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This paper aims to examine the influence of perceived overqualification on innovative behaviour in the workplace. By integrating self-efficacy and human capital theories, this study proposes that perceived overqualification improves innovative behaviour directly and indirectly by boosting employee creative self-confidence. It further investigates the boundary conditions imposed by perceived psychological safety in this process.

The research utilises a quantitative research methodology through a two-wave survey of 335 employees and their 135 leaders. Moderated and mediated regression analyses were used to analyse the research data.

The results revealed that perceived overqualification promotes innovative behaviour at work directly and indirectly through its positive influence on creative self-confidence. The mediating effect of creative self-confidence in the relationship between perceived overqualification and innovative behaviour is moderated by perceived psychological safety at work, such that the relationship is stronger in a higher perceived psychological safety condition compared to when it is low.

This study has theoretical and practical implications for personnel management. From a theoretical perspective, it integrates human capital and self-efficacy theories to explain a mechanism through which perceived overqualification will lead to innovative behaviour in the workplace. From a managerial perspective, it mitigates the stigma associated with an overqualified workforce by suggesting that perceived overqualification can be a source of innovation at work.

This is the first study that examines the creative self-confidence-based mechanism in the relationship between perceived overqualification and innovative behaviour at work. It also explores the moderating role of psychological safety in this relationship.

In a dynamic, information and technology‐driven society, librarians can create new roles by assessing changes in their environment, the potential effect and ways to reposition themselves. Scenario building, literature reviews, situation analysis, speculation and forecasting may be used. Librarians have a good idea of what they can offer, but are often unable to reposition themselves in time. Reasons for this generally slow reaction are speculated on and the future role of librarians (including expected knowledge and skills) is briefly reviewed. An argument is then pursued on how an educational perspective that supports a constructivist‐learning environment, portfolio assessment, and affective and metacognitive skills could support librarians in preparing for change. The value of task analysis, needs assessment, and market research are mentioned briefly. Apart from knowledge (cognitive level), teaching should focus on affective and metacognitive skills, decision‐making abilities, environmental scanning, change management and the typical personality characteristics required to survive in the cyber age (e.g. assertiveness, self‐confidence, creative thinking, and innovativeness).

The purpose of this paper is to investigate the effectiveness of life skills training (LST) to promote psychosocial well-being of Tibetan refugee adolescents in India.

A total of 300 students having low coping strategies, self-confidence and emotional intelligence (EI) participated in the study. They were randomly assigned to experimental (n=150) and control group (n=150). LST consisting of ten core skills was implemented on the experimental group.

ANCOVA and regression analysis revealed that LST was effective in enhancing coping strategies, self-confidence and EI among Tibetan refugee adolescents.

This study was quantitative in its statistical design and approach. Further research combined with qualitative tools must be explored to gain deeper insight into the personal journey of these young refugees and to corroborate the impact of LST on their psychosocial well-being.

Results from this study will help to integrate LST into regular school curriculum, thereby ensuring its implementation on a daily basis.

Previous studies on Tibetan refugees have focused on physical and mental hardships experienced by them. There is limited research on strategies adopted to address the needs of these young refugees after migration. This is the first school-based intervention study that tailored the WHO recommended ten core skills to suit the social and cultural contexts of these young refugees and equip them with psychosocial skills to increase their capacity to cope with the complexity of migration.

Creative processes halt when those who generate creative ideas self‐censor them. Self‐censorship may become a greater concern in performance management as organizations of the future are likely to face growing pressures to be creative, innovative, and adaptive. Self‐censorship was addressed in early research on managing the performance of brainstorming groups, and may have broad implications for creative performance in many facets of today’s organizations. This paper re‐examines the research on self‐censorship in view of recent management and social psychology research in an effort to better understand how the self‐esteem motive and a lack of self‐concept clarity cause self‐censorship. Person‐focused and feedback‐focused strategies to reduce self‐censorship are described, and directions for future research are suggested.

Previous studies concerning on the effect of reward on individual creativity have generated generally inconsistent conclusions. These ambiguities call for more studies to explore the potential boundary conditions under which reward may or may not promote creativity. The purpose of this paper is to clarify how pay for performance (PFP), a specific type of extrinsic reward awarded in field settings, impacts employees’ creative self-efficacy, and their creativity under varying levels of procedural justice as well as willingness to take risks.

This study used a survey method to investigate nine enterprises in China. A total of 236 matched subordinate-supervisor questionnaires were returned (a 94.4 percent response rate). Because of missing data, the final usable sample comprised 213 subordinate-supervisor matched questionnaires.

The results suggest that for employees with low procedural justice perception or low willingness to take risks, PFP was negatively related to creative self-efficacy and creativity; where procedural justice or willingness to take risks was high, those relationships were positive. In addition, moderated path analysis revealed that when procedural justice or willingness to take risks was high, PFP had a positive indirect effect on creativity via creative self-efficacy, whereas when procedural justice or willingness to take risks was low, the indirect effects of PFP on creativity via creative self-efficacy were negative.

The findings shed light on the process through which and the conditions under which PFP may promote creativity.

The findings have concrete implications for how to leverage PFP to enhance employee creativity through creative self-efficacy.

The results further underscore the need to rethink the simple reward-promotes (or hinders)-creativity model in order to think in more complex ways about how and under what conditions PFP might promote or inhibit creativity. Second, the results of this research better explain how PFP promotes or inhibits creative performance by pointing to the important mediating role of creative self-efficacy. Finally, the results indicated that social cognitive theory can be used as an overarching theory to clarify how and why reward can influence creativity. Thus, the research contributes to the current literature by developing a new theoretical perspective for exploring the relation of reward to creativity.

Given that individual creativity is a critical element to achieving organizational competitiveness, the purpose of this study is to attempt to investigate how transformational leadership (TL) drives employee creative process engagement (CPE) by improving their creative self-efficacy (CSE).

Analysis has been performed based on 194 responses from information and communication technology firms using a cross-sectional survey design. The study follows a deductive research approach to test the hypotheses. It uses SmartPLS2 and IBM SPSS 21 for a structural equation model.

The investigation finds that TL significantly predicts CPE, and CSE partially mediates the TL–CPE relationship. The result demonstrates that TL shapes an organizational climate conducive to the employees’ CPE by building employees’ self-efficacy.

The study sample was drawn from a single sector of the Bangladeshi economy. The sampling design represents a limitation, for which the findings cannot be broadly generalized. Replications and augmentations of the study in various industrial areas will help test the robustness and generalizability of the discoveries.

TL and CPE are desirable organizational outcomes across all cultures. From a practical standpoint, the outcomes demonstrate that TL is linked to CPE and CSE among information and communication technology employees. This study extends the appropriateness of CSE into Asian countries. Notably, it provides additional insight into a contemporary TL model that can unequivocally impact leadership development in the Bangladeshi information and communication technology firms. Managers or chief executive officers in the small and medium enterprises are expected to exhibit TL attributes by designing a supportive organizational climate that will motivate employees to exhibit creative activities.

TL transforms employees’ psychological state to get them to engage in creative processes, benefiting the organizational stakeholders by their unconventional creative behavior. The TL-driven innovative outcome through employees’ CPE contributes to the development of social well-being.

This paper adds significance to the extant literature regarding the determinants of the mediating impact of CSE on TL and CPE from the viewpoints of information and communication technology firms, particularly from developing countries, such as Bangladesh. It also contributes to reconcile the findings of the previous studies around the globe in both developed and developing countries.

By adopting a multilevel approach, this paper aims to examine the relationships among employee creativity and creative personality, domain expertise (i.e. individual-level factors), non-controlling supervision style and organizational learning culture (i.e. team-level factors). It also investigates the cross-level interactions between individual differences and organizational context influencing employee creativity.

Hierarchical linear modeling was performed to test the hypotheses using multisource data with 416 employees and their supervisors in 86 research and development teams.

This paper found that domain expertise and non-controlling supervision style are positively associated with employee creativity. Also, a positive moderating role of non-controlling supervision style was found in explaining the relationship between domain expertise and employee creativity. However, no significant relationship was found between creative personality and employee creativity, and there was no moderating effect of organizational learning culture. The paper discusses the theoretical implications of these findings and provides practical suggestions based on the findings.

This paper has begun to address the significant gap in the extant employee creativity literature and has departed from the common research practice of investigating creativity at a single level. It has expanded understanding of the antecedents of creativity with empirical evidence, as it revealed domain expertise and non-controlling supervision as influential factors. Further, domain expertise has generally positive effects on creative performance, whether non-controlling leadership is high or low. Additionally, this study brings an interesting insight in interpreting the contribution of organizational learning culture as measured by the Dimensions of Learning Organization Questionnaire to creativity and also affirms the importance of autonomy that increases intrinsic motivation and creativity. Another theoretical contribution of this study can be found from an intriguing contradiction in the literature that understands the role of expertise in creative performance. Moreover, the finding on non-controlling supervision supports the effectiveness of a freedom approach.

Divergent thinking is an integral process in creativity. This study presents and tests an interactionist, divergent‐thinking based model of individual creativity in organizations. Openness to experience is a personality trait that relates to divergent thinking and, therefore, is hypothesized to be related to creative performance in organizations. The effects of openness to experience are likely to be partially mediated by an individual's attitude toward divergent thinking (ATDT). Some individuals do not care to engage in divergent thinking, and researchers have asserted that negative ATDT is an impediment to individual creativity in organizations. However, the empirical link between one's ATDT and one's creative performance has yet to be demonstrated. Contextual factors also influence creative attitudes and behavior. ATDT is also likely to be influenced by one's supervisor's attitude. The amount of structure that supervisors initiate for their subordinates is likely to have a direct, negative effect on subordinates' divergent thinking, and may also affect divergent thinking indirectly by influencing subordinates’ ATDT. Results generally support the model. Openness to experience and ATDT are positively associated with employees' creative performance. In addition, some support is provided for a negative relationship between initiating structure and subordinates’ ATDT.

The aim of this paper is to survey the main creativity models, mediators as well as the enhancers of organizational creativity, all from a psychological perspective. In addition, the paper seeks to identify gaps in knowledge of organizational creativity. Aspects of creativity that require closer inspection are described.

A review of the literature on creativity within organizations from a psychological perspective was undertaken. A large number of research papers, mainly published after 1985 covering creativity and/or innovation, were identified and critically evaluated for relevance to the paper's purpose, and were judged on sufficient scholarship in order to create a narrative literature review.

Despite the great amount of psychological research on creativity and innovation, only a few models and theories appear to be defined. Moreover, their predictive value and incorporation of possible influencing factors is limited. In general, it can be concluded that the field of creativity requires more in‐depth research as well as a synthesis of results of various studies and models in order to effectively develop, promote and predict creativity within organizations.

The review focuses mainly on psychological aspects of creativity in organizations as published in research papers. In future studies for determining generic theories and conclusions, other aspects, e.g. sociological, cultural, economic and biological, should be taken into account.

A large and diverse number of studies on creativity in organizations have been conducted, but a comprehensive review paper on organizational creativity is still lacking. This paper supplies this need for survey. The findings of the current paper provide a well documented framework in addressing creativity enhancers in organizational environments. Furthermore, it articulates suggestions for further research and can be a good starting‐point for newcomers in this research domain.

The purspose of this study is to examine the interplay between job resources (job control and support for creativity from coworkers and supervisors), age and creativity at work. Job control and support for creativity are assumed to benefit idea creativity and to moderate the relationship between age and idea creativity.

A sample of 117 nurses completed questionnaire measures and reported a creative idea they recently had at work. Three subject matter experts rated the creativity of the ideas. Hierarchical regression analyses were used to test hypotheses.

Job control and support for creativity as well as age were unrelated to idea creativity. However, job control and support for creativity moderated the relationship between age and idea creativity. Age was positively related to idea creativity under high job control and negatively related to idea creativity under low job control and low support for creativity.

A potentially selective sample due to systematic drop‐outs and a selection effect of older nurses might limit the generalizability of our results. Future research should examine the mechanisms that explain the moderating effect of job resources in the relationship between age and performance.

Older employees' creativity at work can be raised by fostering support for creativity from coworkers and supervisors. Younger employees should get support to deal with a high level of job control, because their creativity is lowest under a high level of job control.

Using data from multiple sources the study shows that different constellations of job resources benefit older and younger employees' creativity at work.