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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 purpose of this paper is to provide new elements to understand, measure and predict managerial creativity. More specifically, based on new approaches to creative potential (Lubart et al., 2011), this study proposes to distinguish two aspects of managerial creative problem solving: divergent-exploratory thinking, in which managers try to generate several new solutions to a problem; and convergent-integrative thinking, in which managers select and elaborate one creative solution.

In this study, personality is examined as a predictor of managerial creative problem solving: On one hand, based on previous research on general divergent thinking (e.g. Ma, 2009), it is hypothesized that managerial divergent thinking is predicted by high openness to experience and low agreeableness. On the other hand, because efficient people management involves generating satisfying and trustful social interactions, it is hypothesized that convergent-integrative thinking ability is predicted by high agreeableness. In all, 137 adult participants completed two divergent-exploratory thinking managerial tasks and two convergent-integrative thinking managerial task and the Big Five Inventory (John and Srivastava, 1999).

As expected, divergent-exploratory thinking was predicted by openness to experience (r=0.21; p<0.05) and agreeableness (r=−0.22; p<0.05) and the convergent-integrative thinking part of managerial creative problem solving was predicted by agreeableness (r=0.28; p<0.001).

Contrary to most research on managerial creativity (e.g. Scratchley and Hakstian, 2001), the study focuses (and provides measure guidelines) on both divergent and convergent thinking dimensions of creative potential. This study replicates and extends previous results regarding the link between personality (especially agreeableness) and managerial creativity.

The purpose of this article is to outline ways in which the large body of empirical work on creativity can meaningfully inform negotiation. In doing so, two general streams of creativity research and their implications for negotiation theory and empirical analysis are considered. Negotiation pundits advise that negotiators should engage in creative problem-solving to craft integrative agreements, and it is widely believed by both negotiation theorists and practitioners that “out-of-the-box” thinking and creative idea generation are necessary for win–win negotiation. Although practitioners have strongly encouraged parties to engage in creative problem-solving, there are remarkably few empirical investigations of creative thinking, brainstorming and other idea-generation methods in negotiation.

First, creativity as a trait is considered and the relationship between individual differences in creativity and negotiation performance is examined. Then, creative thinking as a causal factor is examined and how it may influence the negotiation process and outcomes is suggested. Finally, three considerations for further integrating creativity and negotiation research are suggested: communication media, idea-generation strategies and morality and social motivation.

A literature review revealed four studies that have empirically tested the influence of trait creativity on negotiation performance. Even less research has manipulated creative thinking or training to analyze creativity as a causal factor of negotiation outcomes.

This research will benefit both creativity and negotiation scholars by suggesting the limited amount of work at their intersection yet the opportunities that exist for further research.

Recently, researchers have highlighted the limited attention that has been devoted to managerial capabilities as micro-foundational elements of absorptive capacity. Strategic thinking is one such managerial capability that guides managers during the development of organizational capabilities. The purpose of this paper is to empirically investigate the influence of managerial strategic thinking on the development of absorptive capacity.

Data were collected using a sample of 324 senior-level and mid-level managers from the software industry. PLS-SEM was used to test the hypothesized relationships.

Study results indicate that managerial strategic thinking is positively related to absorptive capacity, as well as to each of its four components – acquisition, assimilation, transformation and exploitation.

The current study adopts a micro-foundations perspective and delves into the development and orchestration of organizational capabilities. This study is the first to empirically investigate the relationship between managerial strategic thinking and absorptive capacity. Prior literature on absorptive capacity has focused on its influence on phenomena that are downstream to absorptive capacity, e.g. innovation, new product development and firm performance. The research offers new insights into the relationship between absorptive capacity and managerial strategic thinking, a hitherto unexplored upstream phenomenon. Scholars have theorized that managerial strategic thinking plays a pivotal role in managerial decisions, making it a critical factor in developing the absorptive capacity of an organization. The authors believe that the empirical evidence of the theorized relationship offers valuable insights that will aid scholarly research on organizational capabilities.

The purpose of the study is to investigate whether the alignment between organizational capabilities is idiosyncratic to an organization or a predictable pattern of alignments can be identified across organizations.

Survey design is used to collect data from upper- and mid-level managers of organizations operating in the software industry. A total of 219 responses are used to test the study hypotheses. Partial least squares structural equation modeling and regression analysis are used for data analysis and hypotheses testing.

Results suggest that the alignment between strategic thinking and absorptive capacity is different for organizations with a prospector-type strategic orientation compared to organizations with other types (defenders and analyzers) of strategic orientations. The study also finds that the pattern of alignment holds for each dimension of absorptive capacity.

There is limited research on the alignment between the three types of organizational capabilities (metaphysical, dynamic and ordinary). This may have transcended from arguments that if organizational capabilities are truly idiosyncratic, they should not be expected to follow a predictable pattern of alignments across organizations. To the best of the authors’ knowledge, this study is the first to empirically investigate and provide evidence that the alignment between organizational capabilities is contingent on the strategic orientation of the organizations. The findings offer hope for the development of a generalizable theory of organizational capability alignment in organizations.

The purpose of this paper is to suggest a framework for competing theories of entrepreneurship but to argue for transparency in one's attempts to understand this phenomenon. Then to argue that, when matching small business advisers to small business, one should consider their entrepreneurial abilities and match as appropriate. A parsimonious method is suggested to measure entrepreneurial ability – divergent thinking.

A discussion of entrepreneurship and a proposed matrix that considers the relative entrepreneurial abilities of both partners and is then expanded to account for different decision scenarios.

A simple test for divergent thinking is suggested to measure entrepreneurship, applied to some hypothetical scenarios, and is supported by some broad evidence on the relationship between small businesses and commercial banks.

At this stage a conceptual article but with real implications for managing SME and adviser relationships.

Should lead to a better understanding by both the SME and their advisers of what each party needs to contribute to ensure a successful outcome.

Provides a framework for classifying entrepreneurship and a different perspective on the SME and adviser relationship; suggests a different way from, say, traditional entrepreneurial orientation scales by which to measure entrepreneurial capacity of either the adviser or the SME.

Learning styles have gained awareness in managerial circles. The learning styles of accountancy students in tertiary institutions cannot be overlooked as they can enable educators to structure their accountancy curricula and teaching methods to maximise learning. A survey on the learning styles of 71 accountancy students in the Nanyang Technological University was conducted. The students were found to be convergent and analytical in thinking, kinesthetic, and reflective in problem solving. The implications of the results will be discussed.

Focuses on the way in which design and technology students learn at a secondary school in Singapore. Attempts to understand from the heterogeneous mix of student learning styles the group learning style so that teachers can best adapt their teaching style and materials to suit the students’ needs. Surveys 99 students and shows that most students are analytical and it is effective to teach them by inquiry to stimulate analysis and creativity.

Creativity has become a hot topic in academic circles, although it has only recently gained credibility as a legitimate subject for research. This paper highlights findings from a variety of research approaches (including psychometrics, cognitive psychology, historiometrics, biology, and contextual studies) with relevance to teaching and learning. Special emphasis is placed on ways to frame research as a creative endeavor.

The purpose of this research is to improve the success rate and quality of outcome when strategy tools are used in practical situations.

Draws on post‐experience teaching and uses conceptual reasoning to propose a typology of tool applications.

The paper finds that strategy tools need to be used differently according to the problem needs, and hence proposes five generic modes of tool application. These draw on seven dimensions to codify the functions and cognitive characteristics in a given tool application.

The modes of application are conceptually rather than empirically derived. The paper provides conceptual background that could be used in much‐needed empirical work on tool use in the strategy activity.

The typology could be used in teaching or facilitation to encourage and help with the design of tool adaptations that are coherent and well adapted to the situation. It provides a means for prior reflection on tool choice and application that could help reduce detrimental framing effects.

The paper highlights the centrality of user adaptation of tools and begins to codify the effects of tool enactment. It moves debate from the tools themselves to the application of tools, which has seldom been addressed in a systematic fashion. For practitioners it provides explicit guidance on the tool adaptation process.