Leaders Influencing Creative Performance Throughout the Creative Process

2012 ◽  
Author(s):  
Jeffrey B. Lovelace ◽  
Kelsey Medeiros ◽  
Andrea L. Hetrick ◽  
Samuel T. Hunter
Author(s):  
Joshua Fairchild ◽  
Scott Cassidy ◽  
Liliya Cushenbery ◽  
Samuel T. Hunter

In our fast-paced world, it is necessary for organizations to continually innovate in order to stay competitive. At the same time, technology is continually advancing, and tools to facilitate work are frequently changing. This forces organizations to stay abreast of current technologies, and also puts pressure on employees to utilize the technologies available to them in order to devise innovative solutions that further the organization’s goals. To date, there has been little research on how such technologies may best be used to facilitate such creative performance. The present chapter addresses this gap by integrating a model of the creative process from the psychology literature with technology literature from engineering and information technology. This chapter examines how specific technologies may influence performance at each stage of the creative process, and provides specific recommendations for how technology may be used to facilitate the development of creative solutions.


2019 ◽  
Vol 9 (1) ◽  
pp. 213-220
Author(s):  
Adrian Strâmtu

Abstract The following article attempts a discussion concerning the issue of creativity in the context of artistic approaches, by taking into consideration the central concepts: creative personality, creative process, and creative product/ creative performance. Our analysis is based on two questions that concern the extent to which we can speak of flexibility and creativity in contemporary artistic activities. Our conclusion is that creative artistic activities are not disorderly/ unorganised, they are realised according to artistic rules and principles that relate to the forms of expression that can be used in creative artistic approaches. Furthermore, in the context of the cultural hybridization phenomenon, the merging of the traditional with the postmodern allows the manifestation of cultural and artistic diversity, as well as the revaluation, redefinition and update of the traditional forms of expression and of cultural forms in a creative manner, by means of a creative exploitation of their spectacular artistic potential.


2020 ◽  
Author(s):  
Maxence Mercier ◽  
Todd Lubart

Are individual-level factors necessary for creativity to occur in the workplace ? Using a novel statistical approach, Necessary Condition Analysis, we tested empirically the hypothesis that individual factors (conative factors, drivers, and creative process engagement) were critical to creativity in the workplace, using a sample of 1384 workers in France. We examined three known conative factors of creativity: openness to experience, creative personality, and creative personal identity. We examined three types of drivers: intrinsic motivation, job self-efficacy and creative self-efficacy. Additionally, we examined creative process engagement. We observed that all conative factors were necessary for creativity, even though they each showed small effect sizes. We found a similar small effect size for creative process engagement. We found that creative self-efficacy was a critical driver for creativity: an employee will not be able to achieve high creative performance if he or she does not have strong confidence about his or her creative capacities, regardless of other factors. However, neither job self-efficacy nor intrinsic motivation proved to be necessary for creativity: their absence can be compensated by other factors. Our findings highlight the need to distinguish between what makes a variable “important” or “necessary”, in the field of creativity and innovation.


2017 ◽  
Vol 30 (1) ◽  
pp. 81-116 ◽  
Author(s):  
Darius Pacauskas ◽  
Risto Rajala

Purpose Information technology has been recognized as one of the keys to improved productivity in organizations. Yet, existing research has not paid sufficient attention to how information systems (ISs) influence the creative performance of individual users. The paper aims to discuss this issue. Design/methodology/approach This study draws on the theories of flow and cognitive load to establish a model of the predicted influences. The authors hypothesize that the information technology supports creativity by engaging individuals in a creative process and by lowering their cognitive load related to the process. To test these hypotheses, the authors employ a meta-analytical structural equation modeling approach using 24 previous studies on creativity and ISs use. Findings The results suggest that factors that help the user to maintain an interest in the performed task, immerse the user in a state of flow, and lower a person’s cognitive load during IS use can affect the user’s creative performance. Research limitations/implications The findings imply that a combination of the theories of flow and cognitive load complements the understanding of how ISs influence creativity. Originality/value This paper proposes an explanation on why ISs affect creativity, which can be used by scholars to position further research, and by practitioners to implement creativity support systems.


2016 ◽  
Vol 15 (1) ◽  
pp. 37-54 ◽  
Author(s):  
Charlotte L. Doyle

Education at its best allows students to experience the fruitfulness and joy of the creative process. One complexity of applying research findings to education is that creative work unfolds in phases and the various phases engage distinctively different cognitive processes. Since Wallas first described four phases, psychologists have elaborated on them and pointed to additional phases and subphases. Some involve effortful conscious processes; others entail implicit cognition and/or effortless attention. The field has benefitted from research in related areas as well as from direct studies of conditions that enhance various phases of creative performance. This article reviews current knowledge on the phases and incorporates findings from related areas. The challenge for educators is to structure student work in ways which support the different phases—both deliberate phases such as preparation and evaluation and those which appear to emerge spontaneously such as insight and flow. The findings underscore of the value of specific classroom activities, activities which scaffold and/or invite the different phases of creative work. The cognitive processes engaged by the creative process also benefit from other activities which enhance executive function, elevate mood, and allow opportunities for flow.


1978 ◽  
Vol 23 (6) ◽  
pp. 431-432
Author(s):  
SUSAN D. DEVOGE
Keyword(s):  

2018 ◽  
Vol 12 (4) ◽  
pp. 471-488 ◽  
Author(s):  
Kelsey E. Medeiros ◽  
Logan M. Steele ◽  
Logan L. Watts ◽  
Michael D. Mumford
Keyword(s):  

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