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Creativity development and Mode 2 theory development: Event system and experiential learning perspectives

Journal: Human Resource Management Journal

Date: 2024

Author: Anastasia Kulichyova, Stefan Jooss, Thomas Garavan

Abstract:
Literature on academic-stakeholder collaboration in the context of HRM is scarce and highlights the challenges linking theory to practice. Drawing on Mode 2 research, we theorise how a structured intervention enables the generation of theoretical insights concerning the development of employee creativity knowledge, skills, and attitudes (KSAs). Utilising event system theory, we reveal how the novelty, criticality, and disruption of a structured intervention fuel an experiential learning process. This process facilitates the development of important individual and team-based creativity KSAs and is sustained through a learning mindset. We develop insights about theories-in-use, HRM theory development, and the micro processes involved in an academic-stakeholder collaboration including areas of potential tension. From a practice perspective, we highlight the value of structured interventions for creativity KSA development and a strategy to facilitate academic-stakeholder collaboration.

Link: Google Scholar

Background and Context

Research Gap

The study addresses the scarcity of research on academic-stakeholder collaboration in Human Resource Management (HRM) and explores how structured interventions develop employee creativity.

Methodology

The researchers conducted a structured intervention in four hospitality organizations in Northern Ireland, collecting data through pre/post surveys, observations, and interviews with 50 participants.

Theoretical Framework

The study combines event system theory, Mode 2 research, and experiential learning perspectives to understand how structured interventions facilitate creativity knowledge, skills, and attitudes (KSAs) development.

Structured Interventions as Novel, Critical, and Disruptive Workplace Events

Structured Intervention as Workplace Event Novelty Departure from routine activities Criticality Strategic relevance for organization Disruption Changes approach to creativity
  • Event system theory shows structured interventions impact employees through three key characteristics: novelty, criticality, and disruption.
  • Novelty introduces new approaches to creativity, making the intervention stand out and triggering learning processes.
  • Criticality ensures the intervention is viewed as important to the organization's strategic priorities.
  • Disruption requires employees to change their approach to creativity and abandon routine ways of working.

Learning Mindset Sustains the Experiential Learning Process for Creativity Development

Learning Mindset Belief in Growth CPS Learning Goals Persistence Embracing Challenges
  • Learning mindset emerged as the central psychological factor sustaining employee engagement in creative problem-solving.
  • Key mindset components include belief in growth, setting specific learning goals, persistence, and embracing challenges.
  • Employees with stronger learning mindsets demonstrated greater motivation to develop creativity skills through multiple experiences.

Experiential Learning Process Involves Individual and Team-Based Cycles

Experiential Learning Process Individual Learning Cycle Concrete Experience Action & Behaviors Reflection on Action Team-Based Learning Cycle Team Experiences Collaborative Actions Group Reflection
  • The study revealed that experiential learning for creativity involves both individual and team-based cycles.
  • Individual employees progress through concrete experiences, actions, and reflections on their creative problem-solving.
  • Team-based experiential learning amplifies creativity development through collaborative experiences, actions, and group reflections.

Multiple Concrete Experiences Are Essential for Developing Creativity KSAs

Workshop Component of Structured Intervention Day-to-Day CPS Practice Working with Artefacts Team-based Experiences Working through CPS Cycles Creativity KSA Outcomes
  • Developing creativity KSAs requires engagement with multiple concrete experiences in various settings.
  • The initial workshop provides foundational experiences, while day-to-day practice embeds learning in work routines.
  • Working with creativity artefacts (like brainstorming tools) and team-based experiences reinforces creativity development.

Structured Interventions Lead to Both Individual and Team Creativity KSA Outcomes

Individual KSA Outcomes Team KSA Outcomes Knowledge of CPS Techniques Skills to Apply CPS Methods Attitudes Toward Creativity Team CPS Knowledge Skills for Team Creativity Team Creativity Attitudes Sustained through Learning Mindset
  • The structured intervention resulted in both individual and team-level creativity knowledge, skills, and attitudes.
  • Individual outcomes included improved knowledge of CPS techniques, skills to apply methods, and positive attitudes.
  • Team outcomes focused on collaborative creativity processes, team facilitation skills, and shared creative attitudes.

Contribution and Implications

  • This research provides a model for developing employee creativity through structured interventions that function as novel, critical events.
  • Learning mindset emerges as a crucial sustaining factor that helps employees persist through multiple experiential learning cycles.
  • The study reveals that experiential learning for creativity involves both individual and team-based processes, extending current theory.
  • The findings illuminate five key complexities in academic-stakeholder collaborations that can guide future Mode 2 research approaches.
  • Organizations can use structured interventions as a practical strategy to develop creativity capabilities for competitive advantage.

Data Sources

  • The structured intervention visualization is based on the event system theory framework described in the article (pages 3-4).
  • The learning mindset visualization draws from Table 2 findings and the role of learning mindset described on page 12.
  • The experiential learning process visualization is based on Figure 2 in the article showing individual and team learning cycles.
  • The multiple concrete experiences visualization derives from Table 2 findings under the "Multiple concrete experiences" dimension.
  • The KSA outcomes visualization is based on Table 2 findings under the "KSA outcomes" section showing individual and team outcomes.