning and research

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