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Purpose of the study
This study aims to contribute to the need for sound theory development and empirical research in the field of improvisation training by providing empirical evidence to support the use of improvisational theatre techniques for enhancing climate for work group innovation. It also aims to contribute to the development of the existing theory in making explicit the link between the principles of improvisational theatre and the factors of climate for work group innovation.
Current theoretical perspectives
Improvisational theatre is a form of theatre that does not use a script or predetermined ideas for dialogue, direction or movement (Nevraumont, Hanson & Smeaton, 2002). The performance is executed spontaneously and without any preconceptions in response to the immediate stimuli of the environment (Frost & Yarrow, 1990). These stimuli include suggestions from the audience about the characters, location, situation and style of the scene and include offers made by fellow actors on stage (Nevraumont et al., 2002). In order to create successful performances, improvisational actors must therefore work together as a cooperative team (Frost & Yarrow, 1990). Although improvisational theatre performances are unpredictable, this does not imply that they are without substantial structure or principles. These principles are trust and support, acceptance, listening and awareness and narrative skills. It is suggested here that these principles relate to the factors supportive of an innovative work group climate.
Improvisational training in organizations
Background: Recent research results have shown that creativity and originality are neglected in the formal educational system (Beard & Wilson, 2002). It has, however, been suggested that individuals can relearn to be creative and spontaneous (De Bono, 1982; 1990; Vera & Crossan 2005). Improvisational theatre has shown that the potential to be creative and spontaneous can be rediscovered and developed through exercises. According to Izzo (1997) and Lowe (2000), creativity and spontaneity are improvisational skills and can be learned by anyone, as long as learners understand and apply themselves to the principles. Learning can take place during experiential training that incorporates theatre games and exercises (Frost & Yarrow, 1990; Izzo, 1997; Spolin, 1963).
Process of improvisational training: Improvisational training involves the playing of theatre games designed to develop process skills (e.g. listening and communication), context specific knowledge (a perspective and a context that enable team members to leave their comfort zone) as well as techniques that promote acceptance and shared responsibility (Crossan, 1998). Therefore improvisational theatre exercises provide a context wherein individuals can learn experientially the principles necessary for innovation. Teams develop through playing, seeing that bonds of communication are created between the playing members as well as through experiencing shared attitudes and behavioural patterns (PirolaMarlo et al., 2002). Can it therefore be argued that a work group which is exposed to an improvisational theatre training programme would not only learn skills that would help the individual to be more innovative, but would also create shared attitudes and behaviours that could benefit the group as a whole? This question deserves note, as this study is concerned with whether or not climate for work group innovation, (as a shared attitude toward the work environment) would be influenced by improvisational interventions. Improvisation is a skill that can be learnt by applying oneself to the principles of improvisational theatre when playing theatre games (Frost & Yarrow, 1990; Izzo, 1997; Spolin, 1963). Furthermore, the skill of improvisation promotes a group’s capacity to innovate (Vera & Crossan, 2005).
2 KIRSTEN, B., DU PREEZ, R. Improvisational theatre as team development intervention for climate for work group innovation. SA Journal of Industrial Psychology, 36, Nov. 2010. Available at: https://sajip.co.za/index.php/sajip/article/view/862/952 . Date accessed: 16 Sep. 2016. Used under CC BY 4.0 .