LEGO SERIOUS PLAY: Imagination & Creativity for the Business (original) (raw)

Integrate LEGO® Serious Play® for Collective Creativity

Entrepreneur and Innovation Exchange, 2020

This classroom exercise integrates LEGO® Serious Play® (LSP) during the Ideation process. This exercise helps students to learn the concepts of collective creativity and results in 100% participation. It provides students with a deeper insight of using playing to drive creativity. This exercise also demonstrates the value of storytelling as a divergent thinking tool to unlock imagination. It can be adapted for the online classroom (see below.

How Lego Serious Play supports team building through the creative co-production

2018

This case study paper will describe the process and underlying theory behind the use of Lego Serious Play (LSP) being used to develop a shared vision and real time strategy for the Translating Evidence to Enhance Maternal-newborn care: Knowledge Translation (TEEM-KT) team. LSP draws on a range of theories around reflection, externalising thoughts and making tangible alongside the actual building of metaphors as a means of sharing and developing complex ideas. These theories will be discussed further in the paper in light of the authors previous work around knowledge mobilization and particularly creative practices in knowledge mobilization. In the case study described, there were 20 participants including the team lead and Research Fellow and the session was delivered by two LSP trained facilitators. The methods were drawn from the LSP canon with preliminary skills building followed by a series of questions prompting participants to build and share. This process explored personal ...

Lego® Serious PlayTM: Thinking about Teaching and Learning

LEGO® Serious Play™ (LSP) is a methodology which has been developed primarily for use in business contexts, initially with Real-Time Identity for You, Real-Time Strategy for the Team and Real-Time Strategy for the Enterprise. However, many of the principles which underpin the methodology are supported within the educational research literature. The findings discussed here represent some of the efforts in reclaiming LSP for the educational domain. The current study introduces LSP as a method of getting at participants' understanding of their own professional identities. It details the process of the development of workshops and reflects on the aspects of 'What Works' within and across a small number of educational contexts. Results from two distinct groups are discussed, pre-service Teachers and Employees in a Small / Medium Enterprise (SME).

Lego®, Serious Play: Thinking about Teaching and Learning

LEGO® Serious Play™ (LSP) is a methodology which has been developed primarily for use in business contexts, initially with Real-Time Identity for You, Real-Time Strategy for the Team and Real-Time Strategy for the Enterprise. However, many of the principles which underpin the methodology are supported within the educational research literature. The findings discussed here represent some of the efforts in reclaiming LSP for the educational domain. The current study introduces LSP as a method of getting at participants’ understanding of their own professional identities. It details the process of the development of workshops and reflects on the aspects of ‘What Works’ within and across a small number of educational contexts. Results from two distinct groups are discussed, pre-service Teachers and Employees in a Small / Medium Enterprise (SME)

The Use of Metaphors With LEGO® SERIOUS PLAY ® For Harmony and Innovation

International Journal of Management and Applied Research

Organisational changes within Higher Education Institutions (HEI) over recent years have had a great effect on the roles of Higher Education (HE) staff and their attitudes, experience and satisfaction within those roles. The changes in the way HEIs are funded have resulted in institutional policies that are strongly market driven. Alongside this, policies of widening access to HE have led to the 'massification' of student numbers and the intensification of the workload of HE staff. The increasing focus on measures and evaluations between and within institutions, with league tables and in the UK at least, Research Excellence Framework (REF) and its previous incarnations along with the recently introduced Teaching Excellence Framework (TEF), has led to a culture of audit and managerialism both at the level of institutional policy and at the micro level within faculties and departments. These effects have been particularly acute in traditionally practice-based programmes and post-92 institutions, where these drivers are at times at odds with the motivations and expertise of many of the staff who joined these institutions under different conditions. This paper presents LEGO ® SERIOUS PLAY ® as a method of enabling members of staff with diverse expertise, experience and expectations to come together to work towards a shared strategic plan in the light of the changing HE culture. The method is applied to a teacher education department within a post-92 university, where despite differing views of the challenges facing the department, consensus is achieved through the building of shared metaphors and joint narratives.

Constructing Creative Confidence with LEGO SERIOUS PLAY

Journal of Business and Applied Management, 2022

Creativity and innovative decision-making are among the most desired traits for leaders today. How does one develop these traits to meet the challenges facing the workplace? One answer is through building a mindset of creative confidence. This study explores the use of Lego® Serious Play® (LSP) to inspire the mindset of creative confidence in individuals. Findings affirm the need for the "other" in the creative process, expose increased levels of perspective-taking among participants, and suggests that divergent thinking can be taught. All positioning LSP as a tool for exercising the mental muscle known as creative confidence.

A taster of the LEGO(R) Serious Play(R) method (LSP) for higher education

This short paper is an introduction to the LEGO® Serious Play® method, the underpinning theories, the process and practical applications. The authors, using two distinct case studies, demonstrate how LSP can be used in higher education for different purposes, to achieve active, pan-participatory and stimulating learning experiences.

Alone but together: flow experience and its impact on creative output in LEGO® SERIOUS PLAY

Purpose-Do LEGO® SERIOUS PLAY® (LSP) workshops result in improved experience of flow components as well as higher levels of creative output than traditional meetings (MEET)? This research studies the extent to which LSP, as a specialized material-mediated and process-oriented cocreative workshop setting, differs from MEET, a traditional workshop setting. Hypotheses for differences in individual flow components (autotelic behavior, happiness, balance), group flow components (equal participation, continuous communication) and creative output were developed and tested in a quasiexperimental comparison between LSP and MEET. Design/methodology/approach-The study was conducted with 39 practitioners in six teams from various industries. In total, 164 observations were collected during two workshops using the Experience Sampling Method. The creative output was assessed by peer evaluations of all participants, followed by structural analysis and quantitative group comparisons. Findings-The results show that two components of individual flow experience (autotelic behavior, happiness) were significantly higher in LSP, and one of the components of group flow experience (continuous communication) was, as expected, significantly lower. Regarding creative output, the LSP teams outperformed the MEET teams. The study suggests that a process-oriented setting that includes time for individuals to independently explore their ideas using a different kind of material in the presence of other participants has a significant influence on the team result. Practical implications-LSP can improve the components of participants' flow experience to have an impact on the creative output of teams. In cocreative settings like LSP, teams benefit from a combination of alone time and high-quality collaborative activities using boundary objects and a clear process to share their ideas.

LEGO®, SERIOUSLY: THINKING THROUGH BUILDING

been developed primarily for use in business contexts, initially with Real-Time Identity for You, Real-Time Strategy for the Team and Real-Time Strategy for the Enterprise. However, many of the principles which underpin the methodology are supported within the educational research literature. The findings discussed here represent some of the efforts in reclaiming LSP for the educational domain. The current study introduces LSP as a method of getdetails the process of the development of workshops and reflects on the contexts. Results from two distinct groups are discussed, pre-service Teachers and Employees in a Small / Medium Enterprise (SME).