Promoting Creativity in Organisation: A Case Study of Tivoli Anglo-Chinese Kindergarten (Essay Sample)

PROMOTING CREATIVITY IN ORGANISATION: A CASE STUDY OF TIVOLI ANGLO-CHINESE KINDERGARTEN Name Class Name Course Name Supervisor’s Name Institution Date Submitted A Dissertation Submitted to the (insert University Name) in Partial Fulfilment of the Requirements for the Degree of Masters of Human Resource in (Course) INTRODUCTION In the modern age, creativity is considered to be the most essential and significant life skill since it is a compulsory element towards solving social, political, and economical issues; hence it is necessary that it is fostered through the education system (Burnard and White, 2008; Kampylis, 2010). Creative organizations, in the United Kingdom and other parts of the universe, are gaining the competitive advantage, thus leading the economic sector, and hence, progressing faster than the rest in the same economic sectors (Florida, 2002). Pink (2005) affirmed that creative thinking is a key asset of human capital, and as well as a resource of healthy social and emotional development. Philosophers such as Plato and Aristotle championed and decried creativity as the most concept of study (Starko, 2005). According to Plato, creativity relied to the external source and supernatural concept, but Aristotle argued that creative procedure agrees with the comprehendible mystical laws (Starko, 2005, p.47). Despite, the educational backgrounds worldwide being distinctive and possessing several challenges, fostering students’ creative thinking through the education system is significant because it the key education target (Kampylis, 2010). The paper will provide a better understanding about the teachers’ beliefs on creativity, and the methods that they integrate to impact creativity in students. Additionally, the paper will define creativity in relation to teachers and how it can be integrated in an organization by the Human resource management. 1 Development of the research problem According to Kampylis, Berki, and Saariluoma (2009), the teachers in the education system play an important role when it comes to creativity because they are the initial role models and mentors to the students. Additionally, the students get to spend most of the time with the teachers. Both Aljughaiman and Mowrer-Reynolds (2005), state that the significance of supporting and offering the creative learning opportunities in a standard classroom is well recognized. Nevertheless, there have been several oppositions stating that the creative potential is not nurtured completely in the classrooms as it is supposed to be (Andilou and Murphy, 2010; Sawyer, 2010). The classrooms are established to be the ideal learning environment to explore the creativities levels of the students to the fullest. Several researchers such as Beghetto and Kaufman (2010) have pointed out that the teachers tend to perceive creative characters and behaviours with negative attitudes despite they perception of valuing it (Andiliou and Murphy, 2010; Fleith, 2000) The reason why the teachers possess zero tolerance towards creative behaviours is that the students have the audacity of challenging them. Therefore, several teachers have adapted mechanisms that inhibit or limit the creativity expression and the exploration of the students’ full potential (Alencar, 2002, p. 15). For instance, the teachers have always assumed that creativity is a rare generic human trait (Kampylis, 2010), despite several theories concerning creativity emphasizing that every individual possess creativity and can be explored to its full potential under a conducive environment. Similarly, Craft (2003) posits that the teachers associate creativity with subjects such as art, drama, music and often perceive creativity in rigorous activities such as playing, mathematics, and science as irrelevant. Although, several researchers (Craft, 2005; Starko, 2005) have argued that creative learning is contained in all existing school subject and curriculum areas. In short, teachers have a narrow concept concerning creativity and possess misconceptions concerning the topic. Kampylis (2010) noticed that the teachers are having an issue whereby they do not realize the effects that are yielded by their inconsistency and subjectivity concerning the students’ creativity. Nevertheless, the attention detrimental towards the teacher’s creativity in the classroom limits the ability to face the misconceptions and the theories they hold concerning creativity. Therefore, the aim of this study was to investigate the teacher’s belief when creativity is concerned and determine the several strategies that the teachers could incorporate to promote creativity in the classrooms. The study also identifies several gaps when it comes to the case study of Tivoli Anglo-Chinese Kindergarten and the strategies enacted to accommodate creativity from the local and international students. 1 Research Objectives, Designs, and Questions According to researchers such as Beghetto and Plucker (2006), it is significant to study and evaluate how teachers perceive creativity so that we can create an opportunity for creativity in the classroom. Teachers who have embraced creativity have achieved to shun the negative stereotypes and misconceptions concerning creativity, which has resulted in them creating a room for creativity in their standard programs (Beghetto and Kaufman, 2010). The research employed the use of in person open-ended interview with the teachers who are involved directly and indirectly with the pre-schoolers creativity class. The purpose of using the qualitative method was to ensure that the information provided is not limited and the teachers can express themselves regarding the creativity concern. The aim of the study was to examine the teachers of the Tivoli Anglo-Chinese Kindergarten and evaluate their beliefs concerning creativity especially in pre-schoolers, the activities they have integrated to foster creativity to the children who are uninterested in learning, the personal, and the environmental factors that influence the creative learning of the students. The specific objectives concerning the study included (1) to define creativity in depth, (2) to evaluate the teachers’ beliefs and contribution towards the students’ creativity, (3) to evaluate in depth the strategies enacted by the teachers to foster creativity in students, (4) to assess the personal and environmental factors that influence the creative learning of the students. Therefore, the study was supposed to respond to the following queries: RQ1: what is creativity? RQ2: What are the beliefs and contributions enacted by these teachers towards creativity? RQ3: What strategies are these teachers implementing to foster creativity in students in their standard learning environment? RQ4: What personal and environmental factors tend to influence creativity in students? The hypotheses provided for the study were: H1: The teachers’ creative capability tends to foster positively original characters in the classes. H2: The teachers' belief about creativity, positively influence the students learning environments. H3: The teachers who possess positive ideas and creative ability tend to foster creative skills in students, unlike the teachers who are negative stereotypes and have misconceptions about creativity. 1 Contributions to the Study In theoretical contributions, the study aimed at providing in-depth information concerning creativity in institutions and organizations. Additionally, the study aimed at providing a framework concerning the teachers’ beliefs and the theories guiding the teachers in the schools. In practice, the study can enlighten the educators on the necessary measures required to boost creativity in the classrooms. Feldhusen (1980, pp.553), state that despite, the experiences the teachers have accumulated over the years concerning creativity, it is necessary to introduce special pieces of training and programs to sharpen their creativity potential. LITERATURE REVIEW The purpose of this review is to provide an analysis of the study concerning creativeness in organizations including the preschools. The discussion begins by defining what is creativity, explanation of creativity in preschool, how it is enhanced in children, the importance of creativity to pre-schoolers, and finally, how the human resource management can promote creativity in their organizations to ensure they have the competitive advantage. Furthermore, it is a detailed review and ensures there are clarity one specific techniques and procedures that can enhance creativity in general to all organizations. The creativity in pre-schoolers is discussed in relation to child-teacher interaction. Creativity Sharp (2001) explained that most scholars have debated on the definitions of creativity and it has not be forthcoming. A quick outline concerning the field results in a conclusion that the definitions of creativity have proved to be challenging. Therefore, the guide that will assist us concerns the application of creativity to young children. Creativity pertains three Ps of a person involving in a creative procedure that result in an original product. Most theorists have concluded that several components are involved in the creative process. The most significant element of creativeness includes originality. Creativity is the capability of coming up with ideas that have not been developed before, they have to be novel or unique. Most philosophers have also supported that creativity has the reactions of inventive activity, can generate a pool of concepts (productivity), the application of knowledge and resourcefulness to a challenging condition (problem solving), and capability to create a valuable result. Furthermore, the theorists have gone to an extent of stat...