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Awakening Employee Creativity: The Role of Leader Emotional Intelligence
Abstract
Creative activities are affect-laden. Laboring at perhaps the most inspiring and difficult of human endeavors, a creator frequently experiences the excitement of discovery and the anguish of failure. Engaging in creativity in organizations inevitably creates tension, conflict, and emotionally charged debates and disagreements because complex organizations need both control and predictability and creativity and change. In this paper, we describe five routes through which the innate creativity of organizational members can be awakened: identification, information gathering, idea generation, idea evaluation and modification, and idea implementation. We propose that leaders, and in particular, the emotional intelligence of leaders, plays a critical role in enabling and supporting the awakening of creativity through these five complementary routes. After describing theory and research on emotional intelligence, we develop propositions concerning how leaders' emotional intelligence can enable and promote followers' creativity in multiple ways.
... From the source-based view adopted in this study-from the perspective of the implementer of an innovation-the implementation process ends with dissemination, that is, generating customer acceptance and collecting feedback (Griffin et al., 2009). Some innovation researchers have considered additional activities between these start and end stages, including idea evaluation (Yang & Hung, 2015), selection (Baumann & Stieglitz, 2014), modification (Zhou & George, 2003), championing (Jønsson et al., 2022), development (Engen & Magnusson, 2018), testing (Eveleens, 2010) and dissemination (Ng & Feldman, 2013). For example, idea championing is often considered a separate stage from idea implementation (Ghasempour Ganji et al., 2021;Jønsson et al., 2022), as it accentuates the importance of an idea champion, the individual, informally emerging within an organization and enthusiastically driving an idea from generation towards implementation (Howell & Boies, 2004). ...
... These effects were identified through (i) specific wording found in the qualitative findings (e.g., Sundström & Zika-Viktorsson (2009, p. 752) summarized their case study with the statement, 'Engineers' individual responsibility for innovation ensures that ideas are ultimately implemented as new product features', which we interpreted as highlighting the positive influence of individual responsibility on idea execution), and (ii) results from hypothesis testing or secondary data analysis (e.g., Stock et al., 2016 reported the results of their hypothesis testing for the impact of introversion on prototyping success). In some cases, theoretical conceptualizations were considered, such as the work by Zhou and George (2003), which theorized the impact of emotional intelligence on idea implementation. During the validation phase, the authors jointly evaluated the conceptual outcomes of the coding. ...
... Knowledge-sharing behaviours (Mura et al., 2013;Veenendaal & Bondarouk, 2015), emotional intelligence (Zhou & George, 2003 (Ng & Feldman, 2013) facilitate access to resources and support. Cumulatively, these factors bolster individuals' abilities to influence their organizational contexts. ...
The extant literature has underlined the pivotal role of individuals in innovation implementation. However, we are still missing a holistic understanding of the individual‐level factors necessary for idea implementation. Based on a systematic content analysis review of 125 articles, we identify six categories of individual‐level factors that have been found to promote the successful implementation of innovations: expertise, motivation, cognitive factors, personality traits, attitudes and social skills. Drawing on previous theoretical developments, we present an extended model of creativity and innovation in organizations and provide a more comprehensive understanding of the idea implementation stage. Finally, we draw some potentially important implications for research and practice and offer directions for future research.
... From the above definitions, Emotional intelligence (EI) can be termed as the capability of an individual manage emotions to play a positive role on interpersonal effectiveness. Creativity may be defined as the production of novel and useful ideas or solutions (Amabile, 1988;Oldham & Cummings, 1996;Zhou & George, 2001, 2003 [1,11,25,26] . Creativity is a vital resource for corporate performance and is frequently the beginning point for innovation (Zhou & George, 2001;Rego, et al. 2007) [25,12] . ...
... Transformational leadership, attentive supervision, developmental feedback, supportive supervision, and controlled supervision are some of these (Rego, et al. 2007) [12] . However, just a little research and hypothesis have been established to determine the causes of these actions (Zhou and George, 2003;Rego, et al. 2007) [26,12] . ~ 67 ~ The leader's emotional intelligence, according to Zhou and George, is one of the origins (EI). ...
... Transformational leadership, attentive supervision, developmental feedback, supportive supervision, and controlled supervision are some of these (Rego, et al. 2007) [12] . However, just a little research and hypothesis have been established to determine the causes of these actions (Zhou and George, 2003;Rego, et al. 2007) [26,12] . ~ 67 ~ The leader's emotional intelligence, according to Zhou and George, is one of the origins (EI). ...
... The overriding focus on this subject matter has been on whether or not emotional intelligence is one of the dominant factors in determining leadership behaviors (Tang et al., 2010). Thus far, various studies and researchers have found positive effects of emotional intelligence on leadership practices, including leadership emergence (Cote, Lopes, Salovey, & Miners, 2010;Hong, Catano, & Liao, 2011), leadership potential (Higgs & Aiken, 2003), organizational climates (Momeni, 2009;Zhou & George, 2003), organizational performance (Ozcelik, Langton, & Aldrich, 2008), and employees' job satisfaction (Sy, Tram, & O'Hara, 2006). A growing body of studies also supports the construct that emotional intelligence is positively linked to transformational leadership (Barbuto Jr. & Burbach, 2006;Hur, Van Den Berg, & Wilderom, 2011;Leban & Zulauf, 2004;Palmer, Walls, Burgess, & Stough, 2001;Polychroniou, 2009;Sivanathan & Fekken, 2002;Wang & Huang, 2009). ...
... From their study, they found that there were significant relations between various emotional intelligence dimensions and the customer focus, building working relationships, gaining commitment, developing others, problem-solving, and stress tolerance leadership competencies (Bailie & Ekermans, 2006). In addition, Zhou and George (2003) propose in their research that emotional intelligence leaders also play a critical role in enabling and supporting the awakening of employees' creativity. That is, leaders high on emotional intelligence can create favorable conditions to channel employees' emotions into creative problem solving. ...
... Leaders must also be attuned to the signaling function of any negative affect, such as confusion, frustration, and disappointment, and be able to channel it to mobilize followers to solve problems and continuously improve less than desirable conditions. Moreover, leaders should be able to help their followers, individually and collectively, seek out and seize opportunities and manage their emotional swings appropriately and constructively (Zhou & George, 2003). ...
In recent years, the construct of emotional intelligence has gained much attention as a potential underlying attribute of effective leadership. Still, there are many viewpoints regarding the relationship (if any) between emotional intelligence and leadership effectiveness. The purpose of this doctoral study was to investigate the said relationship and explore further whether or not emotional intelligence dimensions, self-awareness, self-management, social awareness, and relationship management, could predict the perceived level of leadership effectiveness.
... This concept focuses more on innovation processes (e.g., innovative activities) than innovation outputs (e.g., new and useful products) (Shin, Yuan & Zhou, 2017). In particular, team members exchange opinions and knowledge, challenge supervisors and colleagues, and take risks (Zhou & George, 2003), which are critical creative interaction processes that eventually realize team innovation (Somech & Drach-Zahavy, 2013). ...
... Thus, following social exchange theory (Blau, 1964), leaders can build high exchange relationships and emotional attachment with their team members as well as gain the trust and loyalty from them (Javed et al., 2018;Javed et al., 2019). In these high-quality relationships, team members will feel obliged to reciprocate back with positive attitudes and behaviors to their leader and team, such as proactive involvement and participation in creative activities (Liu, Liao & Loi, 2012;Mumford, Scott, Gaddis & Strange, 2002;Zhou & George, 2003). ...
... We expect that inclusive leadership has a curvilinear relation with team engagement. At low-to-moderate levels of inclusive leadership, the leader's expression of openness, accessibility and availability as well as being able to provide beneficial job resources can form emotional attachment and high-quality exchange relationships with employees in the team (Zhou & George, 2003). Following social exchange theory (Blau, 1964), team members will reciprocally devote themselves more to their work and show more passion and vigor to the extra-role activities that positively contribute to the team (Aslan et al., 2021;Choi et al., 2015;Wang et al., 2019). ...
Previous studies have found that inclusive leadership has positive effects on employees’ behavior and performance in individuals and teams. Yet, there remains debate about whether increasing inclusive leadership is always beneficial in teams with high or low diversity. Following social exchange theory and the prior studies which put forward the potential drawbacks of inclusive leadership, we developed and tested a “Too-Much-of-a-Good-Thing” (TMGT) model of an inverted U-shaped relation between inclusive leadership and team innovative behaviors. Using time-lagged and multi-source data collected from 65 team supervisors and 364 employees in China, we found an inverted U-shaped relation between inclusive leadership and team engagement, and team engagement mediated the inverted U-shaped relation between inclusive leadership and team innovative behaviors. Furthermore, results showed that team demographic diversity moderated this indirect curvilinear effect. The theoretical and practical implications are discussed at the end of the paper.
... The contradiction between control and creativity can create tension, frustration, and irritation in employees who are attempting to come up with something new that is far removed from the existing systems and practices in the organization. Managing these emotions and taking advantage of them rather than falling victim to them is critical for successful creative outcomes and emotions (Zhou & George, 2003). ...
... As a product, the discovery is not only to be new but also useful, relevant, elegant, economical, or valuable. It can also be considered as a mix of imagination, knowledge, and assessment indicating an attitude toward the positive and beneficial use of creativity (Barron, 1969;Zhou & George, 2003;Isaksen, Dorval, & Treffinger, 2011). ...
The survival of organizations hinges on their response to customer and societal expectations through creativity and innovation. Understanding and managing the emotions of internal and external stakeholders can help organizations improve the quality of their innovations. With the evolving needs of the customers and society, it becomes important for companies to predict what consumers will think and feel and adapt their strategies accordingly. An absence of a systematic literature review converging the two fields of emotional intelligence (EI) and creativity and innovation motivated the current study. The purpose of this paper is to understand how EI skills can drive creativity and innovation in organizations. The paper through a systematic literature review presents the various intervening variables, that is strategies and behavior, that can ignite the relationship. The paper highlights the role of EI in various stages of the innovation process, proposes a conceptual model illustrating how EI drives creativity and innovation, and identifies research gaps in the area. The findings will help professionals build EI competencies and use them to drive creativity and innovation, and organizations to promote factors that support the relationship. It will allow academics to drive new research using the identified research gaps.
... These studies further pointed out that the mutual trust and support among group members can enhance the confidence in their conducts and lead them to apply new tactics in their job. Zhou and George (2003) noted that the trust can improve interactions and cooperation among members, thereby instigating creativity and innovation. However, it is compulsory that supervisors should help in making creative ideas and devising an environment of trust to improve individual creativity (Tsai et al. 2015). ...
... Employee's creativity was also measured by a six-item scale, e.g., one sample items "suggests new ways to achieve goals or objectives." The scale was taken from the study of Zhou and George (2003) having valid Cronbach's alpha values 0.877. ...
Employees' green creativity is the basic input to organizational innovation capabilities, the prime focus of practitioners to stay competitive, and a mean to solve the society's sustainable issues in dynamic markets. Hence, this study aims to evaluate the nexus between authentic leadership, psychological environment, and employees' green creativity based on the theoretical lenses of social identity and social exchange theories that have rare application in these domains. Data were collected through questionnaires from 367 operational staff members of different technical training centers of renewable energy projects in Rawalpindi and Islamabad regions at Pakistan. The findings reveal that authentic leadership is a significant precursor of employee's green creativity and self-efficacy. In addition, self-efficacy mediates while the environment of trust and safety has non-mediating role in the relationship between authentic leadership and employee's green creativity. This work brings attention to the initiatives in technical training centers for renewable energy projects and contributes to the field of employees' green creativity in the context of authentic leadership and psychological environment based on the philosophy of social identity and social exchange theories.
... Feeling trusted, social exchange, and employee creativity Employee creativity is important to an organization's innovation and competitiveness (Amabile, 1988;Zhang & Zhou, 2014), because employees, working at the frontline with more personal and specific knowledge and expertise, are usually in the best position to provide innovative solutions to their jobs (Zhou & George, 2003). However, employees may not automatically take part in creative activities due to the initial inertia. ...
... Following the same logic, the perception of trust engenders the feelings of personal gratitude, and obligations (Blau, 1964). We argue below that felt trust is positively related to employee creativity, which often requires time, effort, willingness to take risks and ways to handle uncertainty in order to generate ideas that are truly creative (Zhou & George, 2003). Baer et al. (2015) specifically suggest that such a perception of being trusted may be very relevant to creativity. ...
Existing research have revealed the positive impact of trust on employee’s creativity. Given that perception is the precursor of action, influence of trust on creativity tends to occur through employees’ perception and the process of the perceptual reaction of the self, which, however, fail to gain extensive attention in literature. Drawing on theories of social exchange and self-consistency, we develop a model to understand how employees in collectivistic cultures evaluate feeling trusted and regulate themselves in creativity by considering the role of self-concept. We test our model using a time-lagged design to collect data from the supervisor–subordinate dyads in two stages in China. Results show that organization-based self-esteem mediate the positive relationship between feeling trusted and creativity, and interdependent self-construal plays a moderating role in such relationship. Specifically, for subordinates with high interdependent self-construal, the positive relationship between organization-based self-esteem and creativity is not significant. Our research provide insight into how self-concept shapes the impact of leadership in term of trust on creativity theoretically, and practically contribute to management of trust and encouragement on employees’ creativity.
... Several studies have revealed varying findings on the influence of socio-economic factors on individuals' creativity. For example, [4] ; [5] have shown in their studies that family background, schools, classes, or organizational cultures in the workplace affect the creativity of people. According to [6], parents, peers, parents, space and time impacted students' level of creativity. ...
... The implication of this is that anybody can become creative in their field and level of studies, depending on the tasks or activities involved in such profession. The finding of this study corroborates the finding of 16, while it contradicts the findings of [4]; [5]; [13]; [15] that established that level of study and course of study impact creativity level of students. This finding deviates from some of the previous studies because of perhaps, difference in locality of study and peculiarity of the students under study. ...
This study examined the demographic indicators of creativity among undergraduates of universities in Kwara state, Nigeria. The study specifically determined the creativity level of the respondents and how they have differed on the bases of demographic factors. Using the descriptive survey design, proportionate sampling technique was used to select the respondents from the two Universities. A self-designed creativity scale was used to collect data and the data were analyzed with descriptive statistics and a 2-way and 3-way Analysis of Variance (ANOVA). The results of the study showed that Undergraduates of Universities in Kwara State have an average level of creativity and the respondents were similar in their level of creativity based demographic variables (gender, residence, level of study and course of study); while they have differed on the basis of parents' educational attainment. It was recommended among others that stakeholders in the Nigerian education system should equip universities resources that can nurture innate potentials of students (irrespective of the demographic factors) to enable them to become highly creative individuals.
... Duygusal zeka ile kaçınma arasındaki ilişki incelendiği zaman ise tekrar literatüre uyumlu şekilde duygusal zeka arttıkça kaçınma yaklaşımında azalma görülmektedir. Akın (2004), Yedikardaşlar (2009) Güney (2009, Buğa (2010), Leung (2010) ve Akgül (2011) dahil tüm araştırmalarda duygusal zeka ile kaçınma stratejisi arasında negatif yönde bir ilişki saptanmıştır. ...
... Çatışma çözüm stratejilerinden uyma (fedakarlık) boyutu ile duygusal zeka arasında pozitif yönde anlamlı bir ilişki tespit etmiştir. Bu sonuç Yedikardaşlar (2009), Buğa (2010) ve Akgül (2011)'ün araştırma sonuçlarına uygundur. ...
Sosyal ortamlarda çatışma kaçınılmaz olarak ortaya çıkmaktadır. Örgütlerde etkin bir çalışma ortamı yaratmak için bu çatışmanın doğru bir biçimde yönetilmesi gerekmektedir. Bir çok farklı iş kolunda yapılan araştırmalar, çalışan profiline bağlı olarak değişen duygusal zeka seviyesi ile çatışma yönetiminde kullanılan çözüm strateji ve metotlarının ilişkili olduğunu göstermektedir. Bu zamana kadar ülkemizde bu alanda yapılan çalışmaların sağlık ve eğitim sektörlerinde yoğunlaştığı görülmektedir. Bu çalışmanın ana motivasyonu iyi yönetilen çatışmanın bir gereklilik olduğu tasarım ve mühendislik bölümlerinde örgütsel çatışma çözüm yöntemleriyle duygusal zeka arasında bir ilişki olup olmadığını ve hangi çatışma yönetimi stratejilerinin uygulandığını irdelemektir. Eskişehir'de bulunan bir kurumun tasarım mühendisliği departmanı yönetici ve çalışanlarına (n=99) duygusal zeka, örgütsel çatışma stratejileri ve çatışma yönetimi stratejileri ölçekleri uygulanmış, evrendeki bütün çalışanlara ulaşılmıştır. Duygusal zeka ölçümü için Bar-on'un geliştirmiş olduğu Duygusal Zeka Envanteri (EQ-i)'nin daha önce Türkçeye çevrilmiş ve geçerlilik araştırmaları yapılmış bir versiyonu kullanılmıştır. Çatışma yönetim stilleri (bütünleştirme, kaçınma, uzlaşma, hükmetme, uyma) ise Rahim Örgütsel Çatışma Envanteri (ROCI-II) ise tespit edilmiştir. Araştırmaya katılan yöneticilerden verilmiş çatışma yönetim metotlarından hangilerini ne sıklıkla kullandıklarını işaretlemeleri istenmiştir. Son olarak kişisel özellikleri belirlemek için araştırmacılar tarafından geliştirilen "Kişisel Bilgi Formu" kullanılmıştır. Toplanan verilerin istatistiksel çözümlemeleri SPSS 20 paket programı kullanılarak yapılmıştır. Demografik özellikler ile çatışma yönetimi ve duygusal zeka değerlerinin karşılaştırılması amacıyla bağımsız örneklemler için t-testi ve ANOVA; çatışma yönetimi stratejileri ve duygusal zeka arasındaki ilişki için ise korelasyon analizi yapılmıştır. Kullanılan ölçeklerin güvenilirlik değerleri için Cronbach Alpha sayılarına bakılmış ve duygusal zeka anketi için .95, çatışma yönetimi anketi için ise .88 gibi yüksek alfa katsayılarına ulaşılmıştır. Çalışmanın sonucunda, duygusal zeka ve çatışma çözüm stratejileri arasında yapılan korelasyonda zayıf ama anlamlı bir ilişki bulunmuştur. Yaş, cinsiyet ve eğitim durumu gibi demografik etkenlerinin duygusal zeka ve çatışma çözüm becerileri üzerinde bir etkisi olmadığı tespit edilmiştir. Yöneticiler arasında çatışma yönetimi yöntemlerinde ilk sırayı ise fikirlerin rahat söylenebildiği ve tartışmanın teşvik edildiği bir örgüt kültürü yaratma yöntemi almıştır.
... As the driving factor, entrepreneurial intention is an important prerequisite and predictor for individuals to exhibit entrepreneurial behaviors in the future (5), so it is an important entry point for studying entrepreneurial behaviors. In parallel, creativity is the basis for organizations to perform innovative activities, like developing technology, providing services, creating products and procedures (6,7). Creative individuals are the potential contributors for enterprise innovation and entrepreneurship; therefore, implementing appropriate methods to increase college students' creativity and entrepreneurial intention can foster talents for the society and Industry 4.0/5.0. ...
... Creativity refers to an individual's ability to generate new and useful ideas Zhou and George (6). In a workplace, ideas must be suitable to solve problems to be innovative and implemented (20). ...
Using samples of Chinese and African college students, this manuscript explored the effect of personality traits on entrepreneurial intention and creativity from the boundaryless career perspective. The empirical results showed that both Chinese and African college students’ conscientiousness and openness had significantly positive effects on entrepreneurial intention and creativity, respectively, and boundaryless mindset had a mediating effect in the relationship between conscientiousness, openness, entrepreneurial intention, and creativity. However, the moderating effects of GPA were quite different. While Chinese college students’ GPA strengthened the positive effect of boundaryless mindset on entrepreneurial intention and creativity respectively, African college students’ GPA weakened the positive effect of boundaryless mindset on entrepreneurial intention and had no significant moderating effect on the relationship between boundaryless mindset and creativity. This study was based on the empirical research of Chinese and African college students through a combination of contrastive and advance study methodology. It has provided new perspectives for exploring influencing factors and effects of employment performance in the context of Industry 4.0/5.0 and it has made theoretical and practical contributions to promote creativity and entrepreneurial intention.
... George, 2003). However recent research has identified the paradigm shift in western business organisations paying attention to Asian work practices to form team-based functions (Goncalo &Staw, 2006). ...
As competition in the business place is growing, firms all around the world are seeking for solutions that give them the competitive advantage. Business organizations are all actively exploring for business opportunities and are developing human capabilities in entrepreneurial leadership to take on this challenge. The entrepreneurial leaders are working in teams to deliver on organizational creativity abilities that can give the firm its competitive advantage. This research work has attributed organizational creativity to be the combined efforts of the entrepreneurial team to deliver creative products and services. Through literature review, it has been established that the entrepreneurial leader's emotional intelligence plays a role in managing team relationship to create an enabling environment for creativity. However, creativity has so far been mainly been attributed to the individualistic dimension of culture, with little reference to creativity from a collectivist dimension. This work makes some proposition on the impact of an entrepreneurial leader's emotional intelligence on organizational creativity, from a collectivist perspective, as the team senses and seizes business opportunities that can possibly give the firm its competitive advantage.
... (DiLiello et al., 2011;Ibrahim et al., 2016;Zhou & George, 2003). H6 = Meaning of Work significantly mediates the effect of Perceived Organizational Support on Employee Creativity ...
The aim of this study is to develop employee creativity in NET TV, through the mediating role of meaning of work on the effect of perceived organizational support and proactive personality. The study uses a quantitative approach through a questionnaire survey on 171 respondents that have met certain criteria. The sample was obtained through proportional random sampling. Then the data was analyzed with Path Analysis with SPSS and Sobel Test. All the hypotheses are proven to be accepted, meaning that perceived organizational support and proactive personality have either direct and indirect effect on employee creativity. The mediation roles of meaning of work is also indicated to be significant.This study empirically adds value on the literature of employee creativity by investigating more variables that may link to the development of creativity. It is expected that the results will serve as consideration for the management to establish policy to foster innovation.
... Due to its creative approach to team member motivation, this leadership style has attracted a lot of attention [15,16]. According to the social cognitive theory, transformational leadership may increase employees' potential, values, and creative capacities [17][18][19], eventually increasing their intrinsic motivation [20]. This is because it places a strong focus on individual goals and employee welfare. ...
... To enable paradoxical frames, the followers need to be emotionally intelligent. Emotional intelligence can be explained as an individual's ability to effectively understand and manage one's own and others' emotions and their relationships with cognition for effective functioning and decision making (Zhou & George, 2003). Paradoxical leader fosters follower's creativity, but mainly for those who are holistic thinkers and possess integrative complexity (Shao et al., 2019). ...
... A favorable trust climate promotes intensive and extensive cooperation and exchange among students, helps them acquire inspiration and develop creativity in solving problems, and increases their creative self-efficacy (Greenier and Whitehead, 2016). In addition, a favorable trust climate enhances students' confidence and enables them to develop positive thinking and actively participate in creative activities, thereby strengthening the students' creative self-belief (Isaksen, 2010;Zhou and George, 2003). These findings suggest trust climate increases students' creative self-efficacy. ...
... A criatividade pode ser considerada a chave para o sucesso nos negócios (ZHOU; GEORGE, 2003), o que pode ser explicado pelo seu papel em promover a sobrevivência e a adaptação em ambientes competitivos. As emoções, por sua vez, são comuns às relações interpessoais (ASHFORTH; HUMPHREY, 1995). ...
O objetivo deste artigo é validar uma escala de Criatividade Emocional no Trabalho no Brasil e analisar relações entre Criatividade Emocional (CE), Trabalho Emocional (TE) e o Bem-estar subjetivo (BES) nos contextos da saúde, tecnologia e educação. A pesquisa, quantitativa do tipo survey, teve duas amostragens: 104 estudantes de graduação e pós-graduação e, depois, 678 profissionais da área da tecnologia (n=212), educação (n=243) e saúde (n=212). Utilizou-se métodos quantitativos multivariados não-paramétricos para analisar as relações entre os construtos. A validação da Escala de Criatividade Emocional no Trabalho (ECET) representa um avanço teórico, pois mensura a CE com base no binômio reflexão e ação como uma competência socioemocional no trabalho. Os resultados mostraram que as facetas de TE explicam a CE; as demandas emocionais do trabalho e as estratégias de regulação emocional de ação profunda possuem uma relação positiva com a CE, enquanto as estratégias de regulação emocional de ação superficial possuem uma relação negativa. A CE explicou o bem-estar emocional, mas não se percebe uma relação direta e significativa entre a CE e o mal-estar emocional e a exaustão emocional (EE); o bem-estar emocional medeia a relação entre a CE e a EE. Sugerem-se estudos futuros realizados em períodos pós-pandêmicos.
... Creativity is the ability to produce novel, unusual, and outboxed ideas to improve the organizational process and product/service that may be critical to the development of the overall quality for consumers and performance (Tierney & Farmer, 2011;Zhou, 2003). Unsurprisingly, a significant number of researchers have put their efforts into the observation of factors impacting creativity in the past decades (Farmer, Tierney, & Kung-McIntyre, 2003;Shih & Wijaya, 2017;Zhou & George, 2003). Within the extant works exploring the antecedents of creativity, scholars have observed the impact of supportive leadership (Yaping, Tae-Yeol, Deog-Ro, & Jing, 2013) and leader-member exchange (Atwater & Carmeli, 2009;Pan, Sun, & Chow, 2012;Putra & Istiyani, 2022). ...
Purpose: Purpose: This study proposes to integrate supportive leadership, leader-member exchange (LMX), and employee creativity. It suggests that LMX can play a role as a mediator. Research methodology: A total of 200 participants were included in this study. They were working for a tobacco company located in a district in Kulon Progo, Yogyakarta, Indonesia. Analysis for hypotheses was done in SPSS and AMOS.
... Employee creativity reflects one's ability to develop novel and original ideas, coping strategies, or products in certain work contexts for personal or organisational purposes (Byron et al., 2010). It can be demonstrated in contexts such as a subtle improvement in workplace procedures or a major breakthrough in process engineering (Zhou & George, 2003). ...
Drawing from activation theory and conservation of resources (COR) theory, we propose that there is a curvilinear (inverted U-shaped) relationship between job stress and creativity, and that this curvilinear effect will be moderated by thriving, which is a key to acquiring work or non-work knowledge to mitigate pressure. We conducted two studies: a lab experiment with 90 students from a university in eastern China and a questionnaire survey of 218 supervisor-subordinate dyads from a large state-owned enterprise in northern China. The results show that participants achieve higher performance on creative tasks when they have a moderate rather than low or high level of job stress. In addition, when thriving is high, employees can maintain a high level of creativity through knowledge acquisition and learning, regardless of how stressed they feel at work. Our findings reveal the nonlinear relationship between job stress and creativity and emphasise the important role of knowledge management in coping with job stress and generating creative ideas.
... When employees feel confident that managers will provide such support, they will be less likely to worry about potential negative outcomes associated with new and untested ideas. Employees who perceive managers as benevolent will feel less threatened and more positive, which can increase their willingness and ability to generate creative ideas (Zhou and George 2003). Benevolence perceptions can thus foster explorationrelated behaviors such as information exchange (Currall and Judge 1995) and mutual learning (Boisot 1995, Nonaka andTakeuchi 1995). ...
This article adopts a relational perspective to demonstrate that characteristics of the dyadic relationship between supervisors and their employees are critical to understanding individual-level exploration—understood as the extent to which organizational members pursue new opportunities and experiment with changes to current practices. To this end, we introduce the concept of power framing—that is, whether the control over valued resources is emphasized as the ability to reward or to punish—and propose that supervisor power framing shapes employee exploration. In an experimental study, we demonstrate that reward (versus punishment) power framing increases employee exploration behavior and that this effect is mediated by perceived trustworthiness of the supervisor. In a second survey study, we replicate these findings in a field sample and show that the relationship between reward power framing and exploration depends on the degree to which the focal employee is sensitive to power characteristics (i.e., power distance orientation). This investigation advances scholarship on the microfoundations of exploration while also highlighting the ability of leaders to alter trustworthiness perceptions and induce employee exploration through power framing.
Funding: This work was supported by a National Science Foundation CAREER Award from the Directorate for Social, Behavioral and Economic Sciences [Grant 1943688] granted to O. Schilke. Additional funding was provided by the Sauder School of Business, University of British Columbia.
Supplemental Material: The online appendix is available at https://doi.org/10.1287/orsc.2023.1672 .
... Here the leader's EI is key in understanding how the employees feel about the change, as stated by Strebel (1996, p. 87): " They must put themselves in their employees' shoes to understand how change looks from that perspective". Manager's EI has been positively related before to employee's innovative work behaviour (Zhou and George, 2003), assembly line worker's performance (Vidyarthy et al., 2014) and high-tech project success in the Australian defence industry (Rezvani et al., 2016). Managers with high EI may also be able to spot more easily the propensity of their employees to change and innovate (Zeidner et al., 2004) and may stimulate employees' creativity (Rego et al., 2007). ...
Purpose
Many manufacturers are exploring adopting smart technologies in their operations, also referred to as the shift towards “Industry 4.0”. Employees' contribution to high-tech initiatives is key to successful Industry 4.0 technology adoption, but few studies have examined the determinants of employee acceptance. This study, therefore, aims to explore how managers affect employees' acceptance of Industry 4.0 technology, and, in turn, Industry 4.0 technology adoption.
Design/methodology/approach
Rooted in the unified theory of acceptance and use of technology model and social exchange theory, this inductive research follows an in-depth comparative case study approach. The two studied Dutch manufacturing firms engaged in the adoption of Industry 4.0 technologies in their primary processes, including cyber-physical systems and augmented reality. A mix of qualitative methods was used, consisting of field visits and 14 semi-structured interviews with managers and frontline employees engaged in Industry 4.0 technology adoption.
Findings
The cross-case comparison introduces the manager's need to adopt a transformational leadership style for employees to accept Industry 4.0 technology adoption as an organisational-level factor that extends existing Industry 4.0 technology user acceptance theorising. Secondly, manager's and employee's recognition and serving of their own and others' emotions through emotional intelligence are proposed as an additional individual-level factor impacting employees' acceptance and use of Industry 4.0 technologies.
Originality/value
Synthesising these insights with those from the domain of Organisational Behaviour, propositions were derived from theorising the social aspects of effective Industry 4.0 technology adoption.
... According to Mumford and Gustafson (1988), despite different leadership styles, the greater the support and freedom for individuals to act, the greater the positive effect on employee creativity. On the other hand, if employees do not feel that leadership is supportive, provides feedback, and shows concern, it is possible that worker creativity tends to decrease Zhou & George, 2003). Horstmeyer (2020), in a conceptual study on the role of curiosity in volatile, uncertain, complex, and ambiguous (VUCA) work contexts, makes a call for corporate interests to prioritize addressing the contradiction of curiosity within organizations. ...
Worker creativity can be considered a determining factor in the process of idea generation and innovation within a company. This behavior is determined by both worker characteristics and perceived stimuli. Therefore, in the present study, we analyzed how the worker’s creativity is influenced by his or her curiosity and ability to associate ideas. We also analyzed how the relationship between curiosity and creativity is influenced by risk propensity and the organizational support perceived by the worker. The results achieved indicate that curiosity at work has a direct and indirect effect on worker creativity. The indirect effect observed depends on the association of ideas, which tend to increase the creativity of the worker. It was also found that risk propensity and perceived organizational support for creativity did not influence the indirect relationship between curiosity and creativity. These results highlight the importance of instigating worker curiosity to induce more creative and innovative behavior.
Keywords:
curiosity at work; worker creativity; association of ideas; risk propensity; perceived organizational support
... While acknowledging the fact that many researches have been conducted on the effectiveness of different creativity techniques at fostering EQ (Zhou et al 2003); the differential effectiveness of provocation, brainstorming and emotional mastery, put together, in fostering emotional intelligence has not been investigated; hence the need for the present study. ...
Achieving the kind of balance that encourages all children to learn, work, and contribute to their fullestpotential has been a continuing challenge as the world grows more complex and our communitiesenveloped with various challenges of socio-political and economic disintegration. With rapid changesin technology and global competition in all facets of human endeavour, it is more crucial than ever thatadolescents are fully equipped to compete for knowledge and technology based jobs. When studentsare not well prepared for the challenges ahead most especially from the secondary school stage ofeducation, the cost to individuals and the implication to the society can better be imagined. Forexample, the transition from high school to university is very stressful for most individuals (McLaughlin,Brozovsky & McLaughlin, 1998; Perry, Hladkyj, Pekrum & Pelletier, 2001; Pratt et al, 2000). Themajority of high school students who go on to post-secondary institutions withdraw before graduation(Gerdes & Mallinckrodt, 1994; Pancer, Hunsberger, Pratt & Alisat, 2000). First-year university studentsface a variety of stressors: making new relationships, modifying existing relationships with parents andfamily (e.g. living apart), and learning to cope with the new academic environment. Furthermore, theymust learn to function as independent adults (e.g. budgeting time and money). Failure to master thesefamiliar tasks appears to be the most common reason for undergraduate students withdrawing fromuniversity (Blanc, DeBuhr & Martin, 1983).
... As a result of the research, another important aspect is raised: the need for a more detailed analysis of individual innovation manifestations. Individual innovation helps to attain organizational success [100], therefore, analysis may be carried out as to whether there are proper opportunities and conditions for individual innovation, what the role of management in innovation manifestation is, etc. Links between the manifestation of individual innovation and influence of management are seldom studied. Hypothetically, a paradoxically opposite situation may exist: in the absence of leadership support and the presence of relative discomfort, the degree of innovation may be high, although the level of innovation of personnel who are supported may radically differ from that of personnel who are not supported by management, so that the balance or imbalance of this relationship is undoubtedly an aspect of interest for researchers. ...
Innovation is important for the achievement of the UN Sustainable Development Goals, including those related to peace and justice, as well as strengthening defence and security institutions. In view of innovation and the creation of an innovative environment, the influence of leaders not only on the innovativeness of employees, but also of the organization as a whole, is considered one of the most prospective areas of future research. This article explores the influence of leadership behaviour (support for innovation, delegating, intellectual stimulation, and rewards) of top (sample size N = 275) and middle (sample size N = 891) management on the innovative behaviour of military officers. The empirical validation of the selected four leadership behaviours is based on the methodology of quantitative sociological research—a questionnaire. Research results show that strong and statistically significant correlation relationships were established at the level of top managers (commanders) between such factors as Intellectual Stimulation and Delegating, Rewards and Delegating, Delegating and Support for Innovation, as well as Support for Innovation and Rewards. Meanwhile, for middle-level managers (military officers) two strong relationships were found between such factors as Rewards and Delegating, and Delegating and Support for Innovation. Analysis of the compatibility of opinions showed that although commanders and military officers both appreciate the leadership behaviours of the top and middle management of the Lithuanian Armed Forces, it was also found that commanders are more positive about the opportunity to offer new ideas at their military unit. Furthermore, they are more positive about the statement that leadership grants them the right to take decisions and implement them, and they are also more positive about taking the initiative, when they feel support for innovation. The identified difference in the leadership behaviours of top and middle management leads to the conclusion that, at different hierarchical levels of leadership, innovative behaviour of subordinates is influenced differently in the innovation promotion process in the Lithuanian Armed Forces.
... After reviewing the literature, the authors of the current paper find that there is scarcity in examining the antecedents of management innovation. Consequently, the aim of this study is two folded: First, to shed light on the role of transformational and transactional leaders in the service industry and in stimulating innovative thinking in organisations (Zhou and George, 2003). Second, to examine whether there is a relationship between the resources of the company and its complexity. ...
... Creativity results from the interplay of person, process, product, and environment (press), known as the 4Ps of creativity (Rhodes 1961). Many articles point to the importance of the leader in creating the environment that results in a creative approach (Amabile and Khaire 2008;Hughes et al. 2018;Li and Yue 2019;Puccio et al. 2011;Zhou and George 2003). Anderson and West (1998) point out the importance of vision, participative safety, task orientation, and support for innovation. ...
... Studies have explored the mechanisms underlying the influence of EI on creativity in detail. People with high EI possess the ability to identify, understand, manage, and utilize emotions, which helps them identify problems more appropriately, obtain problem-solving information in a positive and open manner, avoid negative emotions, and enhance their intrinsic motivation to think about facilitating problem solving, which ultimately promotes creative output (Zhou and George 2003;Lea et al. 2018). In addition, emotional regulation, a component of EI, has been associated with employment creativity by maintaining positive affect (Parke et al. 2015). ...
Creativity incorporates both domain-general and domain-specific ideas. While previous studies have explored the impact of emotional intelligence (EI) on creativity in both domains, a consensus has not been reached, and the mechanism is currently unclear. In the present study, we examined which aspect of creativity EI was most strongly associated with in a group of undergraduates. Moreover, we explored the moderated mediation effect between EI and domain-specific creativity. In Study 1, 532 undergraduates completed questionnaires measuring EI, convergent and divergent creative thinking, and creative achievement. The results revealed that the most reliable positive correlations were between EI and domain-specific creativity. In Study 2, 926 undergraduates completed measurements of EI, resilience, gratitude, and creative achievement. The results revealed that resilience mediates the relationship between EI and creative achievement. Furthermore, gratitude moderated the indirect effect of EI on creative achievement through resilience. The indirect effect of EI on creative achievement was stronger for high-gratitude individuals than for low-gratitude individuals. This orientation and other results are discussed. Overall, our findings add further nuance to the relationship between EI and creativity in different domains. This study serves as a basis for other contributions aligned with these concepts.
Emotions affect creativity and innovation. An entrepreneur who is emotionally intelligent encourages the team members to think out of the box whenever the situation is not on the good of the organization. This leads to higher levels of creativity and results in successful initiatives, and idea sharing is best which results in the achievement of goals in the organization. The present study is based on the inferences of literature review mainly collected from important databases like Scopus and Web of Science. The aim of this study is to construct a conceptual framework to explore the role of emotional intelligence in nurturing creativity and innovation for entrepreneurial success.
For innovation to deliver and sustain high quality, affordable and equitable healthcare, policymakers, professionals and researchers agree that leadership is a critical ingredient. Yet, how individual and collective leadership blends with national policy and front-line practice to produce innovation is not well understood. Front-line leadership for innovation remains localized and success is variable, with relatively few innovations scaling up via national accelerator programmes. Most of the innovation is lost in translation of calls for widespread cultural change rather than leadership for innovation. In this chapter, we adopt a multi-level perspective, first reviewing and critiquing how policy since 2010 has framed innovation leadership as a cultural and structural challenge. Following which, we present the academic literature and situate our critique within an empirical example of innovation at an English hospital. Synthesizing these strands of evidence reveal several opportunities whereby innovation leadership may be further strengthened through building upon extant NHS network and leadership infrastructure.
ARTICLE INFO The purpose of this study is to investigate the impact of inclusive leadership on team voice and innovation. Thus the role of performance pressure in project teams in Iraq refineries has been analyzed. The present study is applied research in terms of purpose and a descriptive-correlation study in terms of nature and method. The statistical population is the staff of project teams in Iraq refineries with 250 people. The statistical sample size is 148 people that were chosen based on Morgan's table and the questionnaires were distributed among them non-randomly based on their availability. The research instruments were standard questionnaires. To test the validity and the reliability of the questionnaire we used to face, divergent and convergent validity, and Cronbach's alpha and combined reliability. Data analysis was done by structural equation modeling using SPSS and PLS3 software. Results of the study showed that team innovation is influenced by team voice, performance pressure, and inclusive leadership The framework of the present study is a guide for senior management of the petrochemical industry in Iraq to design strategic plans that can expand innovation and coordination in companies. A direct relationship between inclusive leadership and team voice was found. Also, the indirect effect of team voice on team innovation as well as its correlation with performance pressure indicate the importance of inclusive leadership in creating innovation and collaboration in organizations.
Purpose
Given the cruciality of construction workers' safe behaviors, the possible influential factors on workers' behaviors should be studied, and one of these factors is characteristics. The authors identified emotional intelligence (EI), motivation and job burnout as characteristics that might affect a worker's safety behavior, and the aim of this study is to investigate these possible relationships.
Design/methodology/approach
Workers' EI, motivation and job burnout status were assessed by a structured interview. Furthermore, workers' safety behaviors were assessed by a checklist derived from national codes, regulations and other research studies. Then, the researcher's observations took place, and the data were acquired.
Findings
EI and motivation of workers were able to predict safety behaviors, and the effect of job burnout on safety behaviors was not significant. In addition, motivation's influence on job burnout was not significant. Therefore, in order to promote safety behaviors, the EI and motivation of workers need to be taken into consideration.
Practical implications
The results indicate why construction managers should consider the workers' EI and motivation competencies and how this consideration could lead to safer and better performance in construction projects.
Originality/value
The possible effects of EI, motivation and job burnout on the safety behaviors of construction workers haven't been paid enough attention. Moreover, the authors couldn't find a study similar to the present one that was conducted in Iran. Also, an original model was presented, and safety behaviors were studied through fieldwork rather than using questionnaires.
Past studies have revealed that relationship conflict has negative effects on individual performance. To avoid the losses caused by such conflicts, individuals often choose to avoid interacting with coworkers instead of confronting the issues. However, our present study sheds light on the dark side of this avoidance strategy: it may diminish an individual's creativity. Our study aimed to examine the appropriate response for knowledge employees when faced with relationship conflict. The results indicate that relationship conflict triggers a sequential response, which significantly hampers the creativity of knowledge employees. Specifically, coworker ostracism and knowledge hoarding play serial mediating roles in the impact of relationship conflict on the creativity of knowledge employees. Furthermore, the level of emotional intelligence determines the ability of knowledge employees to effectively manage the negative consequences of relationship conflict. The results provide theoretical and practical insights that help to better explain the impact of relationship conflict on creativity.
WLEIS (اﻟﺘﻮﻛﻴﺪي اﻟﻌﺎﻣﻠﻲ اﻟﺘﺤﻠﻴﻞ ﺑﺎﺳﺘﻌﻤﺎل ﳏﻤﺪ ﻟﻄﺮش ﻳﻘﻴﺎ إﻓﺮ ﴰﺎل اﻗﺘﺼﺎدﻳﺎت ﳎﻠﺔ 1112-6132 ISSN ﻠﺪ ا 17 اﻟﻌﺪد / 27 اﻟﺴﻨﺔ: 2021 ، ص 355-370 355 ﺑﻨﻴﺔ وﺛﺒﺎت ﺻﺪق اﺧﺘﺒﺎر ﻣﻘﻴﺎس) ﻧﻤﻮذج ﺣﺴﺐ ﻟﻠﻌﺎﻣﻠﻴﻦ اﻟﻌﺎﻃﻔﻲ اﻟﺬﻛﺎء WLEIS اﻟﻌﺎﻣﻠﻲ اﻟﺘﺤﻠﻴﻞ ﺑﺎﺳﺘﻌﻤﺎل (اﻟﺘﻮﻛﻴﺪي Test the validity and reliability of the concept of emotional intelligence for employees according to the (WLEIS) model using confirmatory factor analysis ﻣﺤﻤﺪ ﻟﻄﺮش 1 ﺑﺎﺗﻨﺔ ﺟﺎﻣﻌﺔ 1-اﺋﺮ اﳉﺰ ¤ mohamed.latreche@univ-batna.dz اﻻﺳﺘﻼم: ﻳﺦ ﺗﺎر 25 / 09 / 2021 اﻟﻘﺒﻮل ﻳﺦ ﺗﺎر : 27 / 10 / 2021 اﻟﻨﺸﺮ: ﻳﺦ ﺗﺎر 10 / 11 / 2021 ﻣﻠﺨﺺ: ﻫﺪف اﻟﺒﺤﺚ ﻣ وﺛﺒﺎت اﻟﺒﻨﺎﺋﻲ اﻟﺼﺪق ﻣﻦ ﻟﻠﺘﺄﻛﺪ ﻔﻬ ﻮم اﻟﻌﺎﻃﻔﻲ اﻟﺬﻛﺎء ﻟﻠﻌﺎﻣﻠﲔ ﻣﻘﻴﺎس ﻋﻠﻰ ﺑﻨﺎء WLEIS ﻟﻠﺒﺎﺣﺜﲔ Wong and Law ، ﺛﻘﺎﰲ وﺳﻴﺎق ﺑﻴﺌﺔ ﰲ ﻟﻠﻤﻘﻴﺎس. اﻷﺻﻠﻲ اﻟﺜﻘﺎﰲ اﻟﺴﻴﺎق ﻋﻦ ﳐﺘﻠﻒ ﻳﻌﺘﱪ ﳕ ﻮذج WLEIS اﻟﻌﺎﻣﻠﲔ ﻟﺪى ات ﻣﻬﺎر اﻟﻌﺎﻃﻔﻲ اﻟﺬﻛﺎء ﻋﻠﻰ ﺗﺘﻮزع ﻋﺎﻃﻔﺔ وﺗﻘﻴﻴﻢ اﻟﺬاﺗﻴﺔ، اﻟﻌﺎﻃﻔﺔ ﺗﻘﻴﻴﻢ أﺑﻌﺎد: ﺑﻌﺔ أر ا اﺳ و ﻳﻦ، ﻵﺧﺮ اﻟﻌﺎﻃﻔﺔ وﺗﻨﻈﻴﻢ اﻟﻌﺎﻃﻔﺔ، ﺘﺨﺪام. ﱂ ﻳﺘﻢ اﻟ ﺘﺤﻘﻖ ﻣﻦ اﻟﺒ ﻨﻴﺔ ﻟﻠﻤﻘﻴﺎس اﻟﻌﺎﻣﻠﻴﺔ ﺘﻤﻊ ا ﰲ اﺋﺮي اﳉﺰ ﺑﻴﺔ اﻟﻌﺮ ﺑﺎﻟﻠﻐﺔ اﻟﺒﺤﻮث وﰲ ،. ﻋﻠﻰ اﳌﻘﻴﺎس ﻃﺒﻖ 311 ﻳﺔ. اﺋﺮ اﳉﺰ اﳉﺎﻣﻌﺎت ﳐﺘﻠﻒ ﻣﻦ ﺟﺎﻣﻌﻲ أﺳﺘﺎذ ﺑﺎ اﻟﺘﻮﻛﻴﺪي اﻟﻌﺎﻣﻠﻲ اﻟﺘﺤﻠﻴﻞ اﺳﺘﻌﻤﻞ ﻻﺳﺘﻌﺎﻧﺔ ﺑ ﱪ ﻧﺎﻣﺞ AMOS24 وﰎ ، ﺗ ﺑﺎرﻣﱰ ﻘﺪﻳﺮ اﻷﻗﺼﻰ اﻹﺣﺘﻤﺎل ﻳﻘﺔ ﻃﺮ ﺑﺎﺳﺘﻌﻤﺎل اﻟﻨﻤﻮذج ات. ﻣﻔﻬﻮم ﺑﻨﻴﺔ ﺑﺄن اﻟﻨﺘﺎﺋﺞ أﻇﻬﺮت اﻟﻌﺎﻃﻔﻲ اﻟﺬﻛﺎء ﻟﻠﻌﺎﻣﻠﲔ ﺣﺴﺐ ﻣ ﻘﻴﺎس WLEIS ﺑﻌﺔ أر ﻣﻦ ﻳﺘﻜﻮن اﳌﻘﻴﺎس ﺣﺪدﻫﺎ اﻟﱵ أﺑﻌﺎد ﻫﺬﻩ أن و ، ﳌﻔﻬﻮم ﺑﺎﻋﻴﺔ اﻟﺮ اﻟﺒﻨﻴﺔ اﻟﻌﺎﻃﻔﻲ اﻟﺬﻛﺎء ﺗﺘﻮﻓﺮ ﻟﻠﺒﻴﺎﻧﺎت، ﺟﻴﺪة ﻣﻄﺎﺑﻘﺔ ﻋﻠﻰ و ا و اﻟﺼﺪق ﻣﻦ ﻣﻨﺎﺳﺐ ﻣﺴﺘﻮى ﻟﺜﺒﺎت. ﻳﺴﻤﺢ ﳑﺎ ﻟﻠﺒﺎﺣﺜﲔ ﰲ اﳌﻤﺎرﺳﲔ و ا ﺎل اﻹداري ﻣﻦ اﻋﺘﻤﺎد اﻟﻌﺎﻃﻔﻲ اﻟﺬﻛﺎء ﻟﺘﻘﻴﻴﻢ ﻣﻮﺛﻮق ذاﰐ ﻳﺮ ﺗﻘﺮ ﻣﻘﻴﺎس. اﻟﻤﻔﺘﺎﺣﻴﺔ: اﻟﻜﻠﻤﺎت اﻟﻌﺎﻃﻔﻲ اﻟﺬﻛﺎء ، اﻟﺘﻮﻛﻴﺪي اﻟﻌﺎﻣﻠﻲ اﻟﺘﺤﻠﻴﻞ اﻟﺜﺒﺎت، اﻟﺼﺪق، اﻟﻌﺎﻃﻔﻲ، ﻟﻠﺬﻛﺎء ﻣﻘﻴﺎس Abstract: This study aimed to examine the construct validity and reliability of the concept of emotional intelligence based on the WLEIS (Wong and Law) in an environment and cultural context different from the original cultural context of the scale. The scale was applied to 311 university professors from various Algerian universities. The confirmatory factor analysis was used by the AMOS 24 program, and the model parameters were estimated using the Maximum likelihood method. Results showed satisfactory fit between the data and the theoretical model (corroborate the four-factor structure of the emotional intelligence), and adequate level of validity and reliability, this allows researchers and practitioners in the field of management to adopt a reliable self-report scale to assess emotional intelligence.
Penelitian ini bertujuan untuk mengetahui dan menjelaskan Pengaruh Kepemimpinan Inklusif Terhadap Tekanan Kinerja Dan Suara Tim Melalui Inovasi Tim Sebagai Mediator. Penelitian ini merupakan penelitian kausalitas dengan menggunakan pendekatan kuantitatif. Teknik pengambilan sampel menggunakan non probability sampling yaitu purposive sampling pada karyawan PT. X Surabaya yang menggunakan analisis statistik Partial Least Square (PLS) dengan software SmartPLS 3.0. Penelitian ini menjelaskan bahwa dalam lingkungan bisnis yang kompleks dan berubah dengan cepat saat ini, inovasi tim semakin penting untuk kelangsungan hidup dan kesuksesan organisasi. Meskipun literatur yang relevan menyoroti pentingnya kepemimpinan dalam inovasi tim, penelitian sebelumnya terutama berfokus pada kepemimpinan transformasional dan telah menghasilkan hasil yang tidak konsisten. Untuk mengatasi kekosongan ini, penelitian ini mengintegrasikan teori penetapan tujuan ke dalam kerangka keluaran proses input dan mengusulkan model mediasi yang dimoderasi untuk menguji hubungan antara kepemimpinan inklusif dan inovasi tim. Hasil analisis regresi hierarkis menunjukkan bahwa suara tim memediasi hubungan antara kepemimpinan inklusif dan inovasi tim dan tekanan kinerja memoderasi hubungan langsung antara kepemimpinan inklusif dan suara tim serta hubungan tidak langsung antara kepemimpinan inklusif dan inovasi tim melalui suara tim sedemikian rupa sehingga hubungan lebih kuat ketika tekanan kinerja tinggi.
Background & Purpose: Mindfulness, as a positive psychological state or process, provides the constructive behavior and improvement of job performance. In order to know more about the way effectiveness of this effect, this study examines the intervening effects of humble leadership in the relationship between mindfulness, job performance and creativity.
Methodology: The research is applied in terms of purpose and survey-descriptive in terms of data collection method. The population of this study are the military men of an organization in Tehran, Iran from which the sample was selected using the random sampling. The data was collected using the questionnaire and the hypotheses were tested using structural equation modeling based on partial least squares with smart PLS software.
Findings: The results of the research findings support the majority of hypotheses based on the relationship between mindfulness and job performance, employee creativity and creative process participation. Humble leadership moderated the relationship between creativity and creative process engagement and job performance. Moreover, the results proved the effect of mindfulness on job performance through employee creativity.
Conclusion: Cultivating the ability of employees' mindfulness can help improve their preparation and mental fluidity for creativity and willingness to actively participate in creative processes in the organization to improve their job performance. The findings of this research can promote attention to the category of mindfulness among researchers and organizational practitioners.
The existing literature on emojis offers limited insights on the effects of using emojis in organizational settings, especially in the context of leader-member relationships. The current research examines how a leader's use of positive emojis can influence members' creative performance, a critical determinant of an organization's success and productivity. We find that a leader's use of positive emojis enhances members' creativity and that this effect is mediated by a decrease in members' perception of objectification by the leader. We further find that this impact of a leader's use of positive emojis on members' creativity is stronger when members have a higher level of relationship orientation. Contrary to the popular belief that the use of emojis in a work setting is inappropriate, our findings reveal that leaders' use of emojis has positive impacts on important workplace outcomes. These findings provide important guidelines on how to apply emojis to computer-mediated communications at work by demonstrating the circumstances in which positive consequences of using emojis occur.
Lider-üye etkileşimi modeli, geleneksel liderlik teorilerinden farklı olarak liderin ve üyenin karşılıklı olarak çıkarlarının değişimine dayanır. Lider ve üye arasındaki ilişkinin niteliği, çalışma ilişkileri, iletişim biçimi gibi bazı değişiklikler ve bazı örgütsel sonuçlar yaratmaktadır. Nitekim, örgütsel davranış alanında lider-üye etkileşimi teorisi ile ilgili literatür incelendiği zaman teorinin bağımlı ve bağımsız pek çok değişkenle ilişkisinin araştırıldığı görülmüştür. Bunlardan biri de iş performansıdır. Diğer yandan hızla gelişen teknoloji, sektör ayırmaksızın neredeyse tüm işletmelerde kar maksimizasyonunu ve hatta yaşamını devam ettirebilmek için yenilikçiliği vazgeçilmez kılmıştır. Örgütlerde yenilikçiliğin bireysel yetkinlik ve çabaların sonucu ortaya çıktığı ifade edilmektedir. Bu çerçevede bu araştırmada lider-üye etkileşiminin yenilikçi iş davranışı ve işgören performansı üzerindeki etkisi araştırılmış olup, bir liman işletmesi çalışanlarından anket yoluyla elde edilen 245 veri analiz edilerek etkinin yönü ve şiddeti tespit edilmiştir. Lider-üye etkileşiminin işgörenlerin iş performansı üzerindeki etkisinde yenilikçi iş davranışının kısmi aracılık rolü olduğu sonucuna ulaşılmıştır.
The main aim of the study was to investigate the role of emotional intelligence in determining the ability of leaders to achieve organizational goals, by reviewing and synthesizing relevant literature. As the business environment becomes more competitive and complex and the workforce becomes more educated and enabled, there is the need for leaders to understand their emotions and the emotions of followers. The paper reviews existing literature on leadership, emotional intelligence, whether gender mediates the influence of emotional intelligence on leadership; and the influence of emotional intelligence on leader effectiveness. The research found that, emotional intelligence determines the effectiveness of leadership and gender does not mediate the relationship between emotional intelligence and effective leadership. Therefore, the study recommends sensitization and training of leaders to acquire emotional intelligence skills.
Virtual teams are gaining increasing momentum in contemporary organizations. Although it is becoming clear that virtual teams will play a major role in shaping the future of work, we still know relatively little about their creative performance. Because of the disproportionate focus on conventional, face‐to‐face working practices, much of the literature remains centred around co‐located teams. In this review, we integrate existing research on team creativity and virtual work to identify the relevant factors, processes and contextual conditions that have been shown to influence creativity in virtual teams. We highlight the major challenges that are likely to impede team creativity and assess their relevance to contemporary virtual work practices. We conclude by presenting promising avenues for future research in this area.
Employee innovative behaviour is crucial for any firm success in terms of generation, promotion, and realization of new ideas, which can increase the organisational performance to organizational positive performance. The main purpose of this study is to examine the relationship between supervisor feedback, customer employee exchange, creative personal identity, and innovative behaviour with the mediating role of interpersonal trust. The three hundred and seventy (370) responses have been collected from employees of Punjab emergency service (Rescue 1122) through questionnaires. The partial least square structural equation modeling (PLS-SEM) has been employed to draw the results. The final results have shown a positive and significant relationship between supervisor feedback, customer employee exchange, creative personal identity and innovative behaviour of employees, while interpersonal trust was found to play an intermediary role between customer employee exchange, creative personal identity, and innovative behaviour.
Purpose
Emotional intelligence (EI) is a critical component of leadership that reflects the ability of leaders to understand how their emotions and actions affect the people around them in the organization. This paper aims to deliver state-of-the-art insights on EI and leadership.
Design/methodology/approach
This paper leverages on bibliometric analysis to unpack 25 years of EI and leadership research.
Findings
This paper reveals the bibliometric profile (e.g. trends in publication activity and top articles, authors, countries and journals) and intellectual structure (e.g. themes and topics) of EI and leadership research, shedding light on EI manifestation in leadership, EI and leadership congruence, EI role in leadership and EI and leadership for human resource management.
Research limitations/implications
This paper offers several noteworthy implications. First, EI is a leadership competency that can be cultivated and leveraged to improve leadership effectiveness. Second, the need for EI and leadership congruence indicates that leadership effectiveness is vital to human resource management (HRM). Taken collectively, these theoretical implications, and by extension, practical implications, suggest that increased investment in EI and leadership effectiveness is critical for organizations and their HRM.
Originality/value
This paper sheds light on current trends and ways forward for leading by feeling, showcasing the role and manifestation of EI in leadership, its value for HRM and the importance of its congruence for effective leadership in shaping the future of work.
In this chapter, the authors will consider the benefits and challenges of enacting creative pedagogical approaches in the tertiary context and examine emerging educational practices about twenty-first century learning and technology. Creativity continues to be a key construct for twenty-first century music education practice and education, incorporating technology that delivers deeper and more profound learning experiences- that paradoxically isolate individual learning yet at the same time provoke reflection, growth, and sustainability. This chapter explores the delivery of a tertiary degree in Music Teaching, specifically addressing the following areas:
Curriculum design, delivery, and assessment,
Entrepreneurial approaches to learning through student centred activity,
Online learning, student access, self-regulation, and self-assessment,
Learning environments (including online and technology-based practice) that mirror global change, capacities, and expectations.
Through a combination of annotated examples of teaching practice, selected research, and related theoretical reference, this chapter will propose a range of creative, innovative learning solutions. Importantly, this chapter draws on research undertaken with graduate students after their year of learning during the COVID pandemic and subsequently provides insights into these four areas and their influence on the students’ learning. This is supported by a discussion of a range of teaching approaches and strategies that can be used to foster creativities and shifts in teaching practice.KeywordsCreative pedagogiesMusic educationMusic technologiesOnline music education
Authentic leaders display an exceptional level of integrity and honesty, a high level of awareness and responsibility as well as a commitment to achieving their goals; as a result, they develop more trusting relationships with their employees, which could be translated into many positive outcomes, such as enhancing the ability to thrive at work. The present study aims to determine the role of authentic leadership´s (AL’s) four dimensions (self-awareness, relational transparency, balanced processing, and internalized moral perspective) in fostering an environment that offers workers the opportunity to do well, including in terms of two related elements (vitality and learning).
An online questionnaire was conducted to collect data from a sample of 402 participants from the information technology (IT) industry in Australia. The study used WarpPLS software to analyze the collected data by the structural equation model. According to the results, balanced processing of AL has a positive and significant effect on two aspects of thriving at work, namely vitality and learning, Moreover, the internalized moral perspective inherent in the aforementioned phenomenon affects
learning. The current study is novel as it is among examples of pioneering research that employ the path model, and it uses multi-dimensional structures to examine authentic leadership and thriving at work in the workplace. The research also discusses theoretical contributions, managerial implications, and limitations along with future study directions.
A good deal of study has already been revealed compact bilateral relationships between creative thinking, entrepreneurship, and emotional intelligence among teacher candidates. However, a compact review of the literature will not find a study with a sample of teacher candidates investigating the mediating effects of creative thinking in the relationship between their emotional intelligence and entrepreneurship. In this respect, missing from the literature is an actual constructed data-driven knowledge that promotes to understanding of systematic rationality of supposed associations. To that end, the current research designed in a descriptive-correlational structural equation model (Covariance based) to test a developed hypothetical model bearing upon the literature. A survey was deployed to gather the data of 412 teacher candidates. 297 of these were females and 115 were males. The data analysis techniques were confined to descriptive, correlational, and prediction algorithms of the SPSS and the AMOS's standardized regression coefficients and the goodness of fit indices for the path model. The results uncovered that the emotional intelligence positively predicted the entrepreneurship and creative thinking. In this way, we understand that when the emotional intelligence increases, entrepreneurship and creative thinking also increase. On the other hand, creative thinking positively predicted the entrepreneurship. Specifically, entrepreneurship increases when creative thinking increases. In closing, teacher candidates’ creative thinking played a significant role in the relationship between their emotional intelligence and entrepreneurship. The implication of these results can be advantageous for the planning and designing more effective courses of teacher education in accordance with the 21st century educational trends.
This study adopted an interactional approach to understanding how 2 of the Five-Factor traits, openness to experience and conscientiousness, are related to creative behavior in the workplace. Openness to experience is theorized to result in high levels of creative behavior and conscientiousness is theorized to result in low levels of creative behavior when the situation allows for the manifestation of the trait influences. More specifically, the authors hypothesized that openness to experience would result in high levels of creative behavior if feedback valence were positive and job holders were presented with a heuristic task that allowed them to be creative. The authors also hypothesized that conscientiousness would result in low levels of creative behavior if supervisors engaged in close monitoring and coworkers were unsupportive. The authors tested their hypotheses in a sample of office workers, and 5 out of the 6 hypotheses were supported.
Using a mood-as-input model, the authors identified conditions under which negative moods are positively related, and positive moods are negatively related, to creative performance. Among a sample of workers in an organizational unit charged with developing creative designs and manufacturing techniques, the authors hypothesized and found that negative moods were positively related to creative performance when perceived recognition and rewards for creative performance and clarity of feelings (a metamood process) were high. The authors also hypothesized and found that positive moods were negatively related to creative performance when perceived recognition and rewards for creativity and clarity of feelings were high.
The present study sought to ascertain whether ability to decode nonverbal messages can be legitimately viewed as a part of a generalized construct of “social intelligence.” Fifty-two townspeople viewed two sets of 70 black-and-white photographs. For one set of photos, subjects had to judge whether or not a mixed-sex couple shown in each photo represented a couple in a genuine relationship (as opposed to a pair of strangers posing just for the experiment). For the other set of photos, subjects had to judge which of two individuals (same- or mixed-sex) was the other's supervisor. Models of stimulus variation (used to assess internal validity) provided quite good accounts of the cues used in making these judgments and of the weights assigned to the cues. Subject variation on the tasks (used to assess external validity) was unrelated to any but one of the external measures (a cognitive one), however, and performances on the two kinds of judgments were uncorrelated. Thus, internal validation procedures succeeded, but external validation procedures did not. It was concluded from these (and other) data that claims that the measurement of decoding skills assesses an aspect of social intelligence may be at best premature, and at worst incorrect.
Describes experiments in which happy or sad moods were induced in Ss by hypnotic suggestion to investigate the influence of emotions on memory and thinking. Results show that (a) Ss exhibited mood-state-dependent memory in recall of word lists, personal experiences recorded in a daily diary, and childhood experiences; (b) Ss recalled a greater percentage of those experiences that were affectively congruent with the mood they were in during recall; (c) emotion powerfully influenced such cognitive processes as free associations, imaginative fantasies, social perceptions, and snap judgments about others' personalities; (d) when the feeling-tone of a narrative agreed with the reader's emotion, the salience and memorability of events in that narrative were increased. An associative network theory is proposed to account for these results. In this theory, an emotion serves as a memory unit that can enter into associations with coincident events. Activation of this emotion unit aids retrieval of events associated with it; it also primes emotional themata for use in free association, fantasies, and perceptual categorization. (54 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
It is argued that emotions are lawful phenomena and thus can be described in terms of a set of laws of emotion. These laws result from the operation of emotion mechanisms that are accessible to intentional control to only a limited extent. The law of situational meaning, the law of concern, the law of reality, the laws of change, habituation and comparative feeling, and the law of hedonic asymmetry are proposed to describe emotion elicitation; the law of conservation of emotional momentum formulates emotion persistence; the law of closure expresses the modularity of emotion; and the laws of care for consequence, of lightest load, and of greatest gain pertain to emotion regulation. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A theoretical framework for understanding creativity in a complex social setting, such as an organization, is developed. Organizational creativity is defined as the creation of a valuable, useful new product, service, idea, procedure, or process by individuals working together in a complex social system. The starting point for the theoretical development is provided by the interactionist model of creative behavior developed by Woodman and Schoenfeldt (1989). This model and supporting literature on creative behavior and organizational innovation are used to develop an interactional framework for organizational creativity. The theoretical framework is summarized by 3 propositions that can effectively guide the development of testable hypotheses.
Outlines current theory and research on the dyadic approach to understanding how the behavior of individuals becomes teamwork for accomplishing unstructured tasks (dyadic organizing). Major points include the following: (1) Dyadic organizing processes are contingent on the nature of the tasks to be organized. (2) Even within organizational units, various dyadic structures are organized to accomplish unstructured tasks, and supporting dyadic understandings emerge during the role-making and role-routinization processes. (3) Variations in the quality of dyadic structures within units have implications for both organizational and career outcomes. (4) Research is needed to determine the effects of various organizational systems on dyadic organizing and vice versa. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Tested the possibility that liking may influence rating accuracy by operating as an integral dimension in 66 undergraduate raters. Ss evaluated vignettes of 4 professors; liking was manipulated with 40 trait terms (e.g., amusing, greedy, bashful) that engendered different liking levels, but had little implication for professor performance. Results indicate a significant effect on rating accuracy, suggesting that liking is an integral dimension that is difficult to separate from performance dimensions. Results support the potential importance of affect in appraisal. (40 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A three-factor (3 × 3 × 2), between-subjects design was used to investigate effects of productivity goals (difficult, do your best, or no goals), creativity goals (difficult, do your best, or no goals), and personal discretion (high or low) on two dependent variables: creativity and productivity. High levels of creativity and productivity were obtained when either a do-your-best creativity goal and difficult productivity goal or a difficult creativity goal and difficult productivity goal were assigned, suggesting that two different types of goals can be assigned without reducing performance on either dimension. Creativity was lowest in three conditions: (a) difficult productivity goal and no creativity goal, (b) do-your-best productivity goal and no creativity goal, and (c) no creativity goal and low personal discretion. These results indicate that when individuals are given a productivity goal or low personal discretion and no creativity goal, creativity decreases. Implications are discussed.
The role of social and situational influences in the performance-rating process has received relatively little research attention yet merits increased attention. Although there has been acknowledgment of the role of social and situational factors in shaping rater cognition and evaluation, research has typically proceeded in a piecemeal fashion, isolating a single variable at a time. Such an approach fails to recognize that performance rating is a process with multiple social and situational facets that need to be considered simultaneously. In the present study, we tested a model of the performance-rating process, employing several social and situational variables that have been infrequently investigated and typically not in conjunction with one another. Results indicated support for the overall model and specific links within it. Implications of the results for performance-rating research are discussed. There is perhaps not a more important human resources system in organizations than performance evaluation. Supervisors' ratings of subordinates' performance represent critical decisions that are key influences on a variety of subsequent human resources actions and outcomes. Indeed, this pivotal role of performance evaluation has promoted systematic efforts to develop a more informed understanding of the performance-rating process. Landy and Farr (1980) issued a call for research investigating the cognitive processes underlying performance appraisal decisions. Although the process focus has generated considerable research concerning various components of performance-rating decisions, more comprehensive investigations incorporating several of those components has been lacking. Furthermore, process-oriented research has been limited by its reliance on laboratory studies (DeNisi & Williams, 1988). Whereas the cognitive processes involved in performance-rating decisions can be well illuminated in laboratory studies, the "quiet" nature of laboratory studies often does not match the "noisy" context in which performance-rating decisions are actually embedded (Lord & Maher, 1989).
In this article we develop a theoretical framework for understanding creativity in complex social settings. We define organizational creativity as the creation of a valuable, useful new product, service, idea, procedure, or process by individuals working together in a complex social system. The starting point for our theoretical development is provided by the interactionist model of creative behavior developed by Woodman and Schoenfeldt (1989). This model and supporting literature on creative behavior and organizational innovation are used to develop an interactional framework for organizational creativity. The theoretical framework is summarized by three propositions that can effectively guide the development of testable hypotheses.
The creative process, one of the key topics discussed in Guilford's (1950) address to the American Psychological Association and his subsequent work, refers to the sequence of thoughts and actions that leads to novel, adaptive productions. This article examines conceptions of the creative process that have been advocated during the past century. In particular, stage-based models of the creative process are discussed and the evolution of these models is traced. Empirical research suggests that the basic 4-stage model of the creative process may need to be revised or replaced. Several key questions about the creative process are raised, such as how the creative process differs from the noncreative process and how process-related differences may lead to different levels of creative performance. New directions for future research are identified.
This study focused on the conditions under which job dissatisfaction will lead to creativity as an expression of voice. We theorized that useful feedback from coworkers, coworker helping and support, and perceived organizational support for creativity would each interact with job dissatisfaction and continuance commitment (commitment motivated by necessity) to result in creativity. In a sample of 149 employees, as hypothesized, employees with high job dissatisfaction exhibited the highest creativity when continuance commitment was high and when (1) useful feedback from coworkers, or (2) coworker helping and support, or (3) perceived organizational support for creativity was high.
This book explores corporate purposeâa companyâs expressed overriding reason for existingâand its effect upon strategy, executive leadership, employees, and, ultimately, on competitive performance. Sharply challenging the conventional wisdom that corporations should be dedicated to shareholder wealth creation, the author presents a compelling argument that the path to competitive advantage and outstanding long-term financial performance lies instead in a customer-focused corporate purpose. The book is in four parts. Part I shows how corporate purpose exerts a powerful effect on strategy, management, and the meaning employees derive from their work. A customer-focused purpose harmonizes these critical factors and enables leaders to push strategic thinking deeper into the organization and at the same time to grant employees a greater degree of autonomy. In contrast, a goal of maximizing shareholder wealth sows the seeds of conflict among the market-oriented purpose, product-focused strategies, and the individual values of employees. Part II critiques the logic of âvalue-based managementâ and the relationship of the firm to the equity markets. It explores the validity of extending traditional concepts of property rights to share ownership, concluding that the separation of stock ownership from the responsibility for, and managerial control over, corporate actions makes traditional property rights arguments inapplicable to the underlying assets of a corporation. Part III examines the functioning of corporate purpose in a global economy. When a firm operates globally, purpose needs to retain its motivational power across national boundaries, which a shareholder-focused purpose does not do. Part IV explores the implications of corporate purpose for leaders, arguing that infusing an organization with a worthy purpose is an essential responsibility of leadership. Purpose is the foundation for the shared values that define organizational character, raise moral aspirations, and enhance performance. Drawing upon a wide range of thought from the world of business as well as from historical studies, cultural anthropology, philosophy, theology, and psychology, Leading with Purpose is sure to be an essential text as businesses move into the twenty-first century.
In recent years, innovative schools have developed courses in what has been termed emotional literacy, emotional intelligence, or emotional competence. This volume evaluates these developments scientifically, pairing the perspectives of psychologists with those of educators who offer valuable commentary on the latest research. It is an authoritative study that describes the scientific basis for our knowledge about emotion as it relates specifically to children, the classroom environment, and emotional literacy. Key topics include: historical perspectives on emotional intelligence neurological bases for emotional development the development of social skills and childhood socialization of emotion. Experts in psychology and education have long viewed thinking and feeling as polar opposites reason on the one hand, and passion on the other. And emotion, often labeled as chaotic, haphazard, and immature, has not traditionally been seen as assisting reason. All that changed in 1990, when Peter Salovey and John D. Mayer coined the term emotional intelligence as a challenge to the belief that intelligence is not based on processing emotion-laden information. Salovey and Mayer defined emotional intelligence as the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use motivated scientists, educators, parents, and many others to consider the ways in which emotions themselves comprise an intelligent system. With this groundbreaking volume, invited contributors present cutting-edge research on emotions and emotional development in a manner useful to educators, psychologists, and anyone interested in the unfolding of emotions during childhood. In recent years, innovative schools have developed courses in “emotional literacy” that making; these classes teach children how to understand and manage their feelings and how to get along with one another. Many such programs have achieved national prominence, and preliminary scientific evaluations have shown promising results. Until recently, however, there has been little contact between educators developing these types of programs and psychologists studying the neurological underpinnings and development of human emotions. This unique book links theory and practice by juxtaposing scientific explanations of emotion with short commentaries from educators who elaborate on how these advances can be put to use in the classroom. Accessible and enlightening, Emotional Development and Emotional Intelligence provides ample evidence about emotional intelligence as well as sound information on the potential efficacy of educational programs based on this idea.
This article presents a framework for emotional intelligence, a set of skills hypothesized to contribute to the accurate appraisal and expression of emotion in oneself and in others, the effective regulation of emotion in self and others, and the use of feelings to motivate, plan, and achieve in one's life. We start by reviewing the debate about the adaptive versus maladaptive qualities of emotion. We then explore the literature on intelligence, and especially social intelligence, to examine the place of emotion in traditional intelligence conceptions. A framework for integrating the research on emotion-related skills is then described. Next, we review the components of emotional intelligence. To conclude the review, the role of emotional intelligence in mental health is discussed and avenues for further investigation are suggested.
This study examined the independent and joint effects of expected developmental assessment strategies (self-administered, other-administered, and no assessment) and creative personality on individuals' creative performance. Data were collected from 68 participants who performed a role-playing task in a laboratory setting. Results showed that individuals exhibited the highest creative performance when they expected a self-administered assessment (i.e., an opportunity to assess their own work in order to develop their creativity-relevant skills) and had creative personalities.
Emotional intelligence is a type of social intelligence that involves the ability to monitor one's own and others' emotions, to discriminate among them, and to use the information to guide one's thinking and actions (Salovey & Mayer, 1990). We discuss (a) whether intelligence is an appropriate metaphor for the construct, and (b) the abilities and mechanisms that may underlie emotional intelligence. © 1993.
Although a number of factors condition the success of creative efforts, most investigators recognize the fundamental importance of novel problem solutions. As a result, a number of systems intending to describe the processes contributing to the generation of innovative problem solutions have been proposed. In the present article, earlier models describing the processes contributing to creative problem solutions are reviewed. The common themes appearing in these models are then considered in relation to the use of extant information structures. Certain implications of cognitive information processing for understanding the nature and ontogeny of the creative act are then discussed, along with their potential contributions to the identification and development of creative potential.
Many students of creativity have argued that certain cognitive processing skills are required for successful performance on the kind of complex, novel problems confronting creative people. In this study, a measure was developed to assess problem construction skills. This measure, based on a model of the problem construction process proposed by Mumford, Reiter-Palmon, and Redmond (1994), presented multiple alternative problem definitions that varied with respect to content, quality, and originality. When scores on this measure were related to performance on a series of creative problem-solving tasks, multiple correlations in the mid 30s were obtained. Further, it was found that the tendency to define problems using high-quality procedures and restrictions added to the variance explained by the standard measures of ability and divergent thinking skills. The implications of these findings for assessing processing skills are discussed as well as their implications for understanding the problem construction process.
Available evidence indicates that the combination and reorganization of extant knowledge structures plays an important role in the generation of new ideas. This study was intended to test a model of the operations held to influence application of the combination-and-reorganization process. Accordingly, 155 undergraduates were asked to solve 12 category combination problems. The instructions given to subjects were manipulated to influence application of three operations held to influence the originality of category combinations: feature identification feature mapping, and feature elaboration. The relatedness of the categories presented was also manipulated. We found that solution quality was consistently influenced by category interrelatedness and, under conditions restricting the pool of available relations, category elaboration. Feature identification and feature mapping were found to influence solution originality but not solution quality. The implications of these findings for understanding creative problem solving and the combination-and-reorganization process are discussed.
This paper suggests that feelings (moods and emotions) play a central role in the leadership process. More specifically, it is proposed that emotional intelligence, the ability to understand and manage moods and emotions in the self and others, contributes to effective leadership in organizations. Four major aspects of emotional intelligence, the appraisal and expression of emotion, the use of emotion to enhance cognitive processes and decision making, knowledge about emotions, and management of emotions, are described. Then, I propose how emotional intelligence contributes to effective leadership by focusing on five essential elements of leader effectiveness: development of collective goals and objectives; instilling in others an appreciation of the importance of work activities; generating and maintaining enthusiasm, confidence, optimism, cooperation, and trust; encouraging flexibility in decision making and change; and establishing and maintaining a meaningful identity for an organization.
The examination of contextual factors that enhance or stifle employees’ creative performance is a new but rapidly growing research area. Theory and research in this area have focused on antecedents of employee creativity. In this paper, we review and discuss the major theoretical frameworks that have served as conceptual foundations for empirical studies. We then provide a review and critical appraisal of these empirical studies. Based on this review, we propose exciting possibilities for future research directions. Finally, we discuss implications of this body of work for human resource management.
The present study integrated a number of streams of research on the antecedents of innovation to develop and test a model of individual innovative behavior. Hypothesizing that leadership, individual problem-solving style, and work group relations affect innovative behavior directly and indirectly through their influence on perceptions of the climate for innovation, we used structural equation analysis to test the parameters of the proposed model simultaneously and also explored the moderating effect of task characteristics. The model explained approximately 37 percent of the variance in innovative behavior. Task type moderated the relationship between leader role expectations and innovative behavior.
This study examined the independent and joint contributions of employees' creativity-relevant personal characteristics and three characteristics of the organizational context - job complexity, supportive supervision, and controlling supervision - to three indicators of employees' creative performance: patent disclosures written, contributions to an organization suggestion program, and supervisory ratings of creativity. Participants (171 employees from two manufacturing facilities) produced the most creative work when they had appropriate creativity-relevant characteristics, worked on complex, challenging jobs, and were supervised in a supportive, noncontrolling fashion.
In this article we explore assumptions about the levels of analysis embedded in the extant literature on creativity in organizations. Uncovering and then relaxing these assumptions allow us to extend the literature with an alternative but complementary model of how creativity unfolds in complex, large-scale, and long-duration organizational projects. We build on the paradigm of sensemaking and propose a multilevel model of creativity that, as its defining feature, examines how periodic organizational crises reframe the negotiated order of belief structures about creativity.
We describe the development and validation of a new instrument, KEYS: Assessing the Climate for Creativity, designed to assess perceived stimulants and obstacles to creativity in organizational work environments. The KEYS scales have acceptable factor structures, internal consistencies, test-retest reliabilities, and preliminary convergent and discriminant validity. A construct validity study shows that perceived work environments, as assessed by the KEYS scales, discriminate between high-creativity projects and low-creativity projects; certain scales discriminate more strongly and consistently than others. We discuss the utility of this tool for research and practice.
Two positions concerning positive mood and its relation to creative problem solving have been taken. The general position (GP) postulates that there is a consistent positive relation between positive mood and creative problem solving. The qualified position (QP) states that the relation is a contingent one. This study explores one possible limitation to the GP, by testing Weisberg's (1994) suggestion that positive mood facilitates productivity but not quality of ideas. Self-reported mood was measured by positive, negative, and arousal scales. Divergent thinking tasks scored for fluency, flexibility, originality, and usefulness were used as criterion variables. A perfect, theoretically predicted rank order between positive mood and degree of solution constraint measured by the divergent thinking indices emerged. Positive mood was significantly related to an idea quantity factor but not to an idea quality factor. Although this evidence is not conclusive, it supports the QP and indicates that the GP should be modified to include task type and degree of solution constraint.
Addresses criticisms of the authors' previous linking of emotion and intelligence by explaining that many intellectual problems contain emotional information that must be processed. Using P. Salovey and J. D. Mayer's (1990) definition of emotional intelligence as a type of social intelligence that involves the ability to monitor one's own and others' emotions, to discriminate among them, and to use the information to guide one's thinking, it is argued that intelligence is an appropriate metaphor for the construct. The abilities and mechanisms that underlie emotional intelligence are described. These mechanisms are (1) emotionality itself, (2) facilitation and inhibition of emotional information flow, and (3) specialized neural mechanisms. Emotionality contributes to specific abilities, and emotional management influences information channels and problem solving. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
nature of creativity / intercorrelational relations among creativity, intelligence, and wisdom / use of implicit creativity in evaluation of the creativity of others / differences among laypersons and various experts in their conceptions of creativity
intellectual facet of creativity / the relation of intelligence to the internal world / metacomponents / knowledge-acquisition components / relation of intelligence to experience / relation of intelligence to the external world
intellectual styles / functions of government / forms of mental self-government / levels of mental self-government / scope of mental self-government / learning of mental self-government
personality / tolerance of ambiguity / willingness to surmount obstacles / willingness to grow / intrinsic motivation / moderate risk-taking / willingness to work for recognition
integration (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A group of 13 artists and 14 non-artists was given the task to paint an illustration for a poem which would be suitable for publication. The experiment was strictly controlled with set limits of laboratory sessions. The authors felt this experiment made two contributions to the existing concept of artistic creation: (1) an analysis of the differences of activity between artists and non-artists; and (2) the formulation of creative thought as one whole process of all the various aspects participating concurrently instead of the four distinct "stages" (preparation, incubation, illumination, verification). (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The process of creative thought in sketching pictures was studied by having artists sketch pictures while expressing their thoughts aloud, and by having them answer questions concerning their usual practices. 50 professional artists and 50 unpracticed sketchers served as subjects. The reports revealed the same four stages of creative thought, namely, preparation, incubation, illumination, and verification, already revealed in a study of poetic creation. The course of thought is similar as between artists and non-artists. Non-artists draw more objects and more different kinds of objects than do artists. Artists spend approximately the same time as poets on unorganized and organized thought. (PsycINFO Database Record (c) 2012 APA, all rights reserved)