Search results

Today, organizations must be able to create innovative strategies, and creative performance depends on knowing what hinders or stimulates creativity. This paper aims to determine which factors in the workplace environment positively or negatively affect creativity by analyzing individuals’ perceptions in a sample of Brazilian industrial companies.

The discussion is based on the componential theory of creativity and the use of a recognized research instrument (KEYS). A regression analysis was carried out, using eight environmental factors related to creativity. The purpose of the collection is to observe the statistical relationships between the scales of the factors and the results related to creativity.

Among the eight factors of the original componential theory, only three were found to have a significant impact on the creative process: organizational incentives, challenging work and support from the work group.

The sample in this study was relatively small, and a larger sample will be required to undertake factor analysis.

Possible implications for the management of innovation in the Brazilian context are discussed in light of these results.

This study contributed to the production of knowledge, still scarce in the country, about the search for creative solutions through the work environment by confirming which factors are significant and determinants of creative performance and challenging factors that had already been proven by other studies in non-Brazilian contexts.

This paper aims to test the influence of external information search (EIS) on knowledge elaboration and group cognitive complexity (GCC) under the moderating effect of absorptive capacity (AC is indicated by prior knowledge base and gender diversity).

The results of three studies (one field study and two experimental studies) are reported. The first study tests the interaction between EIS and the two dimensions of AC on group knowledge elaboration in a sample of 65 organizational groups. In the second study, EIS was directly manipulated and the interaction with AC in a sample of 65 groups was tested. In the last experimental study, the AC of the boundary spanner (highest level of expertise versus lowest level of expertise) was manipulated and the effects of EIS in a sample of 37 groups were tested.

The first study reveals a significant interaction between EIS and prior knowledge base on knowledge elaboration and points toward a compensatory interplay of EIS and AC on GCC. The results of the second study indicate that EIS increases the time spent on task, as well as the efficiency of knowledge integration (GCC per unit of time). Furthermore, EIS has the strongest positive effect on GCC in groups in which at least one of the AC dimensions is average or high. The results of the last study show that the AC of the boundary spanner compensates for the lack of absorptive capacity of the group and also show that the cognitive distance between the boundary spanner and the rest of the group has a negative influence on the efficiency of knowledge integration in groups.

The limitations of Study 1, common to non-experimental research (related to causality), are dealt with in the second and third studies that establish causality between EIS and GCC.

The paper has important implications for the management of information search effort in organizational groups, in particular the groups are advised to: engage in EIS to increase their cognitive repertoire and cognitive complexity, delegate, when possible, their most competent members to engage in boundary spanning activities as they will maximize the cognitive benefits of EIS and finally minimize the cognitive dissimilarity between the boundary spanner and the rest of the group to facilitate the effective integration of novel insights into the group cognition.

This study is among the first empirical attempts to uncover the causal effect of EIS on knowledge elaboration and GCC in groups and to uncover the role of the boundary spanner in the EIS efforts.

The study aims to investigate the effect of the dialogue embedded synectics model of teaching on the creative thinking of students.

The research design of the study was a nonequivalent control group design of quasi experimental research. This study collected data from 80 students in the seventh grade from two different government schools in Bathinda, Punjab, India, which were selected using a random method. The subjects of experimental group were taught by the investigator using the dialogue embedded synectics model of teaching and the subjects of control group were taught by their teacher using the traditional teaching method, i.e. the Herbartian method. The data collections were done using the creative thinking test developed by Baqer Mehdi (1995). The data analysis techniques used t-test.

Key finding indicates that the dialogue embedded synectics model of teaching is effective in enhancing the creative thinking of students as compared to the traditional method.

The present work is unique in terms of development of an innovative pedagogy, i.e. the dialogue embedded synectics model of teaching, which has the potential to encourage students' creative thinking, a key concern for society in the 21st century. Therefore, it is suggested to conduct similar type of studies on this innovative pedagogy and this model of teaching may be used by teachers for enhancing creative thinking of seventh class students.

Following the tenets of resource-based view, the present study aims to investigate the effect of creative corporate culture according to the competing values framework model at the level of corporate intangibility and its respective repercussions on performance.

The sample included 117 non-USA foreign firms traded on the New York Stock Exchange (NYSE), which issued annual financial reports between 2009 and 2014 using the 20-F form. To meet the study objectives, in addition to the descriptive and comparative analyses, the authors performed regression analyses with panel data, estimating generalized least-squares, two-stage least-squares and ordinary least-squares.

Creative culture had a negative effect on the level of intangibility and corporate performance, while the level of intangibility did not appear to influence corporate performance. When combined, creative culture and intangibility had a potentially negative effect on corporate results. In conclusion, creative corporate culture had a negative effect on performance, even in firms with higher levels of intangibility, characterized by elements like experimentation and innovation.

Although the study hypotheses were eventually rejected, the analyses are relevant to both the academic setting and the market because of the organizational and institutional aspects evaluated, especially in relation to intangibility and creative culture and in view of the unique cross-cultural approach adopted. Within the corporate setting, the study provides a spectrum of stakeholders with tools to identify the profile of foreign firms traded on the NYSE.

The aim of this study is to examine the role of organizational climate in employees’ creative performance using the public sector as an empirical context. The employees’ creative performance is divided into two entities and studied as two separate effect variables: individual creativity and individual innovative behavior.

A conceptual model is developed and tested in a survey in which employees of a public sector organization participated.

The findings indicate that organizational climate has an important role in employees’ creative performance. The organizational climate showed a positive and significant link to the two creative performance variables included in this study. Moreover, the study revealed that individual creativity mediates the relationship between organizational climate and individual innovative behavior.

This paper is limited to examining the role of organizational climate on two creative performance variables related to individual employees in the public sector. To trigger individual creativity and individual innovative behavior in the public sector, there is a need for managers to build, develop and maintain an organizational climate that supports both employees’ creativity and enthusiasm in implementing those novel and useful ideas.

To the best of the authors’ knowledge, this study is among the first in the public sector to demonstrate the importance of organizational climate for employees’ individual creative performance. The findings of this study adds to our current knowledge and understanding of the value of organizational climate, and its influence on individual creative performance in the public sector.

The purpose of this study was to explore the experiences of older adults (aged 60 and over) participating in community-based creative arts. With an ever increasing ageing population, understanding the benefits of leisure occupations such as community creative arts will be vital for Occupational Therapists in facilitating participation and active engagement.

An empirical qualitative research design with an interpretive phenomenological approach was undertaken. A purposive sampling method enlisted four older adult volunteers whose experiences of creative arts were explored through semi-structured interviews. Interview data were analysed thematically.

Participants identified many benefits of engaging in community creative arts. Four main themes were identified, namely, “personal benefits”, “choice” in their occupation, “encouragement” to and from others, with the environment facilitating “socialising”. These resulted in improved occupational performance and positive well-being outcomes.

The study complements national policy and extends evidence-based practice on the potential well-being benefits on older adults. In support of the preventative agenda, occupational therapists may apply these findings to increase social prescribing within practice.

The purpose of this paper is to study the relationship between intellectual capital and organizational innovation in Kuwait Petroleum Corporation (KPC) through a case study at KPC on the employees of the corporation (The study population was 2,180 respondents and the sample size was 335 respondents).

The statistical package for social science was used to analyze the data. While trying to explore the relationship between intellectual capital and innovation, the researcher used the descriptive analytical method and the case study methodology using various references, periodicals, internal and external documents and data, in addition to conducting a field study on a sample of employees of KPC, through a questionnaire form containing the axes that reflect the study variables.

There is a relative approval between the sample of the research on the existence of a good role for training in the corporation in terms of availability for all employees and the compatibility of training programs with the actual needs of employees, and linking the training paths and career paths for promotions in the corporation. The researcher attributed this to the employees' awareness to the importance of training and its role in raising their performance levels, and the awareness of the corporation to the importance of training and capacity building of the human element.

The research, in general, demonstrated the importance of human capital as the organization's most valuable assets, especially as it supports creativity and innovation, thus enabling competitiveness. The research stressed that human capital is the most important element in the formation of intellectual capital, which requires decision-makers to support it and give the intellectual and human aspects a strategic content that meets the needs to develop innovation and institutional education and to recruit systems and indicators to measure the performance objectively to achieve the goal of survival of the corporation in a competitive sustainable environment, through providing material and moral potentials that can support the implementation of organizational innovation at various levels.

The aim of this paper was to analyse the creative competence of students before and after a micro-learning experience carried out in a collaborative online international learning (COIL) environment between Spanish and Mexican university students in the field of education and entrepreneurship.

A single-group quasi-experimental design with pre-test and post-test measures was adopted. The composition of the group was natural and included a total of 57 students who participated in the COIL experience. The duration was three weeks, where students from both countries were linked together in the development of a micro-learning project. The creativity self-efficacy scale was used as a data collection instrument.

The micro-learning activities through COIL developed the creative competence of the participating students. In particular, the groups from both universities improved their scores on the creative competence in the post-test compared to the pre-test measure.

The limitations of this study were linked to the sample loss of some cases, as some students did not complete the post-test measure. The main implication of the study was to demonstrate that COIL experiences are suitable for developing certain skills in students, such as creative competence or co-operative work.

COIL experiences break down the barriers of physical space and give students an active role, allowing them to fully develop competences and offering an intercultural perspective, which encourages open-mindedness and understanding of the world.

With the growing need for employees to be innovative, public-sector organizations are investing in employee training. This study aims to examine the effects of a combined Lean Six Sigma and innovation training, using action learning, on public-sector employees’ creative role identity and innovative work behavior.

The authors studied a public service agency in Singapore in which a five-day Lean Innovation Training was implemented, using a combination of Lean Six Sigma and Creative Problem-Solving tools, with a simulation on day one and subsequent team-based project coaching, spread over six months. The authors administered pre- and postintervention surveys among all the employees, and initiated group interviews and observations before, during and after the intervention.

Creative role identity and innovative work behavior had significantly improved six months after the intervention, enabled through senior management’s transformational leadership. The training induced managers to role-model innovative work behaviors while cocreating, with their employees, a renewal of their agency’s core processes. The three completed improvement projects contributed to an innovative work culture and reduced service turnaround time.

Starting with a role-playing simulation on the first day, during which leaders and followers swapped roles, the action-learning type training taught all the organizational members to use various Lean Six Sigma and Creative Problem-Solving tools. This nimble Lean Innovation Training, and subsequent team-based project coaching, exemplifies how advancing the staff’s creative role identity can have a positive impact.

While many approaches in the field of unlearning aim at describing, understanding or explaining the “what” and/or “how” of unlearning, this paper aims to focus on the “where-to” and the goal of unlearning. In many cases, unlearning starts off with a specific result or goal in mind. This paper suggests that such an approach has to be challenged in the context of a highly complex and uncertain world and to introduce a mode of unlearning following a strategy of future-oriented open-endedness.

This conceptual paper draws on (both theoretical/philosophical and empirical) interdisciplinary evidence from a wide variety of fields, such as organization studies, organizational (un)learning, systems theory, cognitive science and innovation studies.

It turns out that open-endedness in unlearning processes plays a central role, especially if we are confronted with high levels of uncertainty and complexity. In such an environment, following a strategy of co-becoming with an unfolding environment and with an emergent goal seems to be more promising than aiming at a preconceived (un-)learning goal.

The unlearning literature provides various approaches to what unlearning is and how it can be executed. However, understanding the actual goals and outcomes of unlearning and how these goals are identified and determined is a rather under-researched field. In many cases, they are preconceived in advance finding their realization in new forms of knowledge, assumptions, belief systems, values or routines. This paper challenges this strategy and addresses the gap of how it is possible to unlearn toward an uncertain future. This has an impact on the process of unlearning itself; it has to be reframed and understood as an open-ended strategy for identifying emerging future potentials, purposes and goals in a process of co-becoming with an unfolding future.