Producing liminal spaces for change interventions: the case of LEGO serious play workshops

Abstract

Purpose: The purpose of this paper is to advance spatial studies of change interventions by conceptualizing them as liminal spaces and examining how these spaces are conceived, perceived and lived during the intervention process. Design/methodology/approach: The paper explores change interventions as liminal spaces in the empirical context of LEGO serious play workshops through participant observations and interviews. Findings: The study shows that in change interventions an abstract, conceived liminal space is created, maintained and closed down to enable the planned change to take place. While practicing the space, the change participants may indeed perceive this space as liminal, but the space is less manageable because of their both prescribed and unprescribed interpretations. Furthermore, as subjectively experienced, the space may hold a spectrum of liminal, liminoid and everyday (business as usual) notions. Research limitations/implications: The study contributes to the research on (1) the spatiality of change interventions and (2) artificially created liminal spaces of organizing. Practical implications: The paper reminds consultants and organizations embarking on change interventions to pay attention to the spatiality of such interventions. The study shows that it is not enough to plan how these spaces are to be used, but also it is equally important to consider how the participants use and experience them. Originality/value: The study provides a novel insight into change interventions by examining them as liminal spaces that are simultaneously conceived, perceived and lived during the intervention process.