Creating art-based approaches in working life development: The shift from success to significance (original) (raw)
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When arts enter organizational spaces: Implications for organizational learning
This chapter addresses a new approach to organizational learning, namely artistic interventions, which encompass a variety of ways that people, products, and practices from the world of the arts enter the world of organizations. Although the field has grown rapidly, little empirical research has been conducted on what actually happens inside organizations during and after artistic interventions. The chapter argues that to close gaps and correct for biases in existing work, future research will need to engage multiple stakeholders (employees, artists, managers, intermediaries, policy-makers), address multiple ways of knowing, especially the neglected bodily senses, and draw on concepts and methods from diverse disciplines.
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Our current economic, social and environmental climate demands that we find creative responses to live and work in a sustainable manner. In this context, we need to reclaim creativity as a potential force for transformation, understanding it as a social phenomenon, without over-relying on social constructionist approaches that mistrust concepts of ‘agency’ and ignore human cognition. This article explores ways in which contemporary artistic labour might be understood as a cognitive process which is both agential and social. Through a case study of practice-led research, it investigates (1) the ways in which painting may be understood as a process of ecological cognition involving artist, audience and artefacts; and (2) what happens when you explicitly draw attention to the material, social and relational processes of making sense of the artwork. I conclude that the work of art may be experienced as a bringing-forth of emergent knowledge involving artist, audience and artefacts.
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This paper focuses on dualities in both the process and outcomes of participation in work. Firstly, the process of participation in work activities and interactions draws on contributions of both individuals and the social world in ways that are variably interdependent, that is, relational. The affordances of workplaces shape the array of experiences individuals are able to access and, they in turn, elect how they engage, construe and construct what is afforded them. Both the social and individual contributions are exercisable with different degrees of intensity, focus and intentionality, thereby making the process of participation in work a relational one. Secondly, and consistent with these processes, the outcomes of workplace participation also comprise dualities. These are individuals' learning or change, on one hand, and the remaking and transformation of cultural practice that comprises work, on the other. In illuminating and elaborating these concepts, this paper draws upon the initial findings of an inquiry that is mapping the working lives of groups of three workers in each of four workplaces. The aim is to understand how these relational interdependences shape the participation, learning and remaking of work practices in these workplaces. Further, the paper identifies the exercise of both affordances and engagement for each participant within their workplaces. The findings emphasise the distinctive bases by which the groups of workers engage with their work and construct meaning and remake practice as a result of that engagement.
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