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To evaluate the long‐term impact of three types of creativity training workshops conducted within an organization and contrast the influence of training compared with work environment factors in influencing employee innovation.

A follow‐up questionnaire was returned by 71 employees who had taken part in the creativity training programmes offered by a Civil Service organisation. Based on employee innovation theory, respondents were asked about changes in their knowledge, attitudes and use of creativity at work as a result of the training and about work environment factors.

Respondents reported moderate but significant improvements in their levels of creativity knowledge, attitudes, workplace idea generation and idea implementation as a result of attending the training. Analyses also indicated that poor managerial support or an unfavourable departmental climate for innovation could limit the impact of creativity training with regard to influencing idea implementation.

Since the study was a cross‐sectional survey it is recommended future research should test the present findings by using a longitudinal approach. Implications for research into the content and design of creativity training are made.

Guidelines are presented for designing, implementing and evaluating creativity training initiatives and improving work environmental support.

The paper offers a framework for evaluating the effectiveness of creativity training interventions and demonstrates how effectiveness can be limited if the work environment is not favourable.

This study aims to explore the mediating role of employee work engagement in the relationship between training and creativity in the education sector in India.

The sample for this study consisted of 260 faculty members from 11 public universities in the Punjab region. Partial least squares-structural equation modeling (PLS-SEM) was utilized to test the hypotheses.

The results of the study revealed that training has a significant direct and indirect effect on employee creativity through employee work engagement. The findings suggest that training can stimulate work engagement, highlighting the importance of fostering employee engagement for enhancing creativity.

While the method used in this study may not facilitate direct generalizations, it offers valuable insights into prevalent discursive strategies found in numerous contemporary public organizations.

The findings offer insights for designing targeted training interventions to enhance work engagement and foster creativity among faculty members in the education sector.

This study contributes to the existing literature by addressing a gap in research on the interaction between training, work engagement and creativity. As there have been limited studies on this topic in the education sector in India, this research provides novel insights and extends the understanding of how these variables are related.

The purpose of this study to understand the effects of training and creativity on organizational innovation under the moderating influence of the organizational climate.

The theoretical model is grounded in the contingent resource-based view. To test the research hypotheses, this paper has gathered the cross-sectional data using a single informant pre-tested questionnaire. The data were collected from respondents working in Indian automotive manufacturing organizations. The data were further tested for the normality criteria followed by hypotheses testing using co-variance-based structural equation modelling Statistical Package for Social Sciences (SPSS), 2010.

The relationship between training and organizational innovation was leveraged by employee creativity, which acts as a mediator between the two. Moreover, the organizational climate augments the mediation process by coherently creating a positive moderating influence.

This study provides prospective insights to management leaders and practitioners by establishing how training can bring about positive change in the innovative front of the organization. It also offers keys to the organizations for an active engagement of the employees through a supporting climate conducive for harnessing of individual creativity and innovative potential.

This is the first endeavour made to examine the moderated mediation influence of organizational climate on training and employee creativity, by studying the mediating effect of employee creativity between training and organizational innovation.

This study aims to establish a new model that elucidates the mechanism behind the long-term effects of creativity training. Previous studies have only explored influential positive factors when examining the transfer mechanism of creativity training. However, the transfer mechanism must encompass the negative factors of creative abrasion due to temporal dynamics.

The authors performed a two-phase survey of 284 trainees participating in the survey. During the first phase, 48 h of creativity training was provided to the advertising agency staff. Six months later, the second phase was performed. Researchers have conducted follow-up studies on the long-term effects of creativity training. The hypotheses were tested using structural equation modeling.

Based on the results, the mechanism behind the long-term effect of creativity training is as follows: motivation to learn, transfer design and transfer climate positively influence motivation to transfer (MTT), while MTT positively impacts overall individual performance. However, creative abrasion negatively affects MTT and individual performance.

Creative abrasion must be considered when the long-term effect of creativity training is explored, because it reduces the long-term effect of creativity training on trainees. Creative energy from one-time creativity training will be gradually worn away because of the abrasion caused by teamwork, group thinking and self-gratification.

Viewing creativity through the theoretical lens of the resource‐based view, the paper attempts to answer a fundamental question: is design creativity a static or dynamic capability? If static, then firms need to acquire personnel who are already creative. If dynamic, then personnel's creative talents should be developed through training.

In an exploratory controlled experiment of 74 design engineers from ten firms, two forms of training emphasizing design creativity as static or dynamic capability were applied. Creative designs developed by the participants were judged by professionals inside each organization. Results were analyzed using structural equation modeling.

The exploratory findings support the notion that design creativity is a static capability. In tandem, support for design creativity as a dynamic capability, contingent upon personality traits is apparent. Training may help develop some people's creative skills.

Small sample size limited the ability to distinguish the significance of some effects. Further incubation time for training and an added evaluation step by the judges could have resulted in more apparent effects of training.

Finest candidates for recruitment and development may not be identified based on a limited set of characteristics. Selection should be based on a combination of criteria. To gain the most, training programs should be subject to the individuals' learning styles.

Design creativity should be considered as a static characteristic determined upon recruitment (buy), and as a dynamic one developed post hire (make). The exploratory findings suggest a combined buy and modify approach to design creativity.

The purpose of this study is to explore ways to establish an effective coordinative mechanism to ensure the effective practice of career coaching in innovativeness and creativity training programs in higher education.

This study aims to explore a successful case – that of Wenzhou University College – to elucidate how to establish an effective coordinative mechanism. The Delphi method is an interview approach for obtaining and analyzing case data.

According to research results, first, the causes of conflict were found and an attempt was made to solve these by using a personal system and training program structure revision; the main reasons for the conflicts are an overemphasis on “experts’ experience leading” and a “cognitive gap” between experts as coaches and teaching faculties; second, to decrease conflict, a revision of the training program structure will aid the improvement in the specialization for experts and teaching faculties; and third, revision of one’s personal system requires the teaching faculties to be from within the industries or companies facilitating the process of these faculties gaining practical experience; moreover, it will be easier if experts are the ones who are communicating how to re-design training programs and cooperative modes.

This study provides a coordinative mechanism for the effective practice of innovativeness and creativity training in higher education institutions. On the basis of research results, higher education institutions can effectively develop a training program of innovativeness and creativity based on the concept of career coaching.

This study seeks to draw on the theory of planned behaviour (TPB) to explore the effects of a creativity‐enhancing training programme on the learning intentions of nascent entrepreneurs. The key focus is to evaluate the impact of the nascent entrepreneurs' perceived level of creativity on training outcomes, measured in terms of perceived ease of use, perceived usefulness and intention to exploit learning. Implications for theory and enterprise education policy are discussed.

The paper draws on data from a cross sectional survey of two groups of trainees: final‐year business‐enterprise degree‐students, and participants from a leading UK enterprise programme, New Entrepreneur Scholarship (NES). The data from a total sample of 384 were analysed using structural equation modelling (SEM). Data were subjected to essential validity and reliability tests prior to using in the SEM analysis.

The results supported the hypothesis that participants who perceive themselves as having higher perceptions of creativity will have higher tendencies to learn. There is also support for a full mediation role of new learning in explaining the relationship between creativity and intention to exploit learning. Creative individuals also rate other training outcomes as positive; both perceived usefulness and perceived ease‐of‐use received statistical support. Perceived usefulness acts as a strong mediator to the relationship between learning from creativity training and nascent entrepreneurs' intention to exploit their learning. On the whole, results largely agree with the TPB as applied to entrepreneurship and suggest trainees' perception of creativity as a driver for enhancing learning habits among nascent entrepreneurs.

The research has highlighted several issues that influence the learning behaviour of nascent entrepreneurs and so helps to inform entrepreneurship theory and enterprise policy related to enterprise and entrepreneurship education. As this is one of the first attempts to situate enterprise education within the theory of planned behaviour, this study will particularly be useful to frame questions for future research.

The study is useful as it proposes a new dimension to an already popular debate around learning and entrepreneurial potential. This paper emphasises that the development of enterprising skills should be spread and integrated into different aspects within an entrepreneurship programme, as opposed to small‐blocks of consecutive sessions, to avoid negative effects caused by the perception of creativity.

The purpose of this paper is to study project management performance measures by analyzing how training utility affects the relationships between mutual trust, social interaction and creativity as well as mutual trust, social interaction and flexibility in projects.

Using training utility and organizational support theory, eight hypotheses were developed. Responses from 279 project management professionals in the USA were collected. The hypotheses were then tested using partial least squares (PLS) and regression with the PROCESS macro approach.

The results suggests that the communication environment indeed has an important role in fostering creative and flexible project managers. Additionally, the study shows that organizations can actively improve the influence of the communication environment on project management creativity through training efforts. Interestingly, these findings may not hold for project manager flexibility.

In today's project management world, organizations need project managers who quickly adapt to changing project management scenarios. To do this, project managers need to be creative, generating new and novel ideas, as well as flexible when converting ideas into action. Organizations often possess large amounts of knowledge, and project managers rely on good communication practices to access this knowledge in response to the required changes in the project domain.

The study includes contributions to theory and empirical research in project management by analyzing the critical role training utility has on the firm communication environments and its outcomes. The study shows that organizations can take an active role by investing in resources to promote flexibility and creativity in projects.

This paper's primary purpose is to emphasize the importance of entrepreneur training regarding creativity and innovation. Their significance and the importance of the latter regarding the development of business and training needs are the research questions of a survey conducted in northern Greece.

The survey, of 116 entrepreneurs, owners of small medium and very small enterprises, investigates awareness, attitudes and perceptions regarding creativity and innovation, for facilitating the design and development of training interventions. Data were collected using modified and extended questionnaires of an analogous tool created for the needs of the TRACTORS project. The questionnaires included both open‐ended and closed questions. Descriptive statistics were generated by the analysis of quantitative and qualitative data.

Findings suggest that entrepreneurs/owners and/or managers of micro and small medium enterprises in northern Greece are largely aware of the significance of creativity and innovation, believing that these are positively related to each other and interact in the development of their business. Training intervention is deemed as of great importance, and obstacles concerning financial resources, experience, time, infrastructure and not risk averse, were underlined.

Creativity and innovation training interventions for entrepreneurs in terms of process, content, method, duration, trainers etc., is in a fledgling stage and requires further research to determine the “right training intervention mix” serving the needs of the non homogeneous entrepreneurial category.

Although entrepreneurship creativity and innovation are viewed as the “creation of the future”, little has been done to train entrepreneurs to participate creatively in the innovation economy. The present paper traces these needs.

The content of training (art-based method) and instructional strategies (blended learning) can improve business school students' creativity and attempts to determine how training can be maintained using longitudinal tracking. The study aims to answer (1) whether the incorporation of art-based methods enhances the creativity of students compared to traditional face-to-face (F2F) teaching, and (2) whether such creative training and blended teaching methods have a higher transfer of training.

This study adopted a two-stage design (1) it adopted a 2 × 2 (with or without art-based methods * blended teaching or F2F teaching) between-subject design of experiments with 221 participants and (2) a one-year follow-up study was conducted (participants who were employed for 6 months to one year after graduation) with 187 participants and their directors.

The results showed that the inclusion of art-based methods in the creative training of students strengthens creative ability of the students; there were no significant differences between blended and traditional learning. The authors examined the effect of transferring creative training through a questionnaire analysis of participants and employers of the participants. Self-regulated and self-directed learning positively influence motivation to transfer, which positively influences creative performance.

The higher the level of self-regulated and self-directed learning of students, the more effective the transfer of creative training is over time.