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As organizations are becoming increasingly dependent on collaborative teamwork there has been a major shift in focus from the individual to team-based innovation. Value is increasing in promoting team level creative competence in students.
One of the primary goals of educators is to develop confidence and competence in students so that they might flexibly, autonomously and resiliently move along this continuum. This requires students to have a willingness to take creative risks when they respond to creative challenges, producing original, innovative outcomes. Building student capacity to competently balance creativity and criticality, the underpinning components of innovation, remains a key pedagogic challenge.
The creative competencies
The competencies that compose the creative Know How domain are important for many reasons, including the fact that they are essential in addressing a range of issues and factors:
- the roadblocks to employment
- the decisions needed to navigate the work/learn landscape
- the essentials for cultivating social capital
- the developmental challenges that learners face as they transition to an increasingly volatile world.
Creativity can be defined ‘variously as an act, a process, a concept, a strategy or even as an ideological tactic.
What includes creative competence? Among others, the following can be included in creative competence:
- Critical Thinking
- Problem Solving
Therefore, students must learn how to imagine the unimaginable and hone their creative skills. We can identify four competencies essential for creative expression for a student:
- Capturing—preserving new ideas.
- Challenging—giving ourselves tough problems to solve.
- Broadening—boosting creativity by learning interesting new things.
- Surrounding—associating with interesting and diverse things and people.
We can point out three key opportunity areas in which teaching and learning strategies can be implemented to better encourage creative risk‐taking among students :
- overcoming challenges of voicing ideas in a collaborative group context
- building resilience and a sense of self‐efficacy to remain agile and flexible to spontaneous or unexpected changes
- balancing creativity capacity building with technical competency to address practical concerns around realising and communicating creative concepts with minimum limitations of technologies and resources.
References Jaz Hee‐Jeong Choi et al. Creative Risk‐Taking: Developing Strategies for First Year University Students in the Creative Industries. 25 September 2018
Categories: Education, Future work, World