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Productivity Loss in Idea-Generating Groups: Tracking Down the Blocking Effect
Abstract
Four experiments were conducted to identify the mechanisms that mediate the impact of production blocking on the productivity of idea-generating groups and to test procedural arrangements that could lessen its negative impact. Experiment 1 manipulated the length of group and individual sessions. Although Experiment 1 failed to find a closing of the productivity gap over time in equal man-hour comparisons, real 4-person groups produced more than nominal groups when given 4 times as much time. Because lengthening the time of session increases thinking as well as speaking time, speaking time was manipulated in Experiment 2. The finding that individuals who brainstormed for 20 min but were allowed to talk either for all or for only ƈ of the time did not differ in productivity eliminates differences in speaking time as an explanation of the productivity loss in idea-generating groups. In Experiments 3 and 4, procedural strategies to lessen the impact of blocking were examined.
... The second most frequently mentioned idea of Team 4, the decision issue of "Bike Traffic," was also discussed to an incomparable depth. By comparing these two treatment groups qualitatively (without drawing any statistical conclusion), we observe that pre-think teams (Teams 1, 2, and 3) exhibit a stronger tendency to broaden the range of ideas and the production blocking effect (Diehl and Stroebe 1991) is largely alleviated. The participants are keen on expressing their prepared ideas and tend to raise new ideas instead of pondering old ones, which hinders in-depth discussion. ...
... Stochastic modeling is still an excellent way to trace different trails of thoughts and how they merge, separate or block each other, which helps us identify typical phenomena in group brainstormings, such as production blocking (Diehl and Stroebe 1991) and group polarization (Roux and Sobel 2015). The difference in quality and quantity in each member's line could disclose possible social loafing and free-riding (Karau and Williams 1993). ...
Generating options is crucial to making good decisions. Prior research has designed experiments to investigate how different interventions (e.g., value-focused brainstorming) affect the quantity and quality of the generated options. We propose a novel empirical method that characterizes the group option-generation process in two steps: first is to use natural language processing to represent the cognitive space of a group based on their conversation transcripts; second is to assess the discussion dynamics, e.g., inclinations of exploration versus exploitation, with a multi-dimensional Hawkes process. By applying the representation and modeling method to the brainstorming stage of a high-school product design contest, we identify three reference types of group decision-makers – mechanic, propeller, and thinker, and estimate each team participating in the context as a mixture of the three types. We further conduct model-based analysis on how the mixing configuration affects team performance in terms of their navigation strategies in the cognitive space. Finally, we report a case study on applying the proposed method to test a particular intervention, i.e., asking subjects to think about objectives beforehand, in a brainstorming exercise discussing solutions to improve student life satisfaction at our university.
... McAllister (1995) highlighted the importance of trust in developing unique and valuable ideas (EC). This is because, whenever a person expresses a new idea, he/she either ridiculed of his/her idea is stolen depending on whether it is good or bad (Diehl and Stroebe, 1991). Therefore, presenting a new idea is mainly based on feelings about others and other's concern for oneself (Chua et al., 2012). ...
... According to McAllister (1995), trust motivate individuals to present unique ideas (EC in this study) at the workplace. Most of the individuals relucted to think creatively because of the fear of filched (Diehl and Stroebe, 1991). In such situations, ABT allows employees to recognize vulnerability in uncertain and risky circumstances so they feel comfortable that without fear of being judged they can express their thoughts, new concepts, complications and problems with their trustworthy Affect-based trust and employee creativity peers and the peers will reciprocate considerately, productively and politely (McAllister, 1995). ...
Purpose
Creativity has become essential for organizations to remain competitive. Therefore, this paper aims to investigate the intervening role of knowledge sharing between affect-based trust and employee creativity. The study further investigates perceived organizational support as a conditional factor on the association between affect-based trust and employee creativity.
Design/methodology/approach
The study tackled the issue of common method variance by collecting data in dyads. Specifically, the study collected data from 368 employees and their supervisors working in various organizations in Pakistan through Google Forms in two waves. In the first wave, employees were approached on a convenience basis, whereas, in the second wave, data from their supervisors were collected.
Findings
Structural equation modeling was applied to test hypotheses. The study noted knowledge sharing as a mediator between affect-based trust and employee creativity. The study also noted that individuals with high perceptions of organizational support are more likely to strengthen the association between affect-based trust and knowledge sharing.
Practical implications
This study suggests management work on their employees’ affect-based trust-building. Employees who have relationships based on affect-based trust feel safe and are less afraid of being criticized for sharing their ideas and thoughts. This positively contributes to developing a cooperative environment which becomes the base for employee creativity.
Originality/value
Past studies have examined the association between general trust and employee creativity. To this backdrop, this study highlighted the importance of affect-based trust toward employee creativity. More specifically, drawing upon social exchange, this study is the first of its kind that examined the mediating role of knowledge sharing between affect-based trust and employee creativity, where perceived organizational support is examined as a conditional variable between affect-based trust and knowledge sharing.
... The education that is considered integrated has several dimensions, [11] such as: Integrating direct online education and nonnetwork education, this dimension has to do with the development of learning through the Internet and the development of learning in the classroom; for this dimension to be realized, there must be many resources available such as educational platforms, approaches and shades closer to reality and inclusive for all. The other dimension is the integration between self-learning and collaborative education: It has to do with the individual's learning, where the focus is time management, the exchange of knowledge between students, and reviewing the information they receive from the interaction they have with teachers. ...
Education in Albania was modernized and took the example of Western countries, applying Western texts because, during the Communist period, many fields of study were forbidden because they had a Western approach. This study aims to highlight the application of interactive teaching methods and the impact these methods have on increasing interest in the field of study. This was done through the questionnaire developed among 110 students of the Marketing Scientific Master Faculty of Economics at the University of Tirana. Of these, 60 students belong to the academic year 2018-2019 and 50 to the academic year 2019-2020. The analysis of the study is based on correlation, significance analysis, reliability analysis, regression, Anova test, and Mann-Whitney test. The study has resulted that women are the ones who prefer this study cycle the most; the average of the students who follow this study cycle is about segment 7.1-8. Finding yourself in a subject affects the willingness to attend an hour of lecture, and information about interactive teaching methods affects the willingness to attend an hour of class. Between students of two academic years, study hours are the same during the week.
... -Height (HT): The height of each subject was measured using a meter while the dysmenorrhea patient was in the standing position with no shoes and was recorded to the nearest centimeter (Gill et al ., 2017). • Underweight < 20kg / m² • Oesirable range of BMI (normal) 20-< 25kg / m² • Over weight = > 25 = 30kg / m² • Obesity = > 30 kg / m² (Diehl , 1991 ) . 3-Data related to symptoms associated with dysmenorrhea: History from Patients includes symptoms associated with the discovery of the disease. ...
... In environments where individuals' views are expressed and criticized openly, the quality of collective decisions has been found to be better than in environments where individuals deliberate separately (Diehl and Stroebe 1991;Sawyer 2007: ch. 4). ...
Public reason liberals expect individuals to have justificatory reasons for their views of certain political issues. This paper considers how groups can, and whether they should, give collective public reasons for their political decisions. A problem is that aggregating individuals' consistent judgments on reasons and a decision can produce inconsistent collective judgments. The group will then fail to give a reason for its decision. The paper considers various solutions to this problem and defends a deliberative procedure by showing how it incentivizes information sharing and leads to outcomes most acceptable to the group members.
... For example, organizing brainstorming sessions on OGD-driven innovation enables employees to improve exploratory thinking [10,36] and envision future OGD-based products and services. On the other hand, transformational leaders' intellectually motivating attitude (i.e., encouraging employees to try more novel ways in OGD-driven innovation without fear of failure [10,37]) stimulates employees to bring OGD-driven radical innovation to the firm. ...
Open government data (OGD) are considered a sustainable driver of firm innovation. Leadership is a crucial decision-maker for firms to employ OGD in innovation. The present study focuses on two of the most prominent leadership styles: transformational and transactional. Drawing on the Organizational Commitment Theory, we claim that affective and normative commitment are the two parallel mechanisms that explain how leadership promotes OGD-driven innovation in firms. Our results show that transformational leadership promotes OGD-driven radical innovation through affective commitment. In contrast, transactional leadership promotes OGD-driven incremental innovation through normative commitment. More importantly, we suggest that the OGD application stage moderates the effect of leadership on organizational commitment. Specifically, in the initial stage of the OGD application, higher transformational leadership triggers higher affective commitment in employees. In contrast, in the mature stage of OGD application, higher transactional leadership triggers higher normative commitment in employees.
... The engineering design community has not been the first to illuminate such findings. Studies in the social psychology literature indicate that nominal teams can outperform idea-generating groups during brainstorming activities [6][7][8]. These findings contrast sharply with the plethora of benefits that teams offer to the problem-solving process, which stems from a diversity of perspectives and expertise that teams provide [9][10][11]. ...
Teams are common throughout engineering practice and industry when solving complex, interdisciplinary problems. Previous works in engineering problem solving have studied the effectiveness of teams and individuals, showing that in some circumstances, individuals can outperform collaborative teams working on the same task. The current work extends these insights to novel team configurations in virtual, interdisciplinary teams. In these team configurations, the meta-team as a whole can interact, but the sub-teams within them may or may not. Here, team performance and process are studied within the context of a complex drone design and path-planning problem. Via a collaborative research platform called HyForm, communication and behavioral patterns can be tracked and analyzed throughout problem solving. This work shows that nominally-inspired sub-structured teams, where members work independently, outperform interacting sub-structured teams. While problem-solving actions remain consistent, communication patterns significantly differ, with nominally-inspired sub-structured teams communicating significantly less. Questionnaires reveal that the manager roles in the nominally-inspired sub-structured teams, which are more central in communication and information flow, experience a greater cognitive and workload burden than their counterparts in the interacting sub-structured teams. Moreover, members in the nominally-inspired sub-structured teams experience their teams as inferior on various dimensions, including communication and feedback effectiveness, yet their performance is superior. Overall, this work adds to the literature on nominally-inspired versus interacting problem-solving teams, extending the finding to larger, interdisciplinary teams.
... Darüber hinaus kann das Ausmaß an Kreativität durch Techniken wie Brainstorming-und Brainwriting positiv beeinflusst werden. Folglich ist die Vermittlung der optimalen Anwendung solcher Brainstormingund Brainwritingtechniken Voraussetzung für die Erhöhung von Kreativität (Diehl & Stroebe, 1991;Stroebe, Diehl, & Abakoumkin, 1992). Schließlich zeigen Studien zum Teamklima, dass das Ausmaß neuer Ideen von Besonderheiten der Gruppe abhängt. ...
Ausgehend von den unbestreitbaren Leistungen der Sozialpsychologie in den letzten Jahren werden wir in diesem Beitrag auf einige Herausforderungen ein-gehen, die unseres Erachtens für die Entwicklung der Sozialpsychologie im nächsten Jahrzehnt von besonderer Bedeutung sind. Erstens sind verstärkte Ak-tivitäten von Sozialpsychologen in der Entwicklung von globalen Theorien menschlichen Verhaltens-und Erlebens erforderlich. Häufig existiert eine Viel-zahl von Modellen und Minitheorien, die sich aber nur teilweise aufeinander beziehen und zu wenig integriert sind. Eine Herausforderung für das nächste Jahrzehnts wird sein, zentrale theoretische Linien mit Integrationskraft zu entwi-ckeln und die Theorieentwicklung an diesen Linien auszurichten. Eine zweite Herausforderung wird darin bestehen, sozialpsychologisches Grundlagenwissen mehr als bisher auf aktuelle gesellschaftliche, politische und wirtschaftliche Probleme anzuwenden. Am Beispiel von Innovationen werden wir exempla-risch aufzeigen, welchen Beitrag eine intensivere Nutzung sozialpsychologi-schen Wissens erbringen könnte. Drittens besteht die Herausforderung, stärker als bisher Brücken zu benachbarten Wissenschaften zu bauen und im Sinne ei-ner gegenseitigen Befruchtung verschiedene Forschungsbereiche im Umfeld der traditionellen Sozialpsychologie in Empirie und Theorie stärker zu integrieren. Am Beispiel der sozialen Neurowissenschaft werden wir darlegen, wie fruchtbar derartige Integrationsprojekte sein können. Schlüsselwörter: Theorieentwicklung, Innovation, soziale Neurowissenschaft xxxxxxx Perspectives for the Development of Social Psychology: Challenges for the next Decade Using the undeniable achievements of Social Psychology in the last years as a starting point we will elaborate on some of the challenges that in our view will be of particular importance for the development of Social Psychology in the
... Bezüglich des Teamklimas können vier verschiedene innovationsfördernde Dimensionen unterschieden werden: Vision, partizipative Sicherheit, Aufgaben-und Leistungsorientierung sowie Unterstützung von Innovationen (West, 1990 Entgegen weitverbreiteter Meinung sind dabei Personen einzeln produktiver als in der Gruppe (vgl. Diehl & Stroebe, 1991;Mullen, Johnson & Salas, 1991 Eine Vielfalt von unterschiedlichen Experten innerhalb der Organisationsstruktur führt zu einer hohen Diversität an Wissen, aufgrund derer Innovationen entstehen können (Damanpour, 1991). Die möglichen Nachteile des Informationsaustausches in Gruppen bzw. ...
Unter Innovation kann im Allgemeinen die Entwicklung, Einführung und Anwendung neuer Ideen, Prozesse, Produkte oder Vorgehensweisen verstanden werden (Maier, Streicher, Jonas & Frey, in Druck). Dabei stellt die Produktion von kreativen und nützlichen Ideen (Ideengenerierung) noch keine Innovation dar, sondern die Ideen müssen auch umgesetzt werden (Ideenimplementierung). Kreativität ist also nur ein Teilbereich innovativen Verhaltens.
Die innovativen Ideen können sich auf die Verbesserung bestehender Produkte oder Dienstleistungen, die Entwicklung ganz neuer Produkte oder auf die Optimierung interner Organisationsprozesse beziehen (Anderson & King, 1993). Innovationen verschieben oft die ursprüngliche Zielsetzung der Organisation, z.B. durch die Einführung neuer Produkte, deren Angebot bislang nicht zur Zielsetzung der Organisation zählte (z.B. Engagement von Energieversorgungsunternehmen im Telekommunikationsbereich). In diesen Zusammenhang gehört auch die klassische Unterscheidung zwischen Prozess- und Produktinnovationen (Hauschildt, 1997). Prozessinnovationen zielen auf die Effizienzsteigerung organisationsinterner Abläufe (z.B. vollautomatische Fehlerprüfung von Werkstücken). Produktinnovationen haben die Verwendung eines neuen Produktes durch interne oder externe Kunden zum Ziel (z.B. neue Software). Diese Unterscheidung ist insbesondere dann nicht mehr zu treffen, wenn neue Produkte (z.B. elektronische Warenkennzeichnungsetiketten) auch mit neuen Verfahrensweisen einhergehen (z.B. computergesteuerte Lagerhaltung).
....
... Brainstorming is one of the most popular creative techniques used in groups [32], and numerous studies have shown that nominal groups (i.e., groups that work independently but are present with each other) outperform interactive groups (i.e., groups that generate ideas from faceto-face discussion structures) in terms of the quantity and quality of ideas generated in brainstorming sessions [33,34]. These effects may be due to a variety of social and character factors, such as assessment fears, social fears, blocked production, or downward comparisons [35,36]. Group members may feel inhibited from expressing their ideas in the group because of social anxiety [37], or may have difficulty expressing their ideas effectively when they have to wait for others to express their ideas and then formulate them when it is their second turn [38]. ...
Previous research have demonstrated the efficiency of card-based design heuristics in product design courses, but the product case sources selected for these design heuristics have been too homogeneous and have targeted design goals, making it difficult for product design students to use them quickly and accurately in the classroom. As new products continue to iterate, previous design heuristics are no longer fully meeting the requirements of product design education. There is no process for developing design heuristics for course-targeted products that would allow design school teachers and students to develop new design heuristics on their own, based on course objectives. This study proposes case-based design heuristics (CBDHS) to support product design students in idea generation and a step-by-step process for constructing CBDHS. In addition, this study develops an eco-friendly product packaging example to validate the applicability of CBDHS in product design courses using an empirical evaluation. A total of 38 product design students participated in this quasi-experiment and were asked to generate as many ideas as possible in 45 min, with the experimental group (19 participants) generating ideas using CBDHS and the control group (19 participants) generating ideas using the brainstorming method. This quasi-experiment evaluated the ideas generated by each participant using five evaluation metrics (quantity, novelty, quality, number of good ideas, and level of design fixation). The results of the experiment show that (1) in terms of the number of ideas, the experimental group (M = 10.95, SD = 4.14) produced fewer ideas per participant on average than the control group (M = 13.68, SD = 4.44), t(36) = 1.966, p = 0.057; (2) regarding the novelty of ideas, there is no statistically significant difference between the control group (M = 4.00, SD = 1.47) and the experimental group (M = 4.48, SD = 1.56), t(149) = −1.928, p = 0.056; (3) with respect to the quality of ideas, there is no statistically significant difference between the control group (M = 4.19, SD = 1.96) and the experimental group (M = 4.40, SD = 2.05), t(149) = −0.648, p = 0.518; and (4) concerning the number of good ideas, there is a significant difference in the value of the proportion of the control group (9.5%) versus the experimental group (31.3%), x2(1, n = 151) = 11.44, p = 0.001. (5) There is no statistically significant difference between the experimental and control groups in terms of the level of design fixation. CBDHS can support product design students in generating ideas for the targeted products of the course, and the integration of CBDHS into the product design curriculum can help teachers to impart innovative ideas to students, ultimately leading to an improvement in teaching quality.
... However, the engineering design community has not been the first to illuminate such findings. Studies in the social psychology literature indicate that nominal teams can outperform idea-generating groups during brainstorming activities [6][7][8]. These findings contrast sharply with the plethora of benefits that teams offer to the problem-solving process, which stems from a multiplicity of diverse perspectives and expertise [9][10][11]. ...
Teams are common throughout engineering practice and industry when solving complex, interdisciplinary problems. Previous works in engineering problem solving have studied the effectiveness of teams and individuals, showing that in some circumstances, individuals can outperform collaborative teams working on the same task. The current work extends these insights to novel team configurations in large interdisciplinary teams. In these team configurations, the meta-team as a whole can interact but the sub-teams within them may or may not. Here, team performance and process are studied within the context of a complex drone design and path-planning problem. Via a collaborative research platform called HyForm, communication and behavioral patterns can be tracked and analyzed throughout problem solving. This works shows that nominal sub-structured teams, where members work independently, outperform interacting sub-structured teams. While problem-solving actions remain consistent, communication patterns significantly differ, with nominal sub-structured teams communicating significantly less. Questionnaires reveal that the manager roles in the nominal sub-structured teams, which are more central in communication and information flow, experience a greater cognitive and workload burden than their counterparts in the interacting sub-structured teams. Overall, this work adds to the literature on nominal versus interacting problem-solving teams, extending the finding to larger, interdisciplinary teams.
... Brainstorming groups are hindered by three potential hurdles: production blocking, free riding, and evaluation apprehension [19]. The largest hindrance by far for idea generation productivity for groups is production blocking [20]. However, in this study we are more interested in the effects of evaluation apprehension. ...
Engineering design involves intensive visual-spatial reasoning, and engineers depend upon external representation to develop concepts during idea generation. Previous research has not explored how our visual representation skills influence our idea generation effectiveness. A designer’s deficit in sketching skills could create a need for increased focus on the task of visual representation reducing cognitive resources available for the task at hand — generating concept. Further, this effect could be compounded if designers believed that their sketching skill would be evaluated or judged by their peers. This evaluation apprehension could cause additional mental workload distracting from the production of idea generation.
The goal of this study is to investigate and better understand the relationship between designers’ sketching skills and idea generation abilities. In this paper, we present preliminary results of the relationship between independent measures of sketching skill and idea generation ability from an entry-level engineering design and graphics course. During data collection, task instructions were given in two ways to independent groups: one group was instructed upfront that sketching would be evaluated, while the second group was kept blind to the sketch evaluation. In this paper, we also examine the potential priming effects of sketch quality evaluation apprehension on idea generation productivity. The results show that sketching quality and idea quantity are largely independent, and that the priming effects of sketch evaluation instructions are small to negligible on idea generation productivity.
... Et pour cause, il s'agit de la situation dans laquelle les participants peuvent ressentir de l'embarras, une perte d'estime de soi (Seta et al., 1976 ;Shalley & Oldham, 1997) Une seconde étude s'est intéressée à l'impact de la compétition pour une récompense sur la créativité (Navaresse et al., 2014). De plus, la collaboration étant reconnue par diverses recherches comme étant un contexte pouvant à la fois améliorer les performances créatives (e.g., Manz & Sims, 1987 ;Paulus & Nijstad, 2003 ;Osborn, 1963Osborn, , 1963Uzzi & Spiro, 2005) ou avoir un effet délétère (Camacho & Paulus, 1995 ;Diehl & Stroebe, 1991 ;Muttagi, 1981 ;Paulus, & Nijstad, 2003 ;Pinsonneault et al., 1999 ;Uzzi, & Spiro, 2005), il semblerait intéressant d'évaluer l'influence d'un contexte compétitif in-group et out-group sans que les participants doivent collaborer contrairement à l'étude de Navaresse et al. (2014). ...
Les recherches s'intéressant au développement de la créativité ont démontré que la capacité à générer des idées créatives pouvait être entravée par des blocages cognitifs (e.g., effet de fixation) et sociaux (e.g., inhibition sociale de l'attente d'évaluation). Ces deux types de blocages ont essentiellement été étudiés de façon isolée et peu d'étude ont examiné leurs interactions dans une perspective développementale. Ainsi, l'objectif de cette thèse était d'étudier l'impact de différents contextes sociaux sur la créativité et le biais de fixation, et de dégager et comprendre les processus impliqués. Pour ce faire, quatre études ont été mises en place, chacune reposant sur des contextes sociaux différents et permettant un ensemble de mesures systématiques. La première étude a permis de montrer dans un premier temps que même si l'effet de fixation est renforcé au cours de l'adolescence, leur capacité à proposer des idées originales se développe également. Ce changement s'accompagne d'une évolution de leur capacité à détecter que leurs idées appartenant à la fixation ne sont que peu créatives. L'attente d'une évaluation manipulée n'a cependant pas été suffisamment saillante, ce qui explique que nous n'ayons pas observé d'effet du contexte sur la créativité et ce, quel que soit l'âge. De ce fait, nous avons, par la suite, décidé de nous concentrer sur la période de fin d'adolescence et d'améliorer la saillance des contextes sociaux étudiés. Ainsi, dans notre deuxième étude, nos participants étaient en compétition soit avec des coacteurs présents (i.e., compétition in-group), soit avec des individus fictifs (i.e., étudiants d'une autre université ; Compétition out-group). Les résultats ont montré que générer des idées à un problème créatif pouvait être facilité par la compétition out-group, sans que l'effet de fixation ne soit pour autant minimisé. Afin de comprendre l'absence d'effet de la compétition in-group, nous avons mené deux autres études en portant une attention toute particulière au processus de comparaison sociale, celui-ci pouvant être de différents types. Nos données ont révélé que se comparer à moins bon que soi (i.e., comparaison descendante) diminuait l'effort, la productivité, et ainsi le nombre d'idées créatives proposées. Les individus en comparaison ascendante (i.e., se comparer à meilleur que soi), quant à eux, semblent avoir proposé un maximum d'idées sans prêter une attention particulière à leur créativité. Dans cette condition, on a en effet constaté une diminution de l'expansivité mais un renforcement de l'effet de fixation. Nous avons également pu montrer que ces effets n'étaient retrouvés que s'il était question de contexte de coaction. Enfin, nous avons mené une dernière étude portant sur les effets d'un travail collaboratif (i.e., en binôme). Alors que les participants devant générer à deux se sont sentis plus en confiance, plus à l'aise et moins en compétition, leurs productions se sont révélées moins bonnes que ceux qui généraient individuellement, en simple coaction. L'ensemble de ces résultats a un impact pour la recherche fondamentale et a permis la proposition de diverses pistes de recherches ultérieures.
... After teams have defined the key challenges, they move from problem definition to the solution phase using ideation techniques, such as brainstorming. However, many teams experience problems while brainstorming, such as social loafing, evaluation apprehension, or idea blocking (Diehl & Stroebe, 1991). These group effects lead to the assumption that creative groups do not leverage their potential. ...
Although Kurt Lewin is a key figure in the history of organizational behavior, only a few scholars or practitioners can explain why he earned this status. In order to shine light on this dissonance, we elaborate on the reasons why Lewin's ideas are seldom discussed in today's curricula (e.g., Lewin's work is difficult to pin down due to his interdisciplinary interest as well as his convoluted writing style). To highlight the enduring applicability of Lewin's approaches, we link his ideas (e.g., psychological satiation) with more recent concepts, like burnout. To support the continuing relevance of Lewin's work, we outline how his ideas can inspire current epistemology by discussing his distinction between Aristotelian and Galilean thinking and his quest to find unexpected observations to generate new knowledge. Furthermore, as Lewin is regarded as the "practical theorist," revisiting his work will show how theoretical concepts can influence organizational practices. Specifically, we discuss how Lewin's ideas can improve design thinking, which is a modern team-based approach to generate innovations.
... Ini biasanya mencakup teknik seperti menulis bebas, berbicara bebas, asosiasi kata, dan menggambar peta pikiran, yang merupakan teknik pencatatan visual di mana orang membuat diagram pikiran mereka. Brainstorming individu adalah metode yang berguna dalam penulisan kreatif dan telah terbukti lebih unggul daripada brainstorming kelompok tradisional (Diehl & Stroebe, 1991;Furnham & Yazdanpanahi, 1995;Liu et al., 2021). ...
Metode pembelajaran adalah cara yang digunakan guru untuk mengimplementasikan rencana yang sudah disusun dalam bentuk kegiatan nyata dan praktis untuk mencapai tujuan pembelajaran. Teknik pembelajaran adalah cara yang dilakukan guru dalam mengimplementasikan suatu metode secara spesifik, misalnya penggunaan metode diskusi, perlu digunakan teknik yang berbeda pada kelas yang siswanya tergolong aktif dengan kelas yang siswanya tergolong pasif. Pendekatan pembelajaran itu harus saling berkesinambungan dan terus dilakukan pembaharuan-pembaharuan agar tujuan dari pembelajaran dapat dicapai secara optimal.
Buku mengenai metode dan teknik pembelajaran ini bertujuan membantu mengembangkan kemampuan secara individu para peserta didik agar mereka mampu menyelesaikan masalahnya dan juga membantu pendidik dalam memilih metode dan teknik pembelajaran dengan tepat. Buku ini memiliki kelebihan dalam kajian yang ditulis telah menggunakan referensi terbaru yang membuat pendidik dan peserta didik sebagai sasaran utama pengguna buku ini. Buku ini juga merangkum berbagai jenis metode dan teknik pembelajaran yang populer dan paling mutakhir untuk dapat digunakan dalam pembelajaran. Untuk dapat menggunakan buku ini dengan efektif, peserta didik dan pendidik haru memahami mengenai tujuan pembelajaran dengan baik dan memiliki materi pembelajaran yang memadai hingga mempersiapkan alat evaluasi dan inovasi dan motivasi pembelajaran.
Buku Metode dan Teknik Pembelajaran ini terdiri dari 6 bab yaitu:
1. Metode Brainstorming
2. Metode Permainan
3. Metode Pembelajaran Menggunakan Media Kertas dan Pensil
4. Metode Peta Pikiran
5. Metode Penyelesaian Masalah
6. Teknik Inovatif Dalam Pembelajaran
... Individuals may forget ideas while waiting for others to state theirs or may decide not to state ideas similar to those of others. Diehl and Stroebe [27,29] have concluded that blocking is the major factor responsible for productivity loss in brainstorming groups. Blocking creates an initially low level of group performance that later becomes normative or entrained as the group members continue to match this low performance [30]. ...
Creativity is important in today’s fast changing world. Creative idea generation is essential to novel concept development and ultimately innovation. In several studies, it has been shown that the rate of idea generation decreases slowly during ideation session. In some cases, a state of impasse is noted. In the many proposed approaches, the ideas are usually inspired by the use of external resources to help ideators teams during the impasse state. The main objective of this paper is to improve and stimulate the ideas generation during ideation session by using previous proposed ideas in order to create new ones. To achieve this goal, we propose an approach composed of three steps. At first, we propose the use of Linkography method to identify the previous proposed ideas. The aim of the second and third steps is the use of the previous ideas in order to propose a new one. With a view to illustrate this contribution, a real case study is presented.
... Osbornova skupinová tvorivosť (1957) je založená na predpoklade, že ju v skupine možno podporovať prostredníctvom stratégií, ako je brainstorming. Napriek jeho argumentu o účinnosti brainstormingu a jeho popularite, viaceré štúdie tento trend nepodporujú (Diehl & Stroebe, 1991). Najmä ak je kognitívny štýl zamestnancov systematický (napr. ...
... The novelty, quality (value) and feasibility can be also influenced by the personal creativity, motivation, knowledge level, and professional skills of the specialists [10,16]. In accordance with Diehl and Stroebe [20], there is a positive correlation of r=0.82 between the number of high-quality ideas and the total ideas number. Thus, increasing of ideas quantity helps to generate more ideas of higher quality. ...
The proposed method includes identification and documentation of the elementary TRIZ inventive principles from the TRIZ body of knowledge, extension and enhancement of inventive principles by patents and technologies analysis, avoiding overlapping and redundant principles, classification and adaptation of principles to at least following categories such as working medium, target object, useful action, harmful effect, environment, information, field, substance, time, and space, assignment of the elementary inventive principles to the at least following underlying engineering domains such as universal, design, mechanical, acoustic, thermal, chemical, electromagnetic, intermolecular, biological, and data processing. The method includes classification of abstraction level of the elementary principles, definition of the statistical ranking of principles for different problem types, and specific engineering or non-technical domains, definition of strategies for selection of principles sets with high solution potential for predefined problems, automated semantic transformation of the elementary inventive principles into solution ideas, evaluation of automatically generated ideas and transformation of ideas to innovation or inventive concepts.
... Creative processes involving multiple people are subject to many synergistic effects and group dynamics that can lead to both positive effects and negative effects (Siemon, Becker, Eckardt, & Robra-Bissantz, 2019). Social and cognitive factors influence creative work and trigger reactions and behaviors in people (Diehl & Stroebe, 1991;Karau & Williams, 1997;Siemon et al., 2019), such as social loafing, free riding or social comparison. If AI now takes an active role in this process, intervenes, suggests and makes other contributions, the question arises to what extent people would react and possibly reduce or increase their creative effort when AI is involved. ...
This article shows how the creative performance of start-ups or established organizations can be improved through the use of AI-based systems for actively promoting creative processes. With insights from two studies conducted with entrepreneurs, innovation managers and workshop facilitators, we provide recommendations for companies and entrepreneurs on the ability of AI to support creative potential to remain innovative and marketable in the long term. Our studies cover aspects such as AI for entrepreneurial activities or creativity workshops and show how to make use of AI-based systems to enhance the creative potential of the person, the process or the press (environment). Our findings also provide theoretical insights into the perception of AI as an equal partner and call for further research on the design of AI for the future creative workplace.
... Teamwork can take the form of nominal group and interactive group. Some research results showed that nominal brainstorming will produce more ideas in number compared to interactive brainstorming (Deuja, Kohn, Paulus, & Korde, 2014;Diehl & Stroebe, 1991), while others indicate that the quality of the ideas generated in interactive discussions will be better (i.e. good, original, unique, creative, feasible) (Levine, Heuett & Reno, 2017;McMahon, Ruggeri, Kämmer & Katsikopoulos, 2016;Rietzschel, Nijstad & Stroebe, 2014). ...
Creativity and design are closely related. Some studies only focus on one component of creative thinking, but creativity is related to the interaction between various thinking processes, stimulate shifting between processes is an important way to study cultivate and enhance creativity. Therefore, the paper proposed a new way of using the thinking hats, and based on the team cooperation mode of individual group iteration, we collected and analyzed the shifting patterns of members in the group when thinking under the hats and the relationship between shifting relationships in shifting patterns and design creativity. The results showed that when facing the thinking-hat sets, participants would select and shift the hats according to different situations. And the shifting patterns in different thinking-hat sets are different, which is related to the characteristics of these sets. There are significant differences in shifting relationships between groups on different design creativity levels in some design creativity dimensions. In addition, we also found an interesting way to use the thinking-hat sets. The research results of the patterns of shifting between different types of thinking under the thinking-hat sets and the relationship between the shifting relationships in shifting patterns and design creativity can be used to formulate effective intervention measures and strategies to stimulate the process of shifting of group members, and applied to the classroom of future service design education to provide a new path for the cultivation and promotion of students' creativity.
... In this context, Meinel and Voigt (2017) highlighted the positive influence of creativity techniques for collaborative idea generation and creative output. According to a recent study (W€ ohler and Reinhardt, 2021), a vast number of creativity techniques exists, but only a few are popular in business practice, especially brainstorming (Diehl and Stroebe, 1991) and brainwriting (Heslin, 2009). As in traditional meetings, these techniques rarely take into consideration a clear process structure and/or the use of additional artifacts that could have a positive impact on creative output (Zhou and Hoever, 2014). ...
Purpose
Do LEGO® SERIOUS PLAY® (LSP) workshops result in improved experience of flow components as well as higher levels of creative output than traditional meetings (MEET)? This research studies the extent to which LSP, as a specialized material-mediated and process-oriented cocreative workshop setting, differs from MEET, a traditional workshop setting. Hypotheses for differences in individual flow components (autotelic behavior, happiness, balance), group flow components (equal participation, continuous communication) and creative output were developed and tested in a quasi-experimental comparison between LSP and MEET.
Design/methodology/approach
The study was conducted with 39 practitioners in six teams from various industries. In total, 164 observations were collected during two workshops using the Experience Sampling Method. The creative output was assessed by peer evaluations of all participants, followed by structural analysis and quantitative group comparisons.
Findings
The results show that two components of individual flow experience (autotelic behavior, happiness) were significantly higher in LSP, and one of the components of group flow experience (continuous communication) was, as expected, significantly lower. Regarding creative output, the LSP teams outperformed the MEET teams. The study suggests that a process-oriented setting that includes time for individuals to independently explore their ideas using a different kind of material in the presence of other participants has a significant influence on the team result.
Practical implications
LSP can improve the components of participants' flow experience to have an impact on the creative output of teams. In cocreative settings like LSP, teams benefit from a combination of alone time and high-quality collaborative activities using boundary objects and a clear process to share their ideas.
Originality/value
This is the first quasi-experimental study with management practitioners as participants to compare LSP with a traditional and widespread workshop approach in the context of flow experience and creative output.
... In accordance with Osborn (1963) and Valacich et al. (1993), increasing of ideas quantity helps to generate more ideas of higher quality. Diehl and Stroebe (1991) outline a positive correlation of r=0.82 between the number of high quality ideas and the total ideas number, and advocate that the quantity metric is also representative for the time-costly quality assessment. On the other hand, Briggs and Reinig (2010) underline that the idea quantity does not necessarily increase the number of "good" ideas. ...
The internal crowdsourcing-based ideation within a company can be defined as an involvement of its staff, specialists, managers, and other employees, to propose solution ideas for a pre-defined problem. This paper addresses a question, how many participants of the company-internal ideation process are required to nearly reach the ideation limit for the problems with a finite number of workable solutions. To answer the research question, the author proposes a set of metrics and a non-linear ideation performance function with a positive decreasing slope and ideation limit for the closed-ended problems. Three series of experiments helped to explore relationships between the metric attributes and resulted in a mathematical model which allows companies to predict the productivity metrics of their crowdsourcing ideation activities such as quantity of different ideas and ideation limit as a function of the number of contributors, their average personal creativity and ideation efficiency of a contributors’ group.
Creativity in teams is spurred by members’ access to diverse knowledge, often from interactions with external sources. However, not all teams that have the capabilities to acquire such external knowledge are equally creative. Integrating theories of absorptive capacity and creative synthesis in teams, we propose that teams’ external knowledge acquisition capabilities in securing a wide variety of knowledge resources need to be complemented by internal knowledge integration capabilities that facilitate balanced/equal participation of all team members in the creative problem-solving process. In turn, this combination enables effective information elaboration processes underlying the generation of truly creative team outcomes. We test these ideas in two field studies. First, in a sample of 81 research and development teams in three organizations in science and technology fields, we find that teams’ connections with a wide range of external parties—indicating their external knowledge acquisition capability—benefit their creativity, but only when the team’s internal team member problem-solving network structure—an indicator of the team’s knowledge integration capability—is less centralized (i.e., not controlled by one or few members). We further demonstrate that these effects are more salient when the team’s task is more complex. Replicating these findings in a second sample of 57 project teams in an energy manufacturing and services firm, we show that these effects are mediated by the team’s information elaboration processes. Theoretical and practical implications are discussed.
Funding: This research was supported by grants received by C. Tang and her colleagues at UCAS, from the National Natural Science Foundation of China [Projects 71974178, 71932009], MOE Social Science Laboratory of Digital Economic Forecasts and Policy Simulation at UCAS, and the Fundamental Research Funds for the Central Universities [Project E2E40806X2].
Supplemental Material: The online appendix is available at https://doi.org/10.1287/orsc.2023.1661 .
The serial‐order effect wherein originality increases over time is one of the most robust findings in modern psychology. This effect, found in either individual or group sessions, is based on associative and spreading activation mechanisms: Mental association takes place in temporal sequential order from commonly (closely) to unusually (distantly) related semantic concepts stored in long‐term memory. Thus, data from previous studies might suggest that, in collective problem‐solving, we endure long meetings and pay closer attention to ideas presented toward the end of the meeting. However, members in innovative organizations have been reported to typically generate ideas on their own before group brainstorming. We hypothesized that in the subsequent group brainstorming session members would state their most appealing ideas first due to impression management. Our results from the individual‐then‐group hybrid brainstorming paradigm show that idea quality during the group session peaks early and quickly decays, in terms of both the number of high‐quality ideas produced and the proportion of ideas that are high‐quality. This “reverse” serial‐order effect implies that meeting for a reasonably brief time and looking into ideas shared early during the meeting may lead to better decisions—if individuals generated ideas prior to the meeting. We also found that flexibility (the rate at which new idea categories were introduced) dropped rapidly, but at a certain point of time, it stopped decreasing. This potentially suggests that extended group interaction after individual idea generation could bring greater idea diversity rather than higher overall quality. In addition, we found that the updated, cognitively constrained organizational norm for brainstorming, which likely narrows the scope of search, led to greater idea quantity (fluency), quality, and flexibility than the traditional, unconstrained norm. Our work challenges the traditional application of spreading activation theory to interpersonal, group, or organizational settings and calls for attention to the specific communicative processes of problem‐solving and decision‐making in question.
The chapter investigates the role of brainstorming as an educational tool on the basis of the author's experience in transnational education, and a review of the literature. Brainstorming is an ideation technique invented by Alex Osborn in the 40s. Still popular today, it has found numerous applications in education. Despite its diffusion, a large body of literature dismisses brainstorming as less effective in comparison to individuals working alone or other techniques in terms of quantity and quality of idea produced. Advocates of brainstorming claim that when done properly it can be very powerful in generating breakthrough ideas, and studies show that factors such as the presence of a facilitator, training, and the right time and type of problem assigned can greatly change the outcome of a session. After reviewing this contrasting literature, the author concludes that these studies ignore the cultural origin of brainstorming and attention should be paid to the cultural implications of the technique in transnational contexts outside the US.
Dans les organisations, les leaders sont désormais chargés de la créativité de leurs équipes. Ils peuvent alors agir pour les aider à surmonter la fixation, biais cognitif majeur entravant la créativité. En effet, soumis à la fixation, les individus sont plus enclins à générer des idées similaires, relatives aux mêmes connaissances. La fixation étant reliée aux connaissances des individus, les leaders peuvent diriger des équipes ne partageant pas les mêmes fixations qu’eux. Cette thèse a pour but de comprendre la façon dont les leaders peuvent agir en défixateurs dans ces situations de fixations hétérogènes. Les résultats mettent en évidence les biais dont les leaders sont sujets lors de la direction de leurs équipes : le rejet des idées qu’ils ne seraient pas capables de concevoir eux-mêmes et l’attraction vers leur propre fixation. Ces biais n’ont pas les mêmes conséquences en fonction de l’hétérogénéité avec leurs équipes. Par ailleurs, ils peuvent aussi gérer les fixations de leurs équipes lors de l’évaluation des idées en considérant cette évaluation comme un processus de conception.
Across brainstorming literature, verbal group idea generation is characterized as ineffective. This argument largely stems from studies showing that nominal groups (individuals working separately and pooling results) produce more ideas than groups working together. Denouncing group brainstorming due to this one measure disregards other benefits gleaned from this collaborative activity.
This paper investigates team psychological safety (N = 34 teams) in a synchronous online engineering design class spanning 4 weeks. While work in this field has suggested that psychological safety in virtual teams can facilitate knowledge-sharing, trust among teams, and overall performance, there have been limited investigations of the longitudinal trajectory of psychological safety, when the construct stabilizes in a virtual environment, and what factors impact the building of psychological safety in virtual teams.
In order to understand and improve the collaborative ideation process, it is essential to understand process losses. Process losses are better researched than process gains, as researchers have thought to explain why group ideation in academic research has proven to be less effective than nominal ideation (Gallupe et al., 1991). There have been proposals for eliminating or containing process losses, for example, through electronic ideation. Process losses stem from the individual, team-level, and organisational traits that decrease the team’s ability to conduct an effective creative process to lower than the nominal creativity of the assembled team members (Mullen et al., 1991; Stroebe & Diehl, 1994). Recognising the process losses and gains that occur during the creative process, especially during shared idea production, is important to limit losses and boost gains. Limiting both would likely be helped by understanding the underlying causes of both gains and losses, while some process losses are well known, such as groupthink.
Synergy is the ability of an idea from one participant to trigger a new idea in another participant, an idea that would otherwise not have been produced (Dennis & Williams, 2003). Synergy, or the ‘assembly bonus’ (Collins & Guetzkow, 1964), is perhaps the most fundamental potential source of process gains. Osborn (1953) suggested that for brainstorming, it was fundamental to build on the ideas of others, which shows that the value of creative synergy was evident for group ideation early on. Although, creative synergy appears to be somewhat of a ‘saving grace’ for creative teams (Amabile & Kurtzberg, 2001; Cooper et al., 1998; De Dreu et al., 2011). It would appear surprising that not more research has been dedicated to this concept. The four Ps of creativity, Person, Process, Press, and Product, established after about a decade of creativity research, do not take collaborative idea generation into account, yet they offer a new perspective when viewing creative synergy through this lens.
Heeding growing calls to investigate the downstream consequences of being creative for psychological well-being, we propose that the consequences of creativity can be a double-edged sword—boosting feelings of autonomy while at the same time triggering a fear of judgment. In three pre-registered experiments (N = 740), participants were asked to generate either creative or non-creative ideas. Participants in the creative (vs. non-creative) condition reported feeling a higher sense of autonomy while completing the task (Study 1). This feeling of autonomy emerged because participants instructed to generate creative ideas were able to cross multiple idea domains and cross idea boundaries during the process (Studies 2 and 3). However, creative ideation also increased evaluation apprehension because the freedom to think divergently affords the opportunity for choice, which heightens the fear of judgment (Study 3). We discuss the implications of our findings for the promise and peril of creative ideation as a psychological intervention to improve well-being.
How de Bono's hats affect creativity is an interesting research question. Recent research indicates that the green hat enhances creativity more than the emotional red hat. However, the underlying mechanism of this increase is not yet known since the sample size was small in the previous study. It is also not known what effects the combinations of these hats are on creativity in the groups or dyads. For these purposes, two experiments were conducted. In Experiment 1, in individuals, the green hat increased creativity more than the red one by increasing flexibility. In Experiment 2, the pairs were randomly formed as the green-green, red-red, green-red hat ones. The green-red hat dyads were more creative than the red-red hat ones. These findings indicate the beneficial effect of the combination that dictates creativity and emotionality. These findings were discussed in terms of the cognitive stimulation approach.
Este estudo identificou e reuniu métodos, técnicas, ferramentas e outros recursos que consideram o corpo como mídia essencial para a geração de ideias. Abordou-se a experiência corporal sob uma perspectiva sociológica, de modo a admitir o corpo como um meio que informa uma ideia. Buscou-se, desse modo, investigar o papel do corpo na produção de sentidos e percepções dos agentes humanos na fase de ideação. O contexto da inovação foi adotado como pano de fundo que, por sua vez, assume a ideação como uma das fases mais importantes nos primeiros estágios do processo. O estudo percorre etapas bem definidas de uma revisão sistemática integrativa da literatura. A revisão resultou na identificação e discussão de três categorias: métodos, técnicas, ferramentas; recursos complementares; perspectivas teóricas e práticas interdisciplinares.
This research aims to identify the use of the SCAMPER creative technique in the generation of ideas through a structured literature review based on the SYSMAP method. With 15 articles that make up the Bibliographic Portfolio (BP) for content analysis. SCAMPER is particularly a technique that allows a different look from the usual and it can be used to redefine a process or product. The possibilities of use are as numerous as the techniques incorporated in the word itself, or they can be combined with other methods in an adaptive way. There is a concentration of authors who study technique application to foster creative skills and problem solving. It was also verified that the SCAMPER technique is linked to the design and creativity thematic, being the themes more approached analyzed in the article. It was concluded that SCAMPER is one of the most complete tools for stimulating creative thinking, exploring the ability to question and even adapt to existing situations. RESUMO Esta pesquisa tem como o objetivo identificar a utilização da técnica criativa SCAMPER na geração de ideias por meio de uma revisão estruturada de literatura com base no método SYSMAP. Dispondo de 15 artigos que compõem o Portfólio Bibliográfico (PB) para análise de conteúdo. O SCAMPER é particularmente uma técnica que possibilita um olhar distinto do habitual e, pode ser usada para redefinir um processo ou produto. As possibilidades de uso são tão numerosas quanto às técnicas incorporadas na própria palavra, ou ainda, podem ser combinadas com outros métodos de forma adaptativa. Há concentração de autores que estudam aplicação da técnica para fomentar habilidades criativas e de resolução de problemas. Verificou-se também que a técnica SCAMPER está atrelada as temáticas design e criatividade, sendo as temáticas mais abordadas nos artigos analisados. Concluiu-se que o SCAMPER é uma das ferramentas mais completas para estimular o pensamento criativo, explorar a capacidade de questionar-se e até mesmo de se adaptar às situações existentes. Palavras-chave: Scamper; revisão de conteúdo; geração de ideias.
Background: The aim of this work was to explicate a conceptual framework of psychosocial elements assessed in candidates for hematopoietic cell transplant (HCT) and to explore differences in the conceptualization based on the use of risk rating scales in clinical practice.
Methods: Concept mapping is a mixed methods participatory approach to elicit and organize the ideas of a group of stakeholders and produce a composite conceptual framework. Participants were social workers and psychologists with experience assessing HCT candidates.
Results: Participants brainstormed 114 psychosocial elements and conceptualized them into 12 distinct clusters: Transplant Mindset, Support System, Caregiver, Lodging and Transportation, Financial and Legal, Work, Demographic Characteristics, Mental Health, Communication, Educational and Resource Needs, Physical Functioning, and Cognition. Participants who used risk rating scales did not prioritize the importance of the clusters differently than those who did not.
Conclusions: The conceptualization converges and diverges with the literature. Divergences are of particular interest since the perspectives of practicing psychosocial professionals have been largely absent from the literature. The conceptual framework can guide psychosocial providers in assessing patients. Assessing the caregiver is a high priority, as is evaluating the patient’s mental health and mindset about transplant.
The present paper reports three studies that were based on the general proposition that the effectiveness of transformational leadership (TL) depends on whether the displayed TL behaviors match the followers’ motives. Specifically, inspirational motivation should be effective with followers high on the power motive, intellectual stimulation should be effective with followers high on the achievement motive, and individual consideration should be effective with followers high on the affiliation motive. In study 1, in order to confirm the hypothesized conceptual relationships between TL and motives, we systematically analyzed the TL literature ( N = 139 papers) for motive content and found, as predicted, that descriptions of inspirational motivation, intellectual stimulation, and individual consideration were associated with power, achievement, and affiliation motive content, respectively. Study 2, a vignette study, confirmed that participants’ ( N = 113) motives determined their preferences for the respective TL behaviors. In study 3 ( N = 116), we manipulated TL behaviors with video clips and confirmed the predictions that followers’ affiliation [power] motive moderated the effects of individual consideration [inspirational motivation] on leaders’ influence and followers’ task performance. Mixed results were obtained regarding the expected moderating function of followers’ achievement motive on the effects of intellectual stimulation. Findings are discussed with respect to their importance in establishing TL as a motivation theory.
This article discusses ways to develop Lifelong Learning, which is now an integral part of the lifelong learning system. Alternatively,
different aspects of Lifelong Learning and traditional education are shown. The stages of organizing Lifelong Learning on the basis of
creative education are given.
This chapter explores the key differences between designing individually and designing on teams. It discusses how working with others impacts each of the three universal design activities, how team composition impacts team design success, and closes by identifying ways that leadership and management can influence team design effectiveness.KeywordsTeamTeamsClarifyIdeationSelectionCompositionSupervisionMotivation
In diesem Buch geht es um gelungene und misslungene Innovationen aus deutschen Unternehmen und um die wissenschaftlichen Erkenntnisse und praktischen Lehren, die man daraus ziehen kann. Diese Betrachtung ist in mehrerer Hinsicht einzigartig: In der Innovationsforschung werden entweder einzelne Innovationsfälle ausführlicher recherchiert oder Breitenerhebungen zu ausgewählten Fragen von Innovationen durchgeführt. Hier haben wir die Vorzüge beider Verfahren kombiniert: Wir haben intensive Fallstudien erstellt, gewonnen aus ausführlichen Interviews mit den Hauptbeteiligten, so dass die spezifische Entwicklung jeder einzelnen Innovation erfasst
werden konnte. Dies geschah nicht nur bei Einzelfällen, sondern bei insgesamt 42 Produkt- und Verfahrensinnovationen. Ergänzt wurde es durch eine anschließende Fragebogenerhebung bei den befragten Hauptbeteiligten, so dass wir auch vergleichende Auswertungen machen konnten, um Hypothesen bzw. Erklärungen statistisch
abgesichert zu prüfen. Dabei haben wir gelungene und misslungene Innovationen aus denselben Unternehmen verglichen, so dass die ermittelten Unterschiede direkt die Innovationsprozesse widerspiegeln und nicht etwa Unterschiede zwischen Unternehmen, Branchen oder Marktbedingungen. Aus den recherchierten Innovationsfällen wurden 21 ausgewählt und jeweils als Beispiel für die untersuchten Thesen dargestellt (im Inhaltsverzeichnis kursiv gedruckt). Diese Fallgeschichten sind nicht, wie sonst oft üblich, als Heldentaten oder Schurkenstücke ausgemalt, sondern sie geben einen realistischeren Einblick in die Vielgestaltigkeit und Verschlungenheit typischer Innovationsprozesse als üblich.
The rapid digitalization of the world has affected engineering and design in a variety of ways, including the introduction of new computer-aided ideation tools. Cognitive assistants (CA), an increasingly common digital technology, use natural-language processing and artificial intelligence to provide computational support. Because CAs are capable of emulating humans in some tasks, they may be suited to support ideation activities when trained coaches or facilitators are not available. However, the effects and perception of CA-facilitated ideation are not fully understood. This study compared co-located brainstorming groups facilitated by human facilitators and a CA facilitator. We found that human facilitation was associated with the blocks/interruptions state because they used these moments to initiate facilitation; conversely, cognitive assistant facilitation was associated with the deviations and silence state. Human facilitation was also found to produce a more equal distribution of speaking time. Finally, post-task interviews showed that participants became frustrated due to the lack of affordances to indicate the status and functionality of the device.
Individuals tend to hold back their ideas because they feel concerned about being evaluated. This leads to the untapped creative potential for organizations that depend on the creative abilities and ideas of their employees, as idea evaluation is essential for further developing and assessing creative ideas that inhibit the potential to turn into innovative products or services. In our research, we propose the use of AI-based computer systems for idea evaluation to address evaluation apprehension. With the help of an experiment (n=228), we test whether individuals feel concerned about evaluation when a computer evaluates their idea. Our results show that people do not feel evaluation apprehension when they present their idea to an AI-based system, but in contrast, feel concerned when they present their idea to a human. These findings contribute to the theory of evaluation apprehension but also to theories of human-computer collaboration and hold potential for companies to increase their creative outcome.
In investigating how member ability is translated into group brainstorming performance, it was predicted that a group’s collective intelligence (CI) would enable it to capitalize on member ability while maximizing process gains and mitigating process losses. Ninety-nine groups were randomly assigned to complete a short brainstorming task using a hybrid (individual-group work) or collective (only group work) task structure. High CI groups were better than low CI groups at translating member ability into group brainstorming performance. Additionally, this hybrid structure was more beneficial for low CI groups than for high CI groups in generating total ideas.
The relationship between organization and environment, based on the need to gather information and find resources, is increasingly characterized by a high level of uncertainty. Uncertainty means that managers do not have enough information and time to anticipate changes and make good decisions. More and more managers make decisions about new problems or situations. The level of risk increases, as well as the degree of complexity that the decision maker has to face. Under these conditions, organizations are moving towards the use of groups. The main purpose of the current research is to identify what are the most important benefits and limits of the group referring to its size, taking into analysis the banking institutions. For the current study is adopted the quantitative research and for the data collection is used the questionnaire. A total of 344 questionnaire are distributed. 80 percent of the participants agree that group size affects the quality of the decisions made and most of them prefer small groups. Also, most of them believe that within large groups are more conflicts, the relationships between members are more formal, the attention and individual commitment are lower than in small groups, the consensus is difficult, decisions can be made only through a voting process and there are no delays in decision-making, but coordination problems are not necessarily higher than within small groups.
As communication technology capabilities have improved and the globalization of the workforce has resulted in distributed teams, organizations have been shifting towards virtual teams and virtual meetings over the last decade. This trend has been accelerated with current work-from-home orders due to COVID-19. Even though virtual collaboration has, in the past, been the focus of multiple studies, there are some surprising gaps in our knowledge. For instance, there are few empirical studies examining the impact of virtual devices and tools on creative problem-solving. While there is a substantial body of research on electronic brainstorming and the use of virtual tools for idea generation, less is known about earlier processes such as problem construction or later processes such as idea evaluation and idea selection. Furthermore, as a dynamic process, creativity and innovation is heavily influenced by the people engaged in the process and their collaborative environment, yet there is a gap in the literature regarding the type of virtual tools used in the process (i.e., audio + video vs. audio alone, or the use of file-sharing technologies). In this paper, we will review the current literature on virtual teams, virtual meetings, and creativity. We will then explore theoretical frameworks such as media richness theory that can help us understand how virtuality and virtual tools may influence team creativity across the dynamic range of the creative problem-solving process. Finally, given the limited research in the domain of virtual team creativity we provide questions to help guide future research. Research questions will help identify those areas where virtual teams may be beneficial for creativity and areas where virtual teams may be likely to perform less effectively on creative tasks.
Investigaciones acerca de la formación de la memoria grupal han destacado la importancia de los enunciados del narrador de un grupo y la confiabilidad de los hablantes. Investigaciones acerca de la comprensión del discurso han señalado la importancia del rol de las conexiones causales. El propósito de esta investigación fue explorar el rol de las conexiones causales de los enunciados, del rol conversacional y de la confiabilidad del hablante en el recuerdo de conversaciones grupales. Los resultados indicaron que tanto la conectividad causal, así como la confiabilidad del hablante tienen un efecto en la probabilidad de recuerdo de enunciados conversacionales, sugiriendo que una serie de factores psicológicos y sociales intervienen en la conformación de la memoria grupal.
We conducted four experiments to investigate free riding, evaluation apprehension, and production blocking as explanations of the difference in brainstorming productivity typically observed between real and nominal groups. In Experiment 1, we manipulated assessment expectations in group and individual brainstorming. Although productivity was higher when subjects worked under personal rather than collective assessment instructions, type of session still had a major impact on brainstorming productivity under conditions that eliminated the temptation to free ride. Experiment 2 demonstrated that inducing evaluation apprehension reduced productivity in individual brainstorming. However, the failure to find an interaction between evaluation apprehension and type of session in Experiment 3 raises doubts about evaluation apprehension as a major explanation of the productivity loss in brainstorming groups. Finally, by manipulating blocking directly, we determined in Experiment 4 that production blocking accounted for most of the productivity loss of real brainstorming groups. The processes underlying production blocking are discussed, and a motivational interpretation of blocking is offered. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
168 male undergraduates served as Ss. Using a 3 * 2 * 2 factorial design, 5-, 7-, and 9-man brainstorming groups were compared to "nominal" groups, composed of Ss who brainstormed alone. The 3rd factor was the use of 2 Es (a male and a female). The criterion was total number of nonoverlapping ideas produced in each of the conditions. There was no main effect due to Es nor any interactions. As expected, there was a significant effect due to size and type of group. The larger groups produced more ideas and the nominal groups were more effective than the brainstorming groups. Contrary to the prediction that the nominal and brainstorming groups would converge as size increased, they diverged and the interaction was significant. It is concluded that group brainstorming, over a wide range of group sizes, inhibits rather than facilitates creative thinking, and pooled individual effort is a more productive procedure than group effort.
This article reports the results of a meta-analytic integration of previous research on productivity loss in brainstorming groups. The following patterns were observed: Generally, brainstorming groups are significantly less productive than nominal groups, in terms of both quantity and quality. Stronger productivity Toss was demonstrated in the context of (a) larger groups, (b) experimenter presence, (c) tape-recorded vocalization of contributions (vs. writing of contributions), and (d) in comparison to a nominal group of truly Alone individuals (vs. a nominal group of Together individuals). These patterns are (a) highly consistent with predictions derived from social psychological explanatory mechanisms, and (b) only marginally consistent with procedural explanatory mechanisms, and (c) highly inconsistent with economic explanatory mechanisms. This article considers the implications of these patterns for the use of, and for future research on, brainstorming.
This chapter discusses the progress and problems of distraction–conflict theory. Distraction–conflict theory suggests that attentional conflict might be the key mediator of drive in research settings. This chapter reviews the research and argues that—despite a good deal of corroborating data for some of the major contentions of distraction–conflict theory—attentional mechanisms may offer a more parsimonious account of social facilitation phenomena than does a drive perspective. Distraction–conflict theory can account post hoc for the findings that indicate that evaluative or competitive pressure heightens social facilitation or impairment; mere presence occasionally produces social facilitation in the absence of evaluative or competitive pressure; social loafing can occur on simple well-learned tasks; and hidden audiences produce social facilitation. The attentional emphasis suggests that distraction may have a variety of effects on cognition, attitude change, and social behavior.
This book is designed to be a text, and aims to present the principles and procedures of creative thinking. The author claims that study of the general principles of creation and the methods used by famous creators can help a person do his own creating. There are 26 chapters, covering a wide variety of topics, such as "imagination in marital relations," "the age factor in creativity," "ways by which creativity can be developed," "factors that tend to cramp creativity," "the element of luck in creative conquests," "the value of thinking up plenty of hypotheses," "the effect of emotional drives on ideation," "creative collaboration by teams," and many others. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Ringelmann's classic finding—that the addition of co-workers in a rope-pulling task leads to a linear decrement in the individual group member's average performance—was reexamined experimentally. Study I attempted to replicate the effect, using groups of subjects ranging in size from 1 to 6. Performance dropped significantly as group size was increased from one individual to two or to three, but the addition of a fourth, fifth, or sixth member produced insignificant additional decrements; thus, the effect was not linear but curvilinear. Study II was designed to examine possible sources of performance loss, separating the factors of “coordination” and “motivation” loss (Steiner, 1972). The possibility of intermember incoordination was eliminated, while motivation loss remained free to vary: Each experimental subject pulled alone, and in “groups” where he believed there were from one to five other members. Once again, individual performance declined significantly with the addition of the first and second perceived co-worker, but then leveled off for perceived group sizes three to six. Some implications are discussed.
Sanders and Baron (Journal of Personality and Social Psychology, 1975, 32, 956–963) suggested that increases in drive produced by the presence of others (social facilitation) are due to the tendency for others to distract task performers as they worked on a task. This Distraction-Conflict theory proposes that socially mediated drive induction will occur whenever there is some reason to shift attention from the task to the social stimuli. In the case of humans, one such reason may be the opportunity to obtain social comparison information from an audience or coactors. The present research demonstrated that social facilitation effects (improved simple task performance and impaired complex task performance produced by the presence of others) occurred only when subjects were motivated to obtain comparison information (Experiment I) and when comparison information was available (Experiment II). The availability of comparison information also led to increased accuracy in estimating the coactor's performance. This indicated that in conditions manifesting social facilitation, subjects were spending some time monitoring the coactor's work, which is an inherently distracting activity. Several supplementary measures of distraction were generally consistent in indicating greater distraction under conditions manifesting social facilitation. The present results offer no support for the explanations of social facilitation suggested by Zajonc and by Cottrell.
As reported in summary form by W. Moede (1927), an unpublished study found that in a rope-pulling task, while collective group performance increased somewhat with group size, it was less than the sum of the individual efforts (IE). IE decreased as group size increased. The present 2 experiments with 84 undergraduates investigated this effect using clapping and shouting tasks. Results replicate the earlier findings. The decrease in IE, which is here called social loafing, is in addition to losses due to faulty coordination of group efforts. The experimental generality, theoretical importance, widespread occurrence, and negative social consequences of social loafing are examined, along with ways of minimizing it. (26 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A study by Shaw (7) some twenty years ago is frequently cited by social scientists to support the generalization that groups are superior to individuals in problem-solving. Shaw suggests that personal interaction within the group is responsible for the superior performance of groups. This article re-examines her data in the light of two models which propose that the difference in quality of solution between group and individual performance is solely a matter of ability. It is shown that Shaw's data may be considered to have been an outcome of behavior postulated by the models. Since Shaw's observations relate to a special population and to special kinds of problems, the proposed models may not be appropriate under differing experimental conditions. In fact, Lorgeet al. (4) have indicated that experimental demonstration of the superiority of groups over individuals in problem-solving depends not only on the kind of group but also on the kind of problem to be solved. In addition, the diversity of transfer of training for groups and for individuals is considered.