Built on my earlier creativity diagnostic work, in 2006, I began to established a focus upon research methodologies for identifying subject specific variables in relation to creativity enhancement. Our findings in this project engaged with controversial academic debates on the influence of ‘domain relevant skills’ in relation to creativity (Sternberg, Grigorenko & Singer, 2004). Moreover, the results add to current discussion surrounding skills acquisition and training within the creative industries (Design Council & Creative and Cultural Skills, 2006).
This project, and the resulting publication (Jeffries, 2007b), details the methodology developed to identify a top ten domain relevant skills. Whilst considerable research has occurred on general processes and the influence of motivation on creativity, in relative terms, creativity researchers’ understanding of domain relevant skills remains partial. Indeed, a clear operational definition of domain relevant skills has remained elusive. This paper for the project presents such a definition; it highlights both the theoretical framework and research methodology with which researchers can identify domain relevant skills. In research terms, it lays the foundation upon which others, and ourselves, can continue to study this particular aspect of creativity rigorously. Furthermore, the method offers several procedural advantages over conventional working panels/groups.
This methodology was tested on a stratified sample of audio visual professionals through the collaboration between seven public and privately funded organizations based in the UK. Twenty-eight participants, working independently and anonymously of each other, took part. Participants were assigned to one of three studies: a director group, a sound group or a visualisor group. Results suggest, within groups, consensus exists on the skills relevant to creativity within a domain. However, between groups, little consensus exists across domains; where similar constructs are mentioned their importance is prioritized differently. In conclusion, this paper highlights the existence of distinct domain relevant skills for occupations involved in filmmaking.