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Within the theoretical frameworks of conservation of resources and job demands-resources (JD-R), the study aims to examine how sleep deficit could be negatively related to creativity at work by depleting critical resources of creativity.

The survey data were collected from 368 individuals nested in 40 teams at a call center. The authors conducted multilevel analysis to test the proposed hypotheses to account for the hierarchical nature of the data while simultaneously estimating the effect of predictors at different levels on individual-level outcomes and maintaining the predictors' level of analysis.

Through the data, the study presents how the depletion of resource, that is, emotional exhaustion, functions as a mediating mechanism that connects sleep deficit to creativity at work. Further, the study presents that higher job demands can worsen the negative effects of resource depletion on creativity at work because they further deplete resources needed for creative behaviors. Specifically, when sleep-deprived, those working in a high-task-interdependence climate are likely to experience emotional exhaustion more severely than do those in a low-task-interdependence climate. Also, the relationship between emotional exhaustion and creativity is more negative for managers than for non-managers because of managers' higher job demands.

By presenting sleep deficit-linked inhibitors of creativity at work, the authors highlight the importance of securing sufficient sleep and affective resources when designing jobs and HR practices in organizations.

This paper addresses the call for attention to examining the mechanisms through which sleep deficit affects employee creative behavior.

The authors examined team-learning processes in short-term student project teams operating in an intensive design competition at a public university. The purpose of this paper is to explore the critical facilitators, inhibitors and processes for fostering students' creativity within interdisciplinary design teams in higher education.

The authors used a qualitative design to explore facilitators, inhibitors and critical processes in interdisciplinary student project teams. They conducted focus group interviews with three winning interdisciplinary teams that participated in a three-day design competition and used a constant comparison to analyze the data.

The authors identified themes that contributed to creativity at the individual level, the team level and the resource level. The key findings included 12 critical team process phases to achieve one common goal.

The findings of the study yielded to a holistic model of interdisciplinary team development for creativity. Implications for educators and practitioners and suggestions for researchers to expand the interdisciplinary team process model were discussed to facilitate interdisciplinary team creativity in higher education.

As technology-mediated communication improves, many organizations increasingly use new types of collaborative online tools to promote team-based learning and performance. The purpose of this study is to explore how virtual team leaders cope with process challenges in developing a context for team creativity.

The authors interviewed nine leaders who have worked for more than five years and managed virtual teams in different fields.

This research uncovered distrust, personality differences, generational differences in views, scheduling issues and technology difficulties as the top five inhibitors for virtual team creativity and success. The authors identified seven main strategies for developing virtual team creativity and success. The authors found that building “team norms” and guidelines to encourage positive interactions between team members can facilitate team creativity. In addition, a concept of trust-based open communication was identified as one of the important strategies when teams actively use technology-mediated communication tools.

Organizational practitioners can use the results of this study when developing knowledge to establish assessments regarding which employees possess the appropriate characteristics to lead virtual teams and implement virtual team training.

This study emphasizes the importance of technology in professional lives by showing how technology-mediated work leads to success in learning and producing creative ideas and performance in a virtual team environment.

Chief executives disclose various organisational variables as stifling creativity and organisational change. It is argued that, as a result, organisations suffer losses in terms of, for example, effectiveness and positive image. The creative individual feels frustrated. Such measures as the use of creativity management meetings, brain‐storming sessions, training and development, and reward and recognition of creativity could resolve some of these inhibitors.

This paper aims to provide a theoretical framework for teaching creativity.

The approach and the model are based on a review of the prevalent theory and research on creativity.

The authors develop a process based approach and design and a four step model to teaching creativity.

The paper provides a framework from which exercises and interventions for teaching creativity may be derived on a scientific basis.

Practical implications regard teaching and conveying creativity to students.

The paper addresses scholars and practitioners concerned with research and teaching of creativity and innovation. It is to the authors' knowledge one of the first approaches that links theory and research of creativity to actual teaching efforts.

This paper explores an important aspect of creativity within the top management team (TMT). Specifically, prior research has not addressed the relationship between alternatives generated and alternatives realized within the TMT as a part of the decision‐making process, choosing instead to address only alternatives realized or TMT correlates of organizational outcomes. It is argued that a framing perceptual bias exists within individual TMT members and among TMT members as a group such that threat frames may decrease creativity and opportunity frames may increase creativity. In addition, the strategic issue array and TMT power structures are examined as influences on alternative generation and it is suggested that excessive issue array size or highly imbalanced power structures both negatively impact creativity within the TMT. Implications for research and practice are considered.

This paper aims to outline a process for establishing and implementing strategic priorities to enhance worker garden variety creativity – a type of creativity that improves direct worker outcomes such as enhancing operational efficiencies and flexibility.

The paper presents process suggestions that are based on existing research and practical understanding of best practices for improving worker creativity in typical workplace settings.

The paper finds that organizations need to maximize worker creativity at all organizational levels in order to maintain the flexibility necessary for today's turbulent economic climate. Also, there are concrete steps organizations can take to develop this creativity.

This process is not designed to increase high‐level creativity (such as developing new microchips), and is not appropriate for moving organizations forward in such a direction.

Most organizations are better served by increasing more prosaic outcomes that are improved through garden variety creativity. As such, the vast majority of organizations will benefit by finding ways to improve garden variety creativity.

This paper makes a contribution to the literature in terms of understanding how organizations can strategically focus on worker creativity improvements, and how this focus can be translated into managerial actions.

The purpose of this paper is to examine how a supervisor’s incivility in teams impact team’s creative performance through the mediating factor of knowledge sharing intention among team members. Moreover, the moderating role of collaborative climate was investigated as protector against leaders’ incivility.

The proposed multi-level model was tested by surveying 312 health care providers nested within 42 work units at eight large hospitals in Iran. Multi-level regression analysis was used to analyze the data.

The findings revealed that those team members experiencing incivility from their supervisors are more likely to show reluctance to share knowledge with team members and as a consequence this response further decreases team’s creative performance. However, the climate of collaboration inside hospitals can buffer the negative impact of incivility on their readiness to share knowledge.

In team-based organizations, a supervisor’s incivility can stifle the creative performance of his/her team through blocking the knowledge sharing of members. First, human resource department should have some plans to curtail incivility of supervisors. Second, establishing a climate of collaboration and trust among team members can mitigate the insidious effects of supervisors’ incivility.

In prior research studies, the role of incivility on individual outcomes has been highlighted. This paper, according to the best knowledge of the author, is the first considering the negative impact of incivility on team’s performance. Moreover, collaborative climate is a novel moderator considered in this study.

The purpose of this paper is to propose a research model in which coworker service sabotage influences hospitality employees’ service creativity via work engagement. It also aims to test the moderating effect of sensitivity to the interpersonal mistreatment of others (SIMO).

A time-lagged questionnaire study was performed in hotels in China. The hypotheses were tested via hierarchical multiple regression.

Coworker service sabotage is indirectly associated with hospitality employees’ service creativity via work engagement. The trait of SIMO buffers the harmful effect of coworker service sabotage.

Although our research design helps mitigate common method bias, it could still exist. Other coworker behaviors that might influence employees were not included in this research. The findings may also be biased due to the restricted sample from China.

Hospitality organizations should take measures to curb service sabotage. Organizations could also provide supportive resources to suppress the negative impacts of coworker service sabotage. Moreover, organizations should motivate those low in SIMO to care more about customers.

The research takes the lead in investigating the outcomes of service sabotage from a third-party perspective. Work engagement is identified as the mechanism for transmitting the impact of coworker service sabotage to employees. Moreover, a new moderator that attenuates the negative effects of coworker service sabotage is found.

This paper aims to highlight the nature of strategic learning in Bollywood, India's Hindi Film Industry. Film making is an art that requires continuous learning as a prerequisite to creativity and innovation. Improved competitive performance goes beyond operational organisational learning into strategic learning. This research investigates the extent to which strategic learning, as opposed to operational learning, is taking place within film making organisations operating in the Bollywood setting.

The research was conducted through two descriptive case studies of production houses in Bollywood using semi‐structured observations and interviews with producers and directors in the case study sites. Data are analysed using techniques of interpretive “illuminative evaluation”.

The research suggests that the current frame of film making at Bollywood is stuck in a learning trap, in that organisational learning tends to be adaptive not generative and leads only to technical innovation. There has been no change in the paradigm of film making from one rooted in the past and the present, in terms of India's history, social and political context, to one looking to the future. For this paradigm shift to take place a future vision is proposed in the form of strategic learning and innovation, allowing Bollywood to go beyond the domestic Indian market and make a contribution to world cinema by breaking away from its current formulaic approach to film making. These findings also have implications for other management learning and practice contexts.

Although this research is limited to Bollywood, it has implications which potentially go beyond it in the form of a new frame as described above, and also for the organisational learning literature which has tended to focus on learning in general, rather than differentiating between operational learning and strategic learning; whereas operational learning can improve production processes, strategic learning depends upon creativity and innovation as the basis of improved competitive performance.

The paper concludes that the research site is trapped within its current frame of learning and, in order to break away from it, it must embrace strategic learning to move beyond the traditional loops of organisational learning. The practical implications of the paper lie in furthering the understanding of the nature of strategic learning in a creative industry, which may, in turn, shed new light on strategic learning within similar contexts.

The originality of the research stems from the focus on strategic learning and a new site for its exploration in the form of the Bollywood setting. Furthermore it extends understanding of the organisational factors affecting the status of strategic learning in organisations.