organisational creativity: the systemic view of creativity: towards a comprehensive framework for...

Organisational Creativity The systemic view of creativity: towards a comprehensive

framework for creativity development

Pablo Munoz PhD Researcher , Newcastle University Business School

Consulting Partner, Thinkx Intellectual Capital

MSc ABC / MSc ICEOctober 2010

Thursday, 21 October 2010

agenda

A little bit of historyThe best definition I know about creativity ObstaclesCreative projectThe systemic view of creativityTraining frameworkCreative processesDivergent and critical thinkingEffects of creativity trainingClimate and leadershipCase studies


dynamic capabilities

personal skillslearning systems

change management

resource base

environment

strategy

business model

organisational abilities

organisational structure

continuous innovation

routinesattitudebehaviour

creativity traininginnovation

problem solving

processes

paths

assets

innovativenessbusiness performance

knowledge


is there any formula for innovation?


is there any formula for innovation?Thursday, 21 October 2010

great, but


“Economic forces such as the growing service economy and commoditisation of traditional value chains have led many organisations to pursue breakthrough innovations as part of their business strategy”

Dr. Casimer DeCusatisIBM Corporation

Creating, Growing, and Sustaining Efficient Innovation Teams (wp)Innovation Ecosystem Study. IBM Academy of Technology

FROM TOMonolithic Invention Collaborative innovation

Patent based own & protect Customer value based share & expand

Well defined objectives Sense and respond to demand

Single discipline Multiple discipline

Structured, top down Symbiotic partnership

Passive consumers Consumers are producers

Specialized, local R&D teams “not invented here” Everyone is an innovator, best from anywhere

The changing nature of innovation


Traditionally understood (corporate level), innovation is an outcome and the only place to look for it is in the past...


Launched on

October 23rd, 2001

NO ONE could have said on October 22nd, 2001: “This is an innovation”


no keyboard !!!!!!!!!!!!!!!!NO ONE could say today: “This is an innovation”


research indicates that innovation is related to emergent processes driven by knowledge creation, organisational learning and creativity;

these processes should be sustained by organisational structures and work flows based on innovative behaviours.

(the author)


creativityThursday, 21 October 2010

The production of new and useful concepts, ideas or products (Amabile, 1988; Boden, 1999; Stein, 1974).

The ability to overcome self limitations (Ackoff & Vergara, 1988).

The result of the interaction between knowledge, imagination, evaluation and the creative attitude (Noller).


so... creativityThursday, 21 October 2010

“Don’t memorise formulas; work them out instead.” Ruth Noller

creativity formula


Is the result of the interaction between knowledge, imagination and evaluation, moderated by the creative attitude

Ruth Noller


A complex mental state involving beliefs and feelings and values and dispositions to act in certain ways

A personal motivational predisposition to respond to persons, situations, or events in a given manner that can, nevertheless, be changed or modified through training as a sort of mental shortcut to decision making.

attitude


beliefs attitude

language

physiological

behaviour

Routines are patterns of interactions that represent successful solutions to particular problems. These patterns of interaction are resident in group behaviour and certain sub-routines may be resident in individual behaviour

Attitude


so, why not everyone does that?


obstacles


There’s no time for changes

#1Thursday, 21 October 2010

-30

0

30

60

90

P1 P2 P3 P4 P5 P6 P7 P8

Perf

orm

ance

Time

Proyect A Proyect B Proyect C

There’s no time for changes


RED BLUE GREEN

Y E L L O W O R A N G E

GREY BROWN BLACK

GREEN RED BLUE

YELLOW BLACK BLUE

Y E L L O W G R E Y

ORANGE GREY BLUE

GREY BROWN BLACK

R E D G R E Y R E D

Y E L L O W B L A C K

GREEN BLUE GREEN

...and it’s difficult to do it


Creative Change ManagementWilliam Bridges


Satisfying and premature convergence


Things that areimpossible for human beings

to do…

but would be really coolif we could do them.


! Breathe under water! Shape or colour shift (be invisible)! X-Ray vision! Read minds (human and other)! Time travel (see future)! No ageing or disease (instant healing)! No death (back from dead)! Beam (teleport)! Two places at once! No sleep! Male birth! Fly


!"

!"

The miracle of the


Our gator brain


human nature and the nervous

system


The R-complexThe Limbic systemThe Neo-cortex


The R-complex is named for the most advanced part of the brain higher mammals share with reptiles. It is responsible for rage and basic survival fight-or-flight responses.

Often, the R-Complex can override the more rational function of the brain and result in unpredictable, primitive behaviour in even the most sentient of creatures, humans included.

A well developed and healthy neo-cortex can monitor R-Complex activity in sentient beings.

The Reptilian complex is the most ancient part of a very successful brain scheme, evolutionarily speaking.

Reptilian brain


fightflyfreeze


The limbic system is the set of brain structures that forms the inner border of the cortex which support a variety of functions including emotion, behaviour, long term memory, sensory transfer and olfaction.

! Amygdala: Involved in signalling the cortex of motivationally significant stimuli such as those related to reward and fear in addition to social functions.

! Hippocampus: Required for the formation of long-term memories and implicated in maintenance of cognitive maps for navigation.

! Parahippocampal gyrus: Plays a role in the formation of spatial memory.

! Cingulate gyrus: autonomic functions regulating heart rate, blood pressure and cognitive and attentional processing.

! Hypothalamus: Regulates the autonomic nervous system via hormone production and release.

! Thalamus: The "relay station" to the cerebral cortex

Limbic system


http://en.wikipedia.org/wiki/Hormone

http://en.wikipedia.org/wiki/Amygdala

http://en.wikipedia.org/wiki/Amygdala

http://en.wikipedia.org/wiki/Hippocampus

http://en.wikipedia.org/wiki/Hippocampus

http://en.wikipedia.org/wiki/Long-term_memory




http://en.wikipedia.org/wiki/Parahippocampal_gyrus

http://en.wikipedia.org/wiki/Parahippocampal_gyrus

http://en.wikipedia.org/wiki/Cingulate_gyrus

http://en.wikipedia.org/wiki/Cingulate_gyrus

http://en.wikipedia.org/wiki/Heart_rate




http://en.wikipedia.org/wiki/Blood_pressure

http://en.wikipedia.org/wiki/Blood_pressure

http://en.wikipedia.org/wiki/Attention

http://en.wikipedia.org/wiki/Attention

http://en.wikipedia.org/wiki/Hypothalamus

http://en.wikipedia.org/wiki/Hypothalamus

http://en.wikipedia.org/wiki/Hormone

It is involved in higher functions such as sensory perception, generation of motor commands, working memory, spatial reasoning, conscious thought and language (high cognitive skills)

Neo cortex


You can’t escape your gator,But you can decide

who’s in charge.


however


Paradigms and patterns of behaviour


We’ll rent cars to people who’ve had their license

suspended for speeding or driving under the influence!

A new service idea


• 60,000 Swiss people annually have their licenses suspended for 1 to 12 months • In 2003 it became legal for most people with suspended licenses to operate cars that

cannot exceed 45 kph • Enzo Stretti has a fleet of Smart Cars that he rents for 60% of “Hertz/Avis’’ rates • Developed into a big business

Small cars, big business


4-5 year olds! ! ! 98%

10-11 year olds! ! ! 30%

15-16 year olds! ! ! 12%

Over 30 years old! ! 2%

People scoring high in standard tests for imagination and creativity

While we grow up...


“The problem is never how to get new,

innovative thoughts into your mind, but how

to get old ones out. Every mind is a building

full of archaic furniture. Clean out a corner of

your mind and creativity will instantly fill it”

Dee Hock, Founder, VISA


(some) obstacles

There’s no time for changes (& learn new things) - creative change managementSatisfying and premature convergence - 3/3rdGator brain - you can decide who is in chargeParadigms and patterns of behaviour - attitudinal change


The biggest obstacles to innovate

0% 10% 20% 30% 40% 50% 60%

Resistance to change

Lack of time

Fear of risk taking

Not thinking ouside the box

Lack of creative skills

Other

Source: Vardis, Selden (2008) Report Card on Innovation. Center for Business Innovation and Creativity, Coles College of Business, Kennesaw State University, Proceedings CIM Conference


7 ways to stop companies from being more innovative

Source: Vardis, Selden (2008) Report Card on Innovation. Center for Business Innovation and Creativity, Coles College of Business, Kennesaw State University. Proceedings CIM Conference

1. Have a corporate culture that resists change

2. Have a top management that only accepts its own ideas

3. Have in place a risk-adverse top management

4. Be fearful of change, failure, risk, loss of money

5. Indulge in inertia - Believe that nothing new is needed

6. Discouraging the following: Funding of new ideas, focus of vision, employee training to be alert to new possibilities, motivation and rewards for new ideas, encouragement to take risks, flexibility of thinking, top management support

7. Micromanage most activities


so, what can we do about it?


The Creative Studies Project

The Creative Studies Project took place from 1969 through 1972 at

Buffalo State College – State University of New York. The purpose of

this landmark investigation was “to conduct research into the

nature and nurture of creative behaviour, and to translate the

findings into educational programmes” (Parnes & Noller, 1972).

This research was an extension of the “pilot experimentation and the

development of courses, programmes, and methods designed to

stimulate creative behaviour” that took place at the State University

of New York at Buffalo from 1949 to 1967.

can be studiedcan be assessedcan be systematisedcan be trained


Leadership

Product(e.g., theories,solutions toproblems, ideas,services,inventions,etc.)

Person

ProcessEnvironment

Interaction leads to Creative Change

(e.g., socialchange, personalchange, innovationetc.)

Adoptionleads to

CHANGE THAT STICKS

Una visión de sistemas de la creatividad (Puccio, Murdock, & Mance, 2007)

Systemic vision of creativity(Puccio, Murdock, & Mance, 2007)


consciousness

ability

(-)

(-) (+)

(+)

unconsciousinability

consciousinability

consciousability

unconsciousability

Creativity training framework


Tools techniques

Processesmethodologies

Values, beliefsattitudes,

behaviours

tool set

mind set

skill settool set

mind set

skill settool set

mind set

skill set

individual

Group

Organisational

Creativity training framework


The Creative ProcessCreative Problem Solving & Productive Thinking

Frameworks forcreative thinking


Creative Problem Solving is a comprehensive cognitive and affective system built on our natural creative processes that deliberately ignites creative thinking and, as a result, generates creative solutions and change

CPS as a deliberate creative process takes intuitive responses to open-ended problems and moves them from trial and error to targeted strategies. In accomplishing this, CPS (1) influences how people think about themselves and the world around them in relation to change; and (2) improves individual and team performance for problems that appear to have no immediate solution.

Puccio, Murdock, Mance (2008) Creative Problem Solving: Background and Introduction to the Thinking Skills Model

Creative Problem Solving (50 years of development and research)


Creative Problem Solving (50 years of development and research)

1. The CPS process parallels people’s natural creative thinking processes

by efficiently organising what happens when they work with problems.

This means that CPS has an intuitive base that is easy to tap into in

more explicit ways.

2. Through the alternating phases of divergent (generating options) and

convergent thinking (evaluating options), and the use of tools that

support them, CPS provides a way to manage that most ferocious

opponent of creative thinking—premature or inappropriate judgement.

3. CPS combines thinking with doing, which helps people accomplish

concrete actions and get results from their initial ideas.

4. Finally, CPS provides a flexible format that is capable of taking in many

creativity tools and approaches.



Predicament Opportunity

Formulaic Maintenance


Reactive Proactive

Algoritmic(closed-endend)

Heuristic(open-endend)

Nature of the problem

Approach to the problem

Types of problems

Creative Problem Solving (how and when)


Principles of divergence and convergence

Zone o

f familiarity

divergencedive

rgen

ce

convergence conv

erge

nce

zone of

discovery

zone of discovery


CPS 6.1 / 4.0 divergence

convergence

divergence

convergence

divergence

convergence

divergence

convergence

divergence

convergence

divergence

convergence

OF

FF

PF

IF

SF

AF


Clarification

TransformationImplementation


Creative Problem Solving 6.1(Thinking skills)

Divergent Thinking SkillsFluency (getting a large number of ideas or responses); flexibility (getting variety in kinds or categories of ideas or responses); elaboration (adding to or developing existing ideas or responses); and originality (getting new, novel or different ideas or responses)

Convergent Thinking SkillsScreening (filtering - keeping some and discarding others for a particular reason), sorting (categorising or grouping by some implicit or explicit schema), and prioritising (determining the rank order among options); supporting (examining for positive attributes; identifying and putting them forward to be considered further), and developing (strengthening, improving, fleshing out the overall option so that it appears doable)



Creative Problem Solving 6.1(Thinking skills and the process)

Puccio, Murdock, Mance (2008) Identifying Complex

Thinking Skills Associated with the Creative Problem


The productive thinking process is designed to help discover and explore new, often challenging, ideas, concepts, and solutions that may be useful, profitable, or beneficial.

Productive Thinking

Productive thinking is important for innovation, growth, capacity building, differentiation, value creation, and new product and process development.

Productive thinking combines and balances two distinct thinking modes — creative thinking, a free-wheeling generative process, aimed at producing as many new ideas as possible, and critical thinking, a disciplined evaluative process aimed at selecting and developing those ideas with the most promise.


Productive Thinking

Productive thinking, therefore, is a balanced process of making lists and making choices.

Creative thinking is:•! Generative•! Non-judgmental•! ExpansiveIn practice, creative thinking uses divergent strategies to generate long lists of possibilities.

Critical thinking is:•! Selective•! Judgmental•! FocusingIn practice, critical thinking uses convergent strategies to select ideas that may hold promise.


Creative thinking is about

making lists


!"#$#%&'($)#*+#*,(#-(

&./0$

1&+#*,(

%)/#%2-


“The best way to have good ideas is to have a

lot of ideas...

and then throw the bad ones away”

Linus Pauling


Now here’s my plan....


Productive Thinking

Our productive thinking training and entraining programmes are designed to:

•!Provide immediate experience with powerful tools, techniques, and processes to enhance personal and professional creative thinking, strategic thinking and problem-solving effectiveness.

•!Demonstrate proven approaches to help develop better ways to innovate, develop products and processes, discover market opportunities, save money, and be competitive.

•!Understand and leverage team’s thinking styles to achieve breakthrough results.""•!Introduce an innovation vocabulary and mindset, allowing teams to collaborate

more effectively, more efficiently, and more productively as they work through a disciplined, repeatable innovation process.

Productive Thinking is the platform skill on which innovative teams are built. It is a skill that can be learned and developed. Everyone, regardless of starting point, can think more clearly, more creatively, and more effectively.


How to put Thinkx Productive Thinking to work

Thinkx productive thinking labs Problem-solving and opportunity-finding workshops for strategic planning, innovation, marketing, and other major challenge (1–5 days)

Thinkx group galeforce sessions Small group facilitations for maximum effect in minimum time (1/2 day)

Thinkx productive thinking courses Comprehensive courses in productive thinking methods, tools, and techniques: Productive Thinking Workshop (1 day) - introduction to the Productive Thinking model & principles Foundations of Productive Thinking (2 days) - how to use Productive Thinking tools & techniques Facilitator Pre-certification (5 days) - intensive immersion in leading Productive Thinking sessions

Thinkx productive thinking on-line A unique online thinking tool for individuals, coaches, and small groups

Productive thinking keynotes Interactive presentations to inspire your team and set a productive tone for meetings (45–90 minutes)

Productive Thinking


What’s This?

Defer Judgement

Build on Ideas

Seek Wild Ideas

Go for Quantity


FirstUse creative thinking to

generate as many optionsas possible

ThenUse critical thinking to

choose ideas with potential

Make lists Make choices

Separate Your Thinking


Productive Thinking overarching principles

Creative thinking guidelines Critical thinking guidelines

Defer judgement. This doesn't mean eliminating judgement, just waiting until the appropriate time. Give ideas a chance.

Build on ideas. Create more ideas by adding slight twists and variations.

Seek wild ideas. It’s easier to tame a wild idea than to invigorate a dull one.

Go for quantity. Stretch: set a target of 30 itches, criteria, questions, ideas — whatever you're working on. Then go for more.

Use these guidelines as you make your lists.

Define success. Establish the criteria against which to measure your ideas.

Unpack ideas. Analyse them to understand their principles, themes, and implications.

Evaluate. Measure your ideas against the success criteria you have chosen.

Judge generatively. Avoid binary (yes/no) evaluations. Look for ways to improve your ideas as you evaluate them.

Use these guidelines as you make your choices.


Divergent Thinking: Creativity training provides the capacity to generate multiple solutions as opposed to the one correct solution (fluency, flexibility, originality, elaboration)

Problem Solving: Creativity training provides high-order cognitive processes that require the modulation and control of more routines or fundamental skills (8 core processing operations: problem construction, information gathering, concept search, conceptual combination, idea generation, idea evaluation, implementation planning, action monitoring), used to generate solutions (ad-hoc or creative) to problems (simple or complex / defined or ill-defined)

Group Performance: Creativity training (CPS) provides a framework (process) through which groups members can productively work together to successfully resolve a complex problem

Individuals attitude: Creativity training significantly enhances employees’ attitudes toward active divergence, as well as a tendency to avoid premature convergence.

Individuals behaviours: Creativity training enhances behaviours and skills related to performance at work, (such as problem-finding, ideation and idea evaluation,) and has a long-term effect in 3 skill areas: sensitivity to problems, ability to change and the way a person approaches different kinds of problems.

Sources: (1,2) Scott, Leritz, Mumford (2004) The Effectiveness of Creativity Training. Creativity Research Journal(3,4,5) Puccio, Firestein, Coyle, Masucci (2006) A Review of the Effectiveness of CPS Training. Creativity and Innovation Management Journal

Effects of creativity training


Effects of creativity training

1. Be concerned with what may happen in the future and deal with the resulting insecurity and uncertainty 2. Identify new and appropriate solutions to problems3. Develop knowledge-sharing processes4. Adapt to different contexts by achieving new skills5. Defer judgement 6. Think outside the box7. Open up to new experiences8. Work on low level of inferences9. Develop curiosity and sensibility10. Tolerate a high level of ambiguity11. Perform an empathetic observation12. Consider uncertainty as a challenge13. Elaborate good questions14. Always consider novelty first15. Self manage16. Produce changes in it’s own life

and some others...


Leadership

Product(e.g., theories,solutions toproblems, ideas,services,inventions,etc.)

Person

ProcessEnvironment

Interaction leads to Creative Change

(e.g., socialchange, personalchange, innovationetc.)

Adoptionleads to

CHANGE THAT STICKS

Una visión de sistemas de la creatividad (Puccio, Murdock, & Mance, 2007)

Creative Climate & Creative Leadership


culture

climate

Shared mental programming of those within the same organisation

Shared meanings, values, attitudes and beliefs

Recurring patterns of behaviour, attitudes and feelings that characterise life in the organisation. Description and perceptions of the work environment

personskills, beliefs, attitudes and behaviours

processorganisational routines (activities and operations)

Creating a Creative Climate


List three places or activities where you get your best ideas…


List three places or activities where you get your best ideas…

Now rank them.! 1st most productive! 2nd most productive! 3rd most productive


Survey says...1. Shower, bath, bathroom ! 57%

2. Bed!! ! 51%

3. Driving (or passenger) 42%

4. Walking! ! ! 28%

5. Exercise, running, swimming 25%

6. Routine, repetitive activities ! 21%

7. Reading, listening to music! 20%

8. Mind calming, meditation! 20%


The scientific explanationBrain's Problem-Solving Function At Work When We Daydream

A new University of British Columbia study finds that our brains are much more active when we daydream than previously thought

The study, published in the Proceedings of the National Academy of Sciences, finds that activity in numerous brain regions increases when our minds wander. It also finds that brain areas associated with complex problem-solving – previously thought to go dormant when we daydream – are in fact highly active during these episodes.

"Mind wandering is typically associated with negative things like laziness or inattentiveness," says lead author, Prof. Kalina Christoff, UBC Dept. of Psychology. "But this study shows our brains are very active when we daydream – much more active than when we focus on routine tasks."

For the study, subjects were placed inside an fMRI scanner, where they performed the simple routine task of pushing a button when numbers appear on a screen. The researchers tracked subjects' attentiveness moment-to-moment through brain scans, subjective reports from subjects and by tracking their performance on the task.

The findings suggest that daydreaming – which can occupy as much as one third of our waking lives – is an important cognitive state where we may unconsciously turn our attention from immediate tasks to sort through important problems in our lives.

Until now, the brain's "default network" – which is linked to easy, routine mental activity and includes the medial prefrontal cortex (PFC), the posterior cingulate cortex and the temporoparietal junction – was the only part of the brain thought to be active when our minds wander.

However, the study finds that the brain's "executive network" – associated with high-level, complex problem-solving and including the lateral PFC and the dorsal anterior cingulate cortex – also becomes activated when we daydream.

"This is a surprising finding, that these two brain networks are activated in parallel," says Christoff. "Until now, scientists have thought they operated on an either-or basis – when one was activated, the other was thought to be dormant." The less subjects were aware that their mind was wandering, the more both networks were activated.

The quantity and quality of brain activity suggests that people struggling to solve complicated problems might be better off switching to a simpler task and letting their mind wander.

"When you daydream, you may not be achieving your immediate goal – say reading a book or paying attention in class – but your mind may be taking that time to address more important questions in your life, such as advancing your career or personal relationships," says Christoff.

Source: Science Daily may 2009.

Full article PNAS http://www.pnas.org/content/early/2009/05/11/0900234106.full.pdf+html


http://www.pnas.org/content/early/2009/05/11/0900234106.full.pdf+html

http://www.pnas.org/content/early/2009/05/11/0900234106.full.pdf+html

1. Shower, bath, bathroom ! 57%

2. Bed!! ! 51%

3. Driving (or passenger) 42%

4. Walking! ! ! 28%

5. Exercise, running, swimming 25%

6. Routine, repetitive activities ! 21%

7. Reading, listening to music! 20%

8. Mind calming, meditation! 20%

30"425(-&5-666


Classifications based on the work of Goran Ekvall and Scott Isaksen(1971) Creativity at the work place

(1987) The climate metaphor in organizational theory(1999) Creative climate, In Encyclopedia of creativity

CCQ (Ekvall) SOQ (Isaksen)

MotivationChallenge and involvementPlayfullness and humor

EmpowermentFreedomIdea timeIdea support

DynamismEnergyConflictDebate

OpennessExperimentationTrustRisk

ResoucesIdea TimeIdea SupportChallenge and Involvement"

Personal MotivationTrust and OpennessPlayfulness and HumorAbsence of Interpersonal Conflicts"

ExplorationRisk-TakingDebates about the IssuesFreedom

Creating a Creative Climate


so, who else is doing it?


Design thinking is a process for practical, creative resolution of problems or issues that looks for an improved future result. Unlike analytical thinking, design thinking is a creative process based around the "building up" of ideas. There are no judgements early on in design thinking. This eliminates the fear of failure and encourages maximum input and participation in the ideation and prototype phases. Outside the box thinking is encouraged in these earlier processes since this can often lead to creative solutions.

IDEO guidelines (eg)

Defer judgementBuild on others ideasLook for “wild ideas”Go for quantityBe visualKeep focusOne conversation at a time


General FrameworkDuPont wanted to stimulate new product development and overall organizational improvement." They created the DuPont Center for Innovation and Creativity to provide the necessary support." We trained the Center’s facilitators in the use of the Creative Problem Solving v6.1™ framework for stimulating innovation and organizational improvement." It has resulted in a wide variety of changes including the new application of core products and supported the merger of DuPont with the Forum company.

Climate for Innovation’s Impact on New Product Development3M wanted to further the climate for creativity and innovation in their organization. Using the Situational Outlook Questionnaire® (SOQ) we assessed the climate for innovation within some of the 3M innovation teams and departments. 3M’s management took the results of the SOQ and with assistance from CPSB learned how to improve certain aspects of the working climate. These insights resulted in improving new product development processes, shortening time to market and improving product market expansion.

Learning a Set of ToolsProcter & Gamble’s Corporate Training and Development needed to provide employees with skills in its core competency of creativity and problem solving. We designed, delivered, and licensed a course in tools for Creative Problem Solving that has been provided for over ten years to thousands of people.

Developing a Common Skill-baseAs a result of the success of the “Innovation Champions” program, IBM asked CPSB to help develop a program whereby creativity, problem solving and facilitation skills could be integrated organization-wide. The result of using these skills and tools has been felt throughout IBM, including significant revenue increase in IBM’s patent productivity, which has turned into a major revenue source for the business.


Organisational Creativity The systemic view of creativity: towards a comprehensive

framework for creativity development

Pablo Munoz PhD Researcher , Newcastle University Business School

Consulting Partner, Thinkx Intellectual Capital

MSc ABC / MSc ICEOctober 2010


organisational creativity: the systemic view of creativity: towards a comprehensive framework for...

Education

organisational creativity

changing nature of innovation

ruth noller creativity

knowledge creation

related toemergent processes

creative attitude noller

creative attitude ruth

individual behaviour