Friendly, Thoughtful and, dare I say it, Fun!

“I cannot thank Karl enough for the mentorship he has given me over the past two years. Karl is an amazing teacher, coach and above all a mentor who will challenge you to be the best you can be”

Canice Gleeson FRSA FCCT (Director of Music at German Swiss International School)

As a Creativity Professional, I mentor, coach and train professionals to find novel answers. I offer a free, 30-minute, skype call to all new clients. We can explore how to enhance creative potential or overcome creative blocks, both for yourself and the people you work with.

Phone: +44 (0)7816 550 480

Email: creativity@drkarlkjeffries.com

“Working with Karl as my creativity mentor has been such an enriching life experience that it’s hard to quantify. I have experienced one of those break-through moments that pull together a whole heap of other knowledge I have gathered over the years. Now creativity makes so much more sense.”

Cindy Wider (Drawing Mentor and Professional Illustrator)

I have spent the past 20 years helping designers, and other professionals enhance their creativity and solve complex problems. As an internationally recognised researcher in the field of creativity, I am published in world-leading design and creativity journals and have actively contributed to the growth of creativity research in the UK (For example, I chaired and hosted the 2019 UK Creativity Researchers Conference). I created, then delivered the University of Central Lancashire’s distance learning MA Creative Thinking course for twelve years. During this time the range of professionals I tutored (from freelance designers to educators, through to solicitors and dentists) reinforced that creativity can be enhanced through my approach to one-to-one executive coaching and that the value of this experience is beneficial to any professional.

“I had the pleasure of working with Karl on one of his 1-2-1 Creativity Coaching sessions and was extremely impressed with his knowledge and style of delivery. I have had many conversations around different creative endeavours, music, dance, visual arts etc but have never explored the idea of what creativity itself is and how that could help my own understanding and development within my particular field of music and media. It was very thought provoking and opened my eyes to new ways of improving my approaches to business development and achieving goals within my creative practice. Would highly recommend Karl to anyone working as or with creative people and professions.”

Rob Conroy (Digital Media Support for Musicians Online)

Panel 1

What is Creativity? (Level 1)

In this online course, we will establish the foundations for your deeper understanding of creativity. You’ll be guided through an exercise that has informed the study of creativity for the last 50 years

Creativity Matters

Creativity has consistently been described as a critical 21st-century skill. The proposition goes that the world of work will change dramatically as the full impact of globalisation, automation, and advances in artificial intelligence (AI) and machine learning take root. In this context, creativity is a means to offset the negative impacts of such changes, for example, as routine tasks are given over to “robots” and computer algorithms. Having an informed understanding of what is creativity is crucial to this possible future.

Course Aims

I have designed this entry-level course (Level 1) for those who are curious about creativity. The aim is to get you up-to-speed quickly and easily on a fundamental idea that has guided creativity research for many decades. Specifically, this course will provide you with:

  • A deeper understanding of the definition of creativity
  • A vital part of the “map” of what creativity is
  • Insights into your definition of creativity and how this connects with seminal creativity theory
  • Provide a robust framework on which you can add new knowledge in the future

As the adage goes, when is the best time to get into creativity research: about 20 years ago. When is the next best time? Now

Course Provider

I describe myself as a Creativity Professional: what I do is mentor, coach and train professionals to find novel answers. How I do it is bespoke; each person’s route to creativity is different, and I honour that uniqueness in what I do.

I have spent the past 20 years helping designers, and other professionals enhance their creativity and solve complex problems. As an internationally recognised researcher in the field of creativity, I am published in world-class design and creativity journals. Additionally, I have actively contributed to the growth of creativity research in the UK (For example, I chaired and hosted the 2019 UK Creativity Researchers Conference). I created, then delivered the University of Central Lancashire’s distance learning MA Creative Thinking course for twelve years.

During this time, the range of professionals I tutored (from freelance designers to educators, through to solicitors and dentists) reinforced that creativity can be enhanced. Through my approach to one-to-one coaching, the value of this experience is beneficial to any professional.

How Does it work

In my experience as an educator, I have consistently found learning/teaching through one-to-one coaching and mentorship to be incredibly powerful. Learning this way allows for knowledge to be adapted and customised to the learners understanding. Regardless of prior experience, it offers you the chance to ask any questions as they occur. Likewise, I get to see it “going in” and smooth that process when needed. It is my ideal way to “teach”; you’ll find it an ideal way to learn.

We’ll first have a quick chat via video conference (Zoom or Skype): get to know each other, check our online connection is good, and find out about your interest in creativity. We’ll then arrange to have the full session a few days afterwards. I will guide you through an exercise that has informed the study of creativity for the last 50 years. I’ll also help you apply this new knowledge to your individual circumstances and interest in creativity.

What is Creativity (Level 1) with live support via one-to-one video conferencing: £99.00

  • All course content is available via email
  • One-to-one support from a creativity expert
  • Online via Skype or Zoom
  • A choice of times that works for us both
  • Friendly, thoughtful and fun learning

Email: 

creativity@drkarlkjeffries.com

Panel 2

A Guided Introduction to the Science of Creativity

“In retrospect, creativity will be recognized to have been the most important field in philosophy, psychology, and cognitive sciences for the XXI century.”

Prof. Giovanni E. Corazza, University of Bologna, Marconi Institute for Creativity. Keynote speech to the UK Creativity Researchers Conference 2017, Edinburgh.

Creativity Matters

The study of creativity is a distinct field of scholarship. As a body of knowledge, it was influenced by several professions, and one profession with a longstanding interest in creativity is Psychology. From Cognitive, Developmental, Social, Industrial-Organizational, et al. each has engaged with the study of creativity.

Creativity has consistently been described as a key 21st-century skill. The proposition goes that the world of work will change dramatically as the full impact of globalisation, automation, and advances in artificial intelligence (AI) and machine learning take root. In this context, creativity is a means to offset the negative impacts of such changes, for example, as routine tasks are given over to “robots” and computer algorithms. Having an informed understanding of creativity is crucial to this possible future.

Course Aims

I have designed this course to get you up-to-speed quickly and easily on the last few decades of creativity research. It is focused on seminal but easily accessible creativity theories. Specifically, this course will provide you with:

  • A deeper understanding of the definition of creativity
  • A “map” with which to navigate the major ideas on what creativity is
  • Insights into your definition of creativity and how this connects with seminal creativity theories
  • Be able to understand how mismatches on the definition of creativity can occur, and how to address them
  • How creativity terms can alienate research participants and other audiences
  • Be able to speak and write with confidence on the definition of creativity
  • Key references and researchers to follow up and cite in your work
  • Provide a solid framework on which you can add new knowledge in the future

As the adage goes, when is the best time to get into creativity research: about 20 years ago. When is the next best time? Now

How it works

  • Four x 1 hour lessons with a creativity expert
  • One-to-one delivery
  • Online via Skype or Zoom
  • A choice of times that works for us both (we will set these up ourselves)
  • Friendly, thoughtful and fun learning

In my experience as an educator, I have consistently found learning/teaching through one-to-one coaching and mentorship to be incredibly powerful. Learning this way allows for knowledge to be adapted and customised to the learners understanding. Regardless of prior knowledge, it offers you the chance to ask any questions as they occur. Likewise, I get to see it “going in” and smooth that process when needed. It is my ideal way to “teach”; you’ll find it an ideal way to learn.

A guided Introduction to the Science of Creativity: £350.00

Email: 

creativity@drkarlkjeffries.com

Panel 3

Creativity Coaching

If you’re asking yourself at this point: is that a thing, coaching creativity? Can you coach folk to be more creative? Yes, is the simple answer. In truth, “Probably”, is a more informed reply; it depends on what you mean by creativity. If you think creativity is about being a genius whose innate talents change the world forever, then I accept that can get trickier. What I do is help professionals to think differently. They bring their professional expertise, and I bring mine. Together I coach them to find novel answers to whatever issue that’s the challenge of the moment. They get to find a novel answer, and even more importantly, through this process, they build creative muscle they can take forward to meet future challenges.

My approach to executive creativity coaching is goal orientated and designed to move towards a specific and deliverable outcome. Coaching often fits within a three-session structure, with follow up activities required outside of each session.

Session 1: Identity and clarify the problem and opportunities

Session 2: Apply creative problem solving to find a range of solutions for practical implementation

Session 3: Feedback on initial testing/prototyping, and establishing next steps for sharing outcomes

Each coaching session occurs as a one-to-one consultation. These can take place on-line via video web conferencing (such as Skype) or at a suitable venue agreed by both parties.

Exact timing for each session can change depending on progress,as a guide, the maximum time for a session is four hours, and the least is likely to be two hours. One common characteristic of achieving creative flow is the sense that “time flies”.

My style of coaching is highly interactive and bespoke. Specifically, this is a combination of design consultancy and research-informed creative thinking practices supported by established Neuro-Linguistic Programming (NLP) techniques and strategies.

Panel 4

Creativity Research

Here you will find my current research papers, articles, and several of my past academic publications. Many of the references below have links: some even work! When I update (which I do now and again) I find links can get broken for my older works if publishers and institutions change their websites. If you do find broken links below, send me an email (creativity@drkarlkjeffries.com) as it’s great to get the heads up ASAP rather than when I have time to update (the last update for below was 10th Nov 2019). As always, thanks for your interest in my creativity research.

Cseh, G. M. & Jeffries, K. K. (2019). A scattered CAT: A critical evaluation of the consensual assessment technique for creativity research. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 159–166. https://doi.org/10.1037/aca0000220.

Jeffries, K. K., Zamenopoulous, T., & Green, A. J. K. (2018). Design creativity, technical execution and aesthetic appeal: A CAT with caveats (Part 2). International Journal of Design Creativity and Innovation, Vol 6 (1-2), Pages 66-79.

Jeffries, K. K. (2017). Skills for Creativity in Graphic Design: Testing the relationship between visualisation, written comprehension, and graphic design creativity? Doctoral Dissertation) Retrieved from The Open University (access via, http://oro.open.ac.uk/50274/).

Cseh, G. M., Jeffries, K. K., Lochrie, M., Egglestone, P. & Beattie, A. A. (2017). A Scattered CAT: A Review Illustrating the Need for Greater Methodological Consistency in Consensual Assessment of Creativity, with a Proposed Digital Solution. Proceeding of  UK Creativity Researchers Conference, Edinburgh, Scotland, May, 2017.

Jeffries, K. K. (2017). A CAT with Caveats: Is the Consensual Assessment Technique a reliable measure of graphic design creativity? International Journal of Design Creativity and Innovation, Vol 5 (1-2), Pages16-28.

Jeffries, K. K. (2016). A Domain Skills Indicator™: Identifying Skills, Knowledge, or Talents Relevant to Creativity Within a Domain. Unpublished but available from https://www.researchgate.net/profile/Karl_Jeffries. As of Nov 2019, showing 600 reads, which is great to see for the “one that got away”.

Cseh, G. M., Jeffries, K. K., Lochrie, M., Egglestone, P. & Beattie, A. A. (2016). A DigitalCAT: A fusion of creativity assessment theory and HCI. Proceedings of the 30th British Human-Computer Interaction Conference, Bournemouth, July 2016.

Jeffries, K. K. (2015). A CAT with Caveats: Is the Consensual Assessment Technique a reliable measure of graphic design creativity? Proceedings of the 3rd International Conference on Design Creativity  (ICDC2015), Vol.1, 3-10.

Jeffries, K. K. (2012). Amabile‘s consensual assessment technique: Why has it not been used more in design creativity research? Proceedings of the 2nd International Conference on Design Creativity (ICDC2012), Vol. 1, 211-220.

Jeffries, K. K. (2011). Skills for creativity in games design. Design Studies, 32, 60-85.

Jeffries, K. K. (2009a). Skills for Creativity in Games Design (Part 1): Academic Conceptions of Creativity in Games Design.  Higher Education Academy. Brighton: Art, Design and Media subject centre.

Jeffries, K. K .(2009b). Skills for Creativity in Games Design (Part 2): Practitioner Conceptions of Creativity in Games Design.Higher Education Academy. Brighton: Art, Design and Media subject centre.

Jeffries, K. K. (2009c).Skills for Creativity in Games Design: Karl Jeffries provides an overview of his recently completed research project. Article published in the HEA-ADM’s Networks Magazine, Issue 7, Summer 2009.

Jeffries, K. K. (2009d). Skills for Creativity: A comparison between academic and practitioner conception of creativity in games design. In proceedings of GLAD09, Dialogues in Art and Design: Promoting and sharing excellence, Oct 21st- Oct 22nd, (pp. 44-49). Higher Education Academy. Brighton: Art, Design and Media subject centre.

Jeffries, K. K. (2008).Creativity Diagnostics, Mass Higher Education and Raising Self-Awareness of Creative Development. Feature article published in the HEA-ADM’s Networks Magazine, Issue 3, Spring 2008.

Jeffries, K. K. (2007a) Diagnosing the creativity of designers: individual feedback within mass higher education, Design Studies, Volume 28, Issue 5, Pages 485-497.

Jeffries, K. K. (2007b). Identifying domain relevant skills. In proceedings of the 10th European Conference on Creativity and Innovation, Oct 14th- Oct 17th, 2007.

Jeffries, K. K. (2007c). Stay Creative: Adapting to mass higher education in design. In proceedings of Creativity or Conformity: Building Cultures of Creativity in Higher Education, Jan 8th – Jan 10th, 2007.

Jeffries, K. K. (2004). Creativity Diagnostics: Software Applications for Creativity Enhancement. In proceedings of the 2nd International Conference on Business and Technology Transfer December 3rd – December 5th, (pp. 72-79).

Jeffries, K. K., Hardaker, G. (2003). Designing an on-line learning and creativity profile generator: A fusion of learning styles, creativity diagnostics and lms. In proceedings of The 8th Annual ELSIN Conference June 30th – July 2nd, (pp.309-321).

Jeffries, K. K., Unver, E., Jagger, B. (2002). Assessing creativity: theory and practice. In M.A.C. Evatt, & E. K. Brodhurst (Eds.), Sharing experience in engineering design (pp. 99-106). London: Professional Engineering Publishing Limited.