Exploring Art-Based Methods in Teaching Talent Management

Exploring Art-Based Methods in Teaching Talent Management Florian Aubke, MODUL University Vienna Sabine Bruggeman, MODUL University Vienna Abstract The use of arts-based method as a medium of instruction is epistemologically consistent with a constructivist didactic design. It assists in eliciting individual interpretation of a phenomenon, sense-making, emotional discovery and reflection, thus meaning is constructed by the learner. In this paper, the experience of using art as a mean to elicit meaning in the context of talent management in hospitality is shared. The authors found this medium to be a suitable tool to activate tacit knowledge about elements of career progression and to help students verbalize their personal career aspirations. This pilot triggered a whole new set of questions pertaining to the effectiveness of using arts-based methods in management education. Key Words Didactics, Constructivism, Art-Based Methods, Tacit Knowledge Track Be inspired by hospitality and tourism education Focus of Poster Theoretical/Academic Kind of submission: Poster Introduction The use of art-based methods is not a new phenomenon on management education (Taylor and Ladkin, 2009), whereas the purpose and effectiveness if still a matter of debate (Bartunek, 2017). In this paper, the authors aim to provide a conceptual link between a constructivist didactic philosophy and the usefulness of art-based methods in teaching management. We share our experiences with these tools and provide recommendations for an empirical assessment of its viability. From Instructivism to Constructivism After decades of relative stability, it seems as if a paradigm shift has taken place in the science of teaching and learning. Traditional learning theories were based on the assumption that the instructor has a control function in the learning process, and through continuous transmission of information either a knowledge gain or a behavioristic change is triggered. Learning was considered an externally controllable information processing activity (Arnold, Gómez and Tutor, 2007). Thus, research and practice was dominated by understanding and adjusting the control function of the transmission process, with the aim of optimizing the stimulus-reaction relation. More recently, new sets of ideas about the processes of learning have emerged, questioning the established pedagogical theories and models. The ‘constructivist didactics’ (e.g. Reich, 2012; Siebert, 1994) postulates that learning is, in fact, a constructive appropriation of reality. Protagonists of a constructivist epistemology argue against the existence of an objective reality and true knowledge. In contrast, knowledge is individually constructed and thus dependent on prior knowledge, social context and fundamental word views. The fundamental difference is the shift in ownership of the learning process from the instructor to the learner. Learning is a purely internal process, rather than controllable through external signals, which has obvious effects on the role of the instructor. Knowledge creation through arts-based methods Teaching methods which align with a constructivist view of the learning context would stimulate the learning process through reflection, discourse and perturbation. Art-based methods appear to be epistemologically consistent, as they can provide the means to knowledge gain through personal interpretation, sense-making, emotional discovery and reflection. The portfolio of arts based methods is broad, yet Taylor and Ladkin (2009) suggest four approaches to arts-based education: 1) Skills transfer – development of artistic skills which is then transferred to a new context; 2) Projective technique – the use of artistic product to elicit meaning; 3) Illustration of essence – using art as metaphors for replacing complex realities; and 4) Making – the process of artistic creation. Stimulating associations through the use of visual cues taps into the tacit knowledge sphere of the learner, since a rational interpretation of reality is not provided. The learning process is reliant on both types of knowledge, the tacit knowledge (not codified, not transferable) and explicit (codified and transferable) (Nonaka and Takeuchi, 1995). For a holistic learning process, the externalization of tacit knowledge is fundamental, thus any tool which calls for the utilization of tacit knowledge appears to be effective. The externalization process of tacit knowledge (and thus knowledge-creation) is described in the well-established SECI model (Nonaka and Toyama, 2003), comprising of the four phases: Socialisation - Learning as knowledge transfer from one agent to another, sharing and creating tacit knowledge through direct experience (tacit to tacit knowledge); Externalisation - Learning as the capability to produce new relevant pieces of knowledge, articulating tacit knowledge through dialogue and reflection (tacit knowledge to explicit knowledge); Combination - Learning as knowledge improvement, systemizing and applying explicit knowledge and information (tacit plus explicit knowledge into new knowledge); Internalisation - Learning as absorption capability, acquiring new tacit knowledge in practice (explicit knowledge to tacit knowledge, but also absorption of tacit knowledge from outside). In the case described in this paper, the use of arts-based methods for teaching served the purpose to elicit individual meaning and trigger personal reflection on the concept of ‘boundaryless careers’. Building on the tacit knowledge inherent in every learner (in this case as they pertain to career goals), art was used to assist in this externalization and sense making (Weick et al., 2005). In class, the concept of the ‘boundaryless career’ was illustrated with original watercolour paintings (created by one of the authors); i.e., depicting similar but contrasting landscapes (set in the Scottish Highlands) as analogies for traditional and contemporary career paths. Students were first asked to envision their personal career goals. Then, they were presented with the art works and asked to interpret the drawings with reference to their envisaged career paths. For example, in one of the pictures choppy waters would have to be crossed to reach several hills on the horizon. Students thought of it as “being thrown in at the deep end” with inherent uncertainty and possible dangers. They interpreted the hills as the challenges they may be facing in a not-too-distant future. At the same time, they realised that there is time to prepare oneself for these challenges and plan for alternative approaches. The critical reflection on the diversity of their perceptions allowed for an extension from the individual to an organizational perspective of managing talent diversity. Importantly, students arrived at desired learning outcomes by themselves, realising just how much they are exposed “to the elements”, such as market volatility, uncertainty and unpredictable natures of change (technological and otherwise) that may “lurk around the next corner” and make careers whole or partly redundant. Those observations included that each one of them will continue to deal with a multiplicity of career options and paths very similar to setting out on a hike in partly uncharted territory of the Scottish Highlands. In summary, using the art work added emotional and creative components that triggered a more personal interpretation and customised adoption of ‘boundaryless career’ strategies. Findings and Future Directions Authors observed in class that facilitating reflective exercises on management topics at bachelor level can be challenging in that students and faculty may have insufficient practice in it. However, the authors experienced that using the paintings offered more subtle ways in structuring the topic and energizing the flow of discussions. The art work clearly tapped students’ emotions as they started visualising and articulating their future career journeys. Students’ active participation indirectly addressed questions of interest and practice in reflective exercises. The authors found, that arts-based methods are suitable tools to trigger creative thought, personal interpretation and emotional reactions, all of which assisted in approaching a complex phenomenon such as career planning in a non-deterministic way. However, despite the positive experience with using arts-based methods in the classroom, many aspects will still need to be explored further. Some of the questions for further investigation include: What is the perceived effectiveness of such methods compared to more traditional forms of knowledge creation? How do different forms of art compare in their viability to trigger emotions and critical thought? Do personal traits affect the acceptance of art-based methods? References Arnold, R., Gómes Tutor, C. (2007). Grundlinien einer Ermöglichungsdidaktik. Bildung Ermöglichen – Vielfalt Gestalten, Augsburg, Ziel. Bartunek, J.M. (2017). Why Art in Management Education? Questioning Meaning. Academy of Management Review, 42:2, 382-406. Reich, K. 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