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This paper sets out to develop and test a hypothesized model of the role of adult leadership development and youth leadership development as possible moderators of the relationships between creative self‐efficacy, perceived support for creativity, and individual creativity.

The study employs the multi‐group nested goodness‐of‐fit strategy in LISREL 8.53 to test the interaction effects of two qualitative moderator variables.

Results suggest that adult leadership development may moderate the relationship between perceived organizational support for creativity and individual creativity, while youth leadership development may moderate the relationship between creative self‐efficacy and individual creativity.

Limitations include concerns regarding generalizability, possible social desirability and response set biases, self‐report data, and causality. The primary implication is that leadership development, targeted at adults as well as children, may represent one important key for unlocking idle creative potential and enhancing overall organizational effectiveness.

Organizations may wish to consider youth leadership development experiences as potential behaviorally based predictors of future job success for jobs that require creativity. Organizational decision makers should also carefully consider making leadership development opportunities available to organizational members at all levels.

The study is among the first to examine both adult and youth leadership development as potential facilitators of creativity in organizations and has value for practitioners as well as for future creativity and leadership development researchers.

The purpose of this paper is to develop and present a model of self‐leadership, innovation and creativity.

Drawing upon existing theoretical and empirical evidence the paper develops and presents a conceptual model of the relationships between self‐leadership, innovation, creativity, and organizational support. The paper also presents research propositions based upon the relationships suggested by the model.

The model suggests that individuals with strong self‐leadership will consider themselves to have more innovation and creativity potential than individuals who have weak self‐leadership, and that individuals who have innovation and creativity potential will be more likely to practise innovation and creativity when they perceive strong support from the workplace than individuals who perceive weak support from the workplace.

Future researchers should examine empirically the linkages suggested by this model along with other relationships asserted or implied by the creativity and self‐leadership literature as summarized in the paper.

The model suggests that organizational leaders would be well advised to encourage the practice of self‐leadership among the members of organizations while striving to build work environments that support of creativity and innovation at the group, supervisor, and organizational levels.

This paper makes a valuable contribution to both the self‐leadership and creativity literatures by being one of the first to examine the relationships between these important organizational concepts.

The purpose of this study is to explore the relationship and effect of management support on individual creativity performance by focusing on the individual learning opportunity, adaptability to change and learning motivation in Hong Kong manufacturing companies.

This study is based on survey data collection by using a respondent-driven approach from 266 employees working in Hong Kong-based manufacturing firms. The model and hypotheses were tested by employing variance-based structural equation modeling.

The findings indicate that management support has a positive effect on individual learning opportunity and creativity performance. Also, a significant positive relationship between individual creativity, performance, individual learning opportunity, adaptability to change, and learning motivation has been yielded. The management support has an overall positive link with all variables directly and indirectly.

Top management can foster employee creativity by supporting and providing learning opportunities and motivating employees to develop adaptive capability at an individual level.

An empirical study of how management support can foster individual creativity performance and individual learning opportunity. This study is one of the first to examine the positive relationship between management support and individual creativity by validating a purposed model, especially in the context of the Hong Kong manufacturing industry.