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Operation PSA: The Action Learning of Curiosity and CreativityCritical ObservationsIn retrospect, it’s often amazing how the most basic components of a projecthave the largest impact. Operation PSA was no different. The strength andmerit of the team’s endeavors rested on the framing of the interview questionsfor the PSAs. While none of the videotaped participants was given the questionsin advance for perusal, each provided responses that clearly documented themagnitude of creativity (i.e., sensitivity), branding (i.e., trust), and technology(i.e., interrelationships) associated with the boundary-spanning skills of publicand nonprofit leadership. The success of the PSAs rested upon the fact that thequestions possessed an inherent relevance for eager audiences of those who hadgrown tired of classroom politics, and had come to prefer rebuilding theintricate connection between education and communication.The length of the conference-based PSA was another consideration for theteam. While no definitive rule was set regarding the length of the conferencevideo, most memorable PSAs typically range between 90 and 120 seconds(National Centre of Languages, 2007; Weatherization Assistance Program,2009). For example, the longer, draft PSAs generated from the conference (i.e.,more than three minutes) found participants intertwining their explanations forthe motivation and marketing questions (e.g., What was your motivation forcoming to the conference? and How would you go about marketing thisconference?). Therefore, the marketing question was eliminated from the finalPSA, but the two most pertinent statements were still retained to add greaterdepth to the attendees’ passion and commitment. In contrast, the shorter draftPSAs (i.e., 30 seconds) did not showcase the breadth of respondents’ emotionsor the naturalness that colleagues felt when asking one another for assistance.Keeping these factors in mind, the team finalized a 2.33-minute PSA thatwould hopefully inspire public and nonprofit students, practitioners, andeducators to try action learning.CONCLUSIONAction learning empowers “anyone who is capable and who has thewillingness to assume leadership in his or her relationship with peers, teammembers, customers, suppliers, and other organization partners” (Raelin, 2006,p. 152). It is imperative, particularly as public administration reproduces andtransforms itself, that the same learning formulation of L = P + Q be continued,for it will help educators and practitioners ask (a) what could be happeningwithin the field, (b) what is stopping such a flow of creation and utilization, and(c) what can individuals do to demonstrate a learning-to-learn aptitude?Raelin (2006) reinforces how “learning results from the independentcontributions of programmed instruction (designated P) and spontaneousquestioning (designated Q)” (p. 153). From these similar beginnings, the project374 Journal of Public Affairs Education
Operation PSA: The Action Learning of Curiosity and Creativityteam set out to persuade educators and practitioners to utilize the growingpower of the PSA format to share the leadership capabilities of boundaryspanningcommunications. Since then, team members have expanded beyondthe conference realm into portfolio materials used for job interviews, predoctoraladdresses, working tutorials for classes, and as reflective course exercisesin grant-writing, communication workshops, and career development.As Revans (1998) said,There is now plenty of evidence that the world is not only changing butdoing so in a fashion hard to understand. The concept of actionlearning, identifying improvement in not only technologicalperformance but also in personal self-development and sociological cooperationwith working colleagues (or team-mates), is taken up in manydifferent historical, economic, industrial, social, and other conditions.Action learning becomes a simple and direct approach in adapting tothe accelerating rate of change (p. 23).Operation PSA has become an example of the action learning of curiosity andcreativity in the ever-changing teaching world of public administration.REFERENCESAldrich, H., & Herker, D. (1977). Boundary spanning roles and organization structure. The Academyof Management Review, 2, 217-230.Baker, M.T., Rudd, R.D., & Pomeroy, C. (2001). Tapping into the creative potential of highereducation: A theoretical perspective. Journal of Southern Agricultural Education Research, 51, 161-172.Bok, D. (2006). Our underachieving colleges. Princeton, NJ: Princeton University Press.Boyer, E.L. (1990). Scholarship reconsidered: Priorities of the professorate. Princeton, NJ: PrincetonUniversity Press.Casner-Lotto, J., & Barrington, L. (2006). Are they really ready to work? Retrieved March 14, 2007,from http://www.conference-board.org/publications/describe.cfm?id=1218.Cohen, E., & Tichy, N.M. (1998). Teaching: The heart of leadership. Healthcare Forum Journal, 41, 20-26.Dewey, J. (1916). Democracy and education (1997 paperback ed.). New York: The Free Press.Dilworth, R.L. (1998). Action learning in a nutshell. Performance Improvement Quality, 11, 28-43.Gowan, J. C. (1975). Trance, art, and creativity. Journal of Creative Behavior, 9, 1-11.Griffin, A., & Kaleba, K. (2006). Young workers lack critical skills [Electronic version]. T + D, 60(12), 19. From ABI/INFORM Global (1178629081).Hensley, R.B., Arp, L., & Woodward, B.S. (2004). Curiosity and creativity as attributes ofinformation literacy. Reference & User Services Quarterly, 44, 31-36.Herman, R.D. & Associates (2005). The Jossey-Bass handbook of nonprofit leadership and management.San Francisco: Jossey-Bass.Journal of Public Affairs Education 375
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