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The Effects of Leader Support for Creativity and Leader Gender on Subordinate Creative Problem‐Solving Performance

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Abstract

Ample correlational research shows that leader support for creativity is related to subordinate creativity, yet research examining the causality of this relationship experimentally is scant. Furthermore, most studies that demonstrate support for this relationship have used relatively subjective creativity measures that do not tap as effectively into the creative problem‐solving process. Thus, we experimentally examined whether leader support for creativity affects subordinate creative problem‐solving performance. We also examined whether this relationship depends on leader gender. We used experimental vignette methodology and a sample of 247 working adults to test these relationships. We found that high (vs. low) leader support for creativity resulted in a significantly higher number of ideas generated. Additionally, posthoc analyses showed that high (vs. low) leader support for creativity resulted in a significantly higher number of original ideas and higher number of quality ideas generated. We also found that when the leader was a woman (vs. man), average originality of ideas was significantly higher. We found no significant interactive effects of leader support for creativity and leader gender. We discuss how this study further elucidates our understanding of leader support for creativity, as well as avenues for future creativity research involving leader gender.

The Effects of Leader Support for Creativity and Leader Gender on
Subordinate Creative Problem-Solving Performance

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Author Note
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Abstract
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The Effects of Leader Support for Creativity and Leader Gender on
Subordinate Creative Problem-Solving Performance
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(+&%+5&#&+#!%(("+ ",).
$.2008>D&)%!.201>A!.2008>%"A*!.2008>
"A.2008>%A&)!.BB/-.'%)#!+%%
(! #&+#!&((#+ ",).@.200>6.2001>6
.2002-&').!((!+%!%')+!&((.!&!% 
"5("5'%%!&((#+ "affects("+ "
% "5%!(+&!%(&!) "$6+ !&!#
+ ",.+ ($! )(#+-
.,BB;-+&+$"5(%!!!!%##+#!(+#+!%($% !
))($+!&+.))!.#)!#!###++"+ (#+,.
)":&"-E 6,208-+&+$"5(%!!!!%##+#
)+!&((,.(+ !&( !!&((-("+ (#+,.)
8

!+%!+!%!(+  &##"()
%),).F%!.2001>%A).20G>7!AD##.2008-.'%
!.$.!+%!%')%)+% ####+!
("!(#+,).+.B10-!+%!)&%%!)
##+!)!"(!!)#!+!>%!'
5(+5%$&&).+&$% !.'%5(+5%$
+( .)+$% !,)"A@&.2002>)"A7.202-&%
(+ !+%$'5(+!#',).'+&-
("(+!%(+%+!+!,).!)+-.'!%(!
!&$6+)(6&++(.'%+%&") "#&+!%
!%(!&++!!,)"A@&.2002-7%!.!+%!!&))!!%+(
'.($&+!#5%$)+&!%($% !!&+%!
(+(!###+ !!($",D!+%.201-.#'
  '$% !,& !.2001-.#'(#+,7).20;-
* %!)##+!!%(&+!. !)))!##+
%!%($'!&((#+ "!&$+ "!!
(+&"'
)%.))%!%($'!&((#+ "
!&$+ ".!+%!%  +#+&!" 5(!).
% &!)#!&((#+ "=!##++ ($! )
(#+.% "5%#&+#)++)".) +!
#3,-&!#5(!)%!&"#!%(,).!##A!##.
20B-.,2-(&!)#!&((=!#&+!&$+ ",).
(-
G

$.201>D&)%!.201-.,;-)#+&!%#)
+ ",).D.202-.'#%!!+%)(!(+#+".'
5("5%##+!#!&((#+ ")
!&$+ ($! )(#+?"+&+)%!!+%.'%(
$5(+%#&+%!+5&#+!% %!+!)" &$
'(+!
Leader Support for Creativity
!("(+&"(!$!%)!%() %
&+!("+ ",$.2008>D&)%!.201>&#.2002>
A!.2008>%"A*!.2008>"A.2008-'"
!+#!%! !$"5%$)!&((#%("=!+ 
 !++)&#,2002-.!&((#+ "  !
'%%)++!.6&).) &!'%("!(&+)
 ()!.!'!+'))')%)# !,.
!&((-!&((#+ "!  !( )%("'%:&!
!&+!(&+( !,.'!&((-".!&((#
+ "  ! )%("=!!#'%$"$!)%!###++"
+(+%!%,.!+!&((-!)&!&"
+&+$"$+)&!,2008-!!%!)%$% !%!)
' %!&((!+ "%!$% !+&5%$)(! 
!&((),).+%(%+!+!!.(%$!#!!!#&!!&!.%(
 %) #)!-.),).( %'%)&++!&+ 
(! #$+-.+)<),).+)<%)(#+( (&$+-.
/

+!&)$% !,).!#%!(!-.)%!,).
+$)'%!&$!-
5(+".! #!&!% #&(! !%($'
!&((#+ "!&$+ ",).@.200>6.2001>6
.2002-6,2002-#&("(+ !&( !!&((#+ "'!
(! "!&( ! &!#+ "6,2001-5(%!#
!+%#)%$%(+ #!&((#+ "#
!&( !!'!(! "!&( ! &+ "!+%%!!!%'
(! !%(!$')!&((%+ "+ $!.
!&+%!( &!#+ ",).$.2008-%&$#(
!+!&!'$"("!,).%A&)!.BB/-
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&('%!&!)($.%!!&!'!&$!:&"#%
)":&"!&!+%$% !%+##+(+(!=
+ (#+(+#+".%&%!#&%$!)!###++"
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(+(!=!&!%&)%!&((#+ "'!+"(&%!
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9
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Experimentally Examining the Effects of Leader Support for Creativity
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!&$+ "#''+!%"%(! .+&!%(
1

+!&+!!"!'"!&+ "!+%".%&$#!&!"
+!!,D&)%!.201>!.20G>).)+!&((.
!#!%(>$5+%)>(')!%(.! 
!%(-?)%'%#(5!)!+%.'%"!%&'5("
5!&((#+ "=!##+!&$+ "H
!.!('+)<%!&(()!++(&"
(+"###%!)"!%(+!&+!!"!,%&)A
7).20>D&)%!.201>!.20G>%"A.201>&.
20B-!%",201-(!&% '#!%($% !
("+ ".!&((!I)!%($% .&++"
!(+#+!"J,&+!+.(2-% '#!%(+ ".
D&)%!,201-!+%!&((#+ "!!%($&+)+"
!+#(! !%(!"!!+%!% !!)&!%$'
!&(((! !%(!"!%(+ !)!,).%&)A7).
20>&.20B-5(.%&)7),20-5!&((!
%!%($'!#!%(!&$+ "
)%!!+!(#&%.'5!&((for creativity %(!
!&".)'#+&!!&(($".$&!&((!(+#+
+ &)!
+".!.%!%($'!&((#+ "
!&$+ "%!!"$5 #!&!>%!!%!)+&!
 +$'%!'+!&+!!2&$".%+$&!%!#
2%'"!!+%!+(<%$"#+!!!+)&!+%#+&!
#.!(+,20B-
B

!&!% (&&!)#!%(("+ "
%I'J7%!.$!+!!!+,).6.2002-
)&!+%,).$.2008-%&!#.')&$"% !$ 
%'#%%+")&+!+!!"'+&!++&!!% 
$3,-+ ,.+%)!!&((#+ "!+%)!
!&$+ "-,2-((++,.!&((#+ "+&!!
!&$+ "%%'"&-D' .( &!(+'+.
'%+".%%++!!"!$!%+&!!%(3,;-(&!$.
 5(!#%$! !%(% $&&
&!.!#%$ #!&!&!("!&!
!!!!!&((>%!!&!+$+&$"&!'!%,).##
$))!-.!#%(%,).!&( !+!)-.
$%!&#%(! .+&.#+ #&+,).!#
!%(.$5+%).+!%(!&((#! !.
)<+#+!.(!&((-+%!(%#(! .+&
!%((%.+%+!#+!&$+ ",!.
20G-.!)&$" ('!%#&+#%!++(!(
5("5'%%!&((#+ "affects!&$+ "
)!.'+I!$!%+&!##+!%(!++% (#
')%)<$% !++!J%(I ($
&!)#%+(5''%+%' J,((2>!##A!##.
20B-%&)%")'%&!").&&!)#)<(%
&":&!#5(!+%
0
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".!#%$ #!&!5+ "&!)!&( !
()!%!%)!% %!)!&!,).+!$6+ %
!#(+ "-.$&+!$+(+$"&!'!%(",).)
!)%("=!+%)<.)!)%("=!
 '-.(&!++(!$&+ ",).+ "!
##'%!+!.+ "!( "&) &!-
".%+ "!(%!(+#+!#%+ ($! )
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'%+%  !+ ".!%(+!!#(&+) &!#&!! $)&&!.
#($!,&#.BB>&#.BB9-%&)%"!5!
,).# '.!&#.BB-.!+%!)")%%+ 
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 )%)- &,.!!!!)'%+%!!%&$!+.(.
6+) %($>+ )%)-%!+) (+!!!+!
+# )+ (&+,&#.BB>&#.BB9-
!:&".$"&!)+ ($! )(#+!+.'+)$
&!)#%'+!(+!#%+ ($! )(+!!,).
). &. ".&!#&!!-##"##+$"
$!#!%&)%+ "!+%!% %!+((+%
!&)("+ "$#,)..20;>.BB;>E 6
.208-.+&$()%5#!&((#+ "
* ++!#( !&((=!#&+,).$.201-.!
'!+!#!%#)!%(!!%(+ ",).


D&)%!.201-.!+%%#&%+#!&&!)#!&((#
+ "=!##+!&$+ ($! )(#+((!(
)%.' !)%##+#!&((#+ "!&$
+ ($! )(#++!!'##(+!!!,.)
!+-7"5(+!%(!$(! .$&$$!)
+&!+!%&)%&!#5(!))%!!+%!(#&%.'
&(+%#).'"5 $!%(!+%"
$5%!&((!&$+ "!+%!(+
Leadership and Gender
#+%"##+%!%($'!&((#+ "
!&$+ ($! )(#+!)!+%+!%
(+  &!##+ !%'. '%5%$)
+($$% !,).F%!.2001>%A).208>7!AD##.
2008-!+.$!&"+&+$"7!D##,2008-#&%'
#$ '!!+(%($! ))&(!.
!(!(")+($ !#+(+.(+(.#&+%)&(!
%!&"+&+$"%),208-!(+(!'+% +(!
'%+%), !'-!%(!",(+(" !&%-'
(&!&!!%'%'!##+ !%'
)!!#'%%%!%(!"5%$'!(+("&%%
&%!!#&%(+(!(#''%!'%'.%
''%5%$&%!"#!%('(<!&!% 
#&!##+#) "$6+ !&!#("!
2

(#+.%&)%!+%5)%!"(#+!!+,)".BBG>
++%.200;-5(.++)&!,B10-+&+5(!&"
!!!!'%%!(#+##+!!#)&(!%&%!
%92)&(!+(!!$"'(6&)!%&%!&"#&
##+!&+%%)&(!(#$%#)&(!%% !+
$+!#)&!#$6+ !%(##+ !!!&!'%!&")%
#),).&(&:&".("6&)&(&:&">++%.200;-
K!%)'%(!!&"&!!!!#+ (#+
''%5(!%!)##+!!%(&+!H?!!+
%".##+!(+(!$'')!"(!
!)#!+!>'!"(+"5(+5%$+&$% !.
'%!"(+"5(+5%$)+$% !,)"A@&.2002>)"
A7.202-++))"@&=!,2002-+)&"%".5!#
!+%".'!%(!5(+(6&+$+&!#++!
$'+%+!+!#%)!"(,).&&).+&-+%+!+!
#("(+!%(,).+( .)+-%!(6&+)!'+
#!'#!%#!#)!'$) &!!# $"'%
+!!%(($+&!!%(!"(+"!!+'%!+&"%
!+#)!'!$) &!!# $"$+&!!!!!$#
'(#!%($% !+(%!(6&+!+&$
#) &+!#'.+&)&+##+ !!%!%(
+(
'%+)&"%".'+5(+%!&$+ (#+
;

'$$&%!%(#+(''!5(+%!
(##)!'%)%##+#!&((#+ "++&H%&)%
%!++)&+$'!&((#+ "$% !%')
!"(.!+%!%'!%%  )()(! &+!'%
5%$)(! .+&!%(!"!,).D!+%.201>& !.
2001>7).20;-!+.D!+%,201-#&%%(! 
!%($'!#!%(##+ !! &!.
!#!%(($" &!.'!!)#+(
'%!&%!!#&%+&"##+ !! &!%
(! !%($'!#!%(($" &!.%!
'!(!#$&'
))!&$(#+&+!.7),20;-#&%$ 
!%((! "#&+!&$+ ".!(#+.&!'!
+)&!.+!+&!!!.%!(! !%(!'!)#, !
'-%!&".& !,2001-.&!)!(#;;G%%+'!.
#&%!#!%('!(! "#'  $% .
%%!!%('!!)&!'%', !'-& !
+)&!,2001-!'"$!("5(+5%$!#
!%($% !) %)!"(>+!."$+!+
%!#!%(!"!+&%!D!+%+)&!,201-
#&%%!($"!+&!!)%"$5(+)+&"$&!##+
'%5%$)+&!%($% !!%#(!!$%5(+%!
+&"$&!'%!(")!&(( + (#+%
8

'!.!(!!$%%(! ##+#!&((#+ "!&$
+ ($! )(#+!!)&%!%(#+(
'
#&".!.%!+#!+%5)%#&+#
) "$6+ !&!#!&$(#+,)".BBG>++%.
200;-".!.%% $+!+!&!#%!"(!#
!&!!'+$&!%#&+#),++%.200;-7%!
!!(!!!+%5))%+ "!(+>%!!!(+"
!&(!)!+!+%!(+!% +%)!(!%
5!(!!%'(+.(+&"!%(.#! +!)%#&".
!+%!% +"(!$&!%#)+ ",).
D.202-.!(+"!++!+%!%'!%!+$!+ 
  +(',).&!".201>&#.20G-%&!.
&!)'%%)##+!5!%!&((#+ "
!&$+ "!%(!!'
The Present Study
!&".+!+%!%'!%!&((#+ "!
!&$+ ".$&#'!&!% 5%+&!&#%!!%(
5(".!#%(5!)&%!5%!!%(
'% "!&$6+ + "!&!,).!&( !()!-. )&
&!)#!&((#+ "=!#&+$6+ !&!.
+ ($! )(#+.&%.'!% $
!%'$(+  &##".!'!#&+!&$&+!
G

##". '%5%$)+($$% !* %"!+%,).
+)&"%">+&"$&!##+-!%'%)##+!!%(
(+(!. &!.##+ !!&+!# #.!(!!$%%
##+#!&((#+ "!&$+ (#+(!
)++)".'("5( )%)" !)'%%
!&((#+ ",%)% !'-), !#-##+!&$
+ ($! )(#+7%"(%!<%#')3
 !&((#+ "'(! "##++ ($! )
(#+.!&+%%(+(!%%)%!&((#+ "+
'% %)%+ (#+!+!,.)!+-
+((+(!%'!&((#+ "+
2 ')+)&"%".)'##++ ($! )
(#+.!&+%%(+(!%+'% %)%
+ (#+!+!,.)!+-+(
(+(!%#+
; ')%+&"$&!##+.!&((#+ "
)'6"##++ ($! )(#+.!&+%%%(! 
##+#!&((#+ "+ (#+!+!,.
)!+-'$!)#(+(!%+
+(%#+
Method
Participants
'++ L&+!.!& ".#;9G')&!
/

+&#<+%+&,&-.+'!&+)(+%
( !!+%!++!!).)(%+" !!&$6+(%
!+%!(!,)&!.202-+(+(!
++!&!+%.'! +#")+!%++'%
()&!##$")&!+)&!,202-%!+!+&
++)#(+(!$"%#!(!<.!)
! +%+!%&)%&%!&".)(:&!!%'
!&$!:&"!+!&:&".!&)+%!#!+!!
'$)%!+!.'$!&(+(!'&" !
+()&!&"
#%;9G(+(!.;;!'#&#&+%+!++"(
!&!(+#(!(!.//(+(!'#))#( )!(!!
%((+#$.!+(.%&!').'
!&$!:&" #"!!%#(+(!('!289')&!
,/21M.;92M#-%)'!;8"!,MdnN;>SDN1/1-!
(+(!#!7%,9;M-.#'$"!,;M-.?+O#++
,1M-.D!(+OO(!%,80M-.&+,21M-.+O! 
,28M-!(+(!(%)$+%=!),812M-(');G
%&!' ),1BM-+(!+ )6$(!&
#;B;"!,SDN;;9-%!& " )#9&!+(.
(+(!'+(!P2G#%(+(;
Procedure
;%&)%%+(!#%!!&"%#++'!$ %')#
P200(%&#&'!,D.201-.'&!+')%%!!!!%#
&')++)".'+!+%!("(+(!!#&')'%
!()#+'!&+)(#!
9

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1
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+)<).+!&)$% !.$.2008>.'.!+!&((
$% !>&#.2002-+(!%'!&((#+ "+
'( !&+#%!&( !%!("%(+(
+(%!%,.IC&6$!)!"!! Q)<=!R
($J-
(&).%#%(!%#
+'!IF&%J.'%!%'!I(%%J%
+%!I%J'!+%!.!%!!&!#%!+%
!,!&!?&&.20/-%#!!'+%!$+&!%"% $
!%'+! ))!(+ ).'%.+(+,'
.201-
Manipulation Checks
Leader Support for Creativity
!!!!%##+ !!#&!&((#+ "(&.'!
B

(+(!!(# !&!)!(+#+"#%!&"%!&
'!+!&+'%+!#! !&((#+ "!&!( &!"
&!+ "!+%,).+&)!+#'.200/>!&( !+ "
!&(( $% !+#"A.2008-7!(+(!%!
!!+#,Strongly Disagree-G,Strongly Agree-%# !(!
"+&3,-I"!&( !+&)! %($+ "J.,2-I"
!&( !$ %'!+($#+)&('%+ !&!J.,;-I"!&( !
+%"!&))!!&!'&$ &J.,8-I"!&( !+&)
+ !!! )%($J.,G-I"!&( !$!"+#+
! )%($J%!&++($ #+!!+",SN1G-
Leader Gender
!!!!%##+ !!#&)(&.'!(+(!'
:&!!3I7%'!%#"&!&( !HJI7%'!%)#"&
!&( !HJ+(!+&+IF&%J.I(%%JI+&
J#%:&!.IJ.IJ.I+&J#%
):&!
Pilot Testing
7(!!&%##+ !!#%!(&!#
%'(!)#%!&".!((5
Creative Performance
!.(+(!'!$"%!&( !)&(!&!
#($!+%!&%"%&)%'&$$!(%!
+ ($! )!'&!)# "(!#+ "!+!3#&+".
20

 ))". ):&".!+)".!+:&"%!
# "(!#!+!&""!&!#+  &
#&+".%&$#!)'+&+!+#+%
(+( ))":&".!+%!!!!'%)+ "
!&!)# !#$=!,B12>BB/-!!&!!!!
+%:&,##.!.2020-%!("
 &+%#)".%%!(" &+%#
:&")"'!#!%)'%+%) '! '! &
!+#,Very Unoriginal-G,Very Original-L&"'!#!%)
'%+%) '!((('! &!+#,Very Low Quality-G
,Very High Quality-)$"'%&)%$)
'%)&(),rwg-+!!++##+!,!-!&!+%
)")!.rwg =1>,2.;-N12.:&")!.rwg =9G>,2.;-N90.
++($ !#$",F!.B18>$A.2001>%&A!!.
B9B- 7%# ))!+!!+%!#%!$!)!+#
+%!+!'% )+!!(+(!$ ))"
!+ ):&"!+#+%(+(".' ))!#%!
!+!$!(+!!+%!#%!.!&)!+
)"!+!+:&"!+#+%(+(#
5(!#!&!%'%"'.(!!((5!?
Results
Manipulation Checks
!5(+.(+(!%%)%!&((#+ "+,MN8;/.
2

SDN0G8-+(%!%'!&((#+ "+,MN;G1.SDN
012-(5(+)!)#+"%)% !#!&((#+ ".t,2098/-
N199.p T00.d N;&%.''""!!# +,-'!
+&+5)!&((#+ "!+!!%( $!&
!&((#+ ")'(&("!&!
+!)#+##+#!&((#+ ".F,.28;-N998;.p T00.
##+#).F,.28;-N002.p N11/.+ ##+#
!&((#+ ").F,.28;-N00.p NB;B%!&((#
+ "(&'!%#+!!&++!!#&
".6"#(+(!++"+%)#%
%#+.B18M#(+(!++"(%=!
'!F&.'%B88M#(+(!%+++"(%
=!'!(%.U2,2-N22/.p T00%#+.18/M#
(+(!++"(%'!#.'%BBM#(+(!%
+++"(%'!.U2,2-NG1B;.p T00%
)(&'!%#!+!!&++!!#&
Main Analyses
!+( !!+!+!$'# ( $!+$#&
$7(!%!&!#+%''"$'!&$6+!!#+%
( $$'
#&+".'#&!)#+##+#!&((#+ ".F,.
28;-N/.pN08.V(2N0;.!&+%%(+(!5(+)%)%!&((#
+ ")!)#+")&$#!,MN/81.SDN8;1-%%!
22

5(+)'!&((#+ ",MNG2/.SDN;2B-+!.'#
##+#).F,.28;-N0G.pN9007!#+ 
##+#!&((#+ ").F,.28;-N000.pNB99
#.!)&
7###+#!&((#+ " ))".F,.
28;-N10.pN17.%' .#!)#+##+#).F,.28;-
N818.pN02B.V(2N02.!&+%% ))"'!!)#+"%)%&%#
,M N221.SD N0/2-+(%,M N2.SD N0GG-7
#+ ##+#!&((#+ ").F,.28;-N0;/.p
NG8B#.!)&2
 ):&".'#&##+#!&((#+ ".F,.28;-N
0;1.pNG;1.##+#).F,.28;-N0/8.pN82;.+ 
##+#!&((#+ ").F,.28;-N02.pN92B7!
#&!!)#+!&!#!+)".!&+%%%'!
##+#!&((#+ ".F,.28;-N1.pN10.##+#).
F,.28;-N92.pNB0.+ ##+#!&((#+ "
).F,.28;-NB.pN299'!.#!+:&".'#&##+
#!&((#+ ".F,.28;-N0.pN988.##+#).F,.
28;-N008.pN1;/.+ ##+#!&((#+ ").
F,.28;-N0/.pN/B
Post-Hoc Analyses
+ "!+%!+%#&+"!!&##+(5"#+ ".
)&)%))%)%:&"#!!+!!":&))%)%
2;

:&"#creative!,)..20B-* %!)&.'+&+
(!%+"!!'( $!3#&+"#)!,.%
&$#!'% ))#%%)%%)")!+-
#&+"#:&"!,.%&$#!'% ))#%%)%%
:&")!+-
#&+"#)!.'#&!)#+##+#!&((#
+ ".F,.28;-N9G;.pN009.V(2N0;.!&+%%(+(!5(+)%)%
!&(()!)#+")&$#)!,MNB8.SDN;09-%
%!5(+)'!&((#+ ",MN01.SDN8G-7#
##+#).F,.28;-N00.pN;9.'#+ ##+#
!&((#+ ").F,.28;-N09/.pN;18#.
!)&;
7!#&!)#+##+#!&((#+ "#&+"#
:&"!.F,.28;-N00;.pN002.V(2N08.!&+%%(+(!5(+)%)%
!&((#+ ")!)#+")&$#:&"!,MN088.
SDN019-%%!5(+)'!&((#+ ",MN09.SDN08;-
).'###+#).F,.28;-N02.pN/8B.'#
+ ##+#!&((#+ ").F,.28;-N002.pN1B
#.!)&8
Discussion
 .&!&!+%%!%($'!&((#+ "
!&$+ ($! )(#+().
%!!&"( &+!)%%!&((#+ "!&$+ "
28

!%((+#+".&!&!+%%)%, !'-!&((#+ "
(! "##+#&+".%&$#!)".(!%+
"!!!%'%%)%, !'-!&((#+ "(! "##+%#&+"
#)!%#&+"#:&"!&!&!!+%!'
)&%!%(#', !-.!%))%&& (
&!)#)=!#&+!&$+ "
Research Implications
Leader Support for Creativity-Subordinate Creativity Relationship
%!!&"+$&!%!&((#+ "!&$+ "&
'('"!%#!'")!%!&"=!&:&&!#5(
%)"%!+'")!%'%!&"=!#)!$&+&&!)
#%!"!%(
Experimental Methodology.75'%%!&((#+ "
##+!&$+ ($! )(#+&!)5(%)"
%!!&".!!+%5%!!%(&!)+!+%!)
%&)%5(((+%.''$+%#&+#!&((#
+ "(+!".!'!)%#&+#(5&! $!,).
!#!%(.$5+%).(!&((-%!+'&!
$&& 5(!!&$!:&"'!)+&!+!))
%!%($'!&((#+ "!&$+ "
7!&!+ ($! )(#+!!!!!&$+ "K
++! "$6+  &!!+%5)%!&((
#+ "!&$+ "!%("(+"&!!&( !()!
2G

!!!!+ ".%!"(!#+ ")!% %!)%!,).+!
$6+ %!#)!-.$&+!$'%$!!!)#(
5(+!'%("! .%)!!!&!(!+$!#
+ "D.''$$+!&+%$!!$"&!)(!
 &!&!+ ($! )!.!'!$!%+$"#)!$"
 )):&!5(!!!!!!(!!
".'5("5'%%!&((#+ "##+'
##(+!!!#%+ ($! )(+!!3)!+
!!+%%!(%5!&$+ "&!)!&!%
+!!"(%("=!+ ($! )(+!!!.
) &+!++) (+!!!# )
+ (&+?"5)$%!&$)!+.''
$$! %+&+#!&((#+ "=!##+!##!(+!#
%+ ($! )(+!!
)%.',-("5(!).,2-&!(.:&!5(!
!&!+ ($! )!.,;-5$%)
!+&!!&((#+ "=!##+!%&)%%!!&"!).'
'$$5(+%+&!##+#!&((#+ "!&$
+ ".#)&&!)#%!!%( 
Leader Support for Creativity and Idea Fluency. %&)%%##+!<'!!.'
#&%!&((#+ "(! "##+#&+" &!+ "
&%!!%'%+$% !##+#&+",).$% !%
+&)')!%)5+%)..20;>!#!%(
2/

$% !.?AF&).200;>F&).200-D.'&+ %!&$#&+"
+$##+$"%$% .%#!&((#+ ",.+)
("+$&! &.$ )("!')#&"%(.)
("!%$&%($'  '"!.+&))("!
!!'%))!.+&+)!%!%")-%&)%'
#&%!&((#+ "##+!&$#&+".'#%
!&((#+ "##+!&$!= ))". ):&".!+
)".!+:&"%!#)!("+%!&((
#+ ""$$#+#&))%:&"#!.$&+!!"%
+ "#! .%!#)!("+%!&((#+ "
"$$#+# )%)(+!!!.).$&+!!"
+ )%)(+!!!.!++))"!+
! )($+ ".%)%)#!&((#+ ""$!
!&!&!'%)(#!!$''%.!&+%!
$!)!!!
(5(#%!#)"$%!&+=!#+&!
))&(!.!((!))"creative!'%%"
!+%("+(+",)..BB/-.!(!!$%(+(!%
%)%!&((#+ "+!&)%+(+% #!&((+
%$"+!"#')%:&"#+&!!&+!("+(+""%#
5('%"(+(!%%)%, !'-!&((#+ "+)
)&$#!%&%.+ "!+%!% !&))!%
:&"#+&!!&+!++!%&$$&+!%+ "#!
29

),)..20B-%!(+#&%#+!%(!!$"
%%(!!&"=!:&"#+&!!&+!5(!&#&+"!&!
!.!+ "!+%!%%&$#!)!
!+!!"+!(=!+ ",)..20B-
&!.("+&+&('%!)%)%)":&".'%
!+("+&+&('%0!')":&"?!
#&+"!+!.%!+("'&$+ !!%!(
++.(!%+"!!'+&+!!!!'%%!&((#+ "
##+%#&+"#)!%#&+"#:&"!@()%
##+!<!'")!.!&!+%!&$!%%)%, !'-
!&((#+ "+"))&$#)!.$&!
)&$#:&"!%&!."$%&!&+!!&+!!#$+
$'$):&"+ "#+&!.$&&)% ##+ )
)". ):&".!+!+! "'%'!5(+.
#%!#)!()
Leader Gender-Subordinate Creativity Relationship
7#&%!&$ ))"'!%)%'%%'!'
, !-.%&)%%##+!<'!!!+%5()%!##+!!.
$&(!"$%(+(!'&"#&+$"!"(+
+%+!+!#',).$)'.+).&&).+&-'%+()%!
+ ($! )!!.'5(+5%$!&(( 
$% !$+&!#!'%%)!"(!:&".%'
"% ##+ ))"$+&!(+(!"(!+$%!$
21

!&(( %!#!'%#)!#+,B10-%!&".%&%!
#&%#'!#)&(!, !#)&(!-$&!&++!!#&!
(#+%=!%'!!%&+#%)&('%+
!&+&!,.')!!!!!#++&+"-.'%!%!!#'$&!
('!#&)!#'!##)&(!, !%)&(!-'%
+&!&+&!,.'((!!!!!!)".(++".
+(!!-
!!'%)%)"+)&!=,BBG-"!!#&%'
(+ !##+  !%((!!+()"
+)&!,BBG-)&%'"$$!&# !%(!$+&!
%!(!!+#+(  (("!+".
&!%,208-#&%''##+ !+(
 (!!.!&(())"=!,BBG-#)!W%&)%%
#%(!!&".%!&( !% )'!!+$'"%+&% 
(+(!%%'! !%((!!:&".&#)
%!&$ ))"'!)&%!%(#', !-"
$ $"%(()$ !%((!
%&)%'#&%)##+!&$ ))".'
#%)##+!&$!=#&+". ):&".!+
)".!+:&"!&(!)".(( '))).
 !!%")!&#)%'!$#+
)#)!+&!&))!%%!!%)$&'%%(!
!&$!!!)!+!I&!%$5J>&!&"#&%
2B

% #!&((#+ "5%$'!#%
Practical Implications
%!!&"=!#)!##!(+!#(++.%&)%'&)(+!
$%!##+!<!++(")%!!)#+#)!!.!
!%&$'%%!&((#+ "+$##+ #))"!%
!&((#+ ""+!!"+!%)":&"#!.)
!"##((+%'%+!$!)%+ "#!.
!&+%!(%!<)!!#)":&"!((!:&"
+.!!%&$'%%!&((#+ ""$
!& )%)(+!!!.!&+%!).$&+!!"
+ )(+!!!.!&+%!!+&!.(+&!)%("
#+ !&$)&&!'(+($%=!!&((#
+ ""))'"'%+!%!&$+)&('%&(!
D' .'%%!&$)!!+(.%"
&+!&(("!&((#+ "##$% ((+%)%
%.%$"#'! !&$)"!%&)
&+"(+" '# $"I!)J!(+!+(
'#.$!"(+".(+ $')!!%
'!%((!!,).D'<.201-7%!.)
!+$!+ +(',).&!".201>&#.20G-
%&)%%##+!<'!!.%(!!&"#&%'!$$
  .) .&!%$5!+(!(
!+%$)+#%!##+.'$ !!+&$)<!
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
 '!%$" )"
Limitations and Future Directions
!(!( $&!&!)#%!&((#+ "
!&$+ "!%(.5( )%)"!'%&!
7%!5(!(#!$!%)+&!"!)%)%
".%(!!&"!&##!#'5 "%'!.%!!&!"
)<%((&!+!!!)!&!.%!!&"!
 &!<%"(%+!&#')#+)<&
+&&!+%"$##!!!!)%!&((#+ "
!&$+ "!%(.'%%(!).&!)(!
#5(((+%!!&+%!%!"!)%%!&!+#
(+(! ".!+%!+&("%!%)"&!%(!
!&"$&!% )'"%!!+%'!)5(.
#&&!+%+&#%!&( !=!!&+((
!!!)%!((+%"!!)%%!&!+#(+(!
% (+!#%'!+#++ "'!&!
!(!!!!!$%)!+.%(
'!&!) )%)+ ($! )%"$!!!!!
!&$+ ($! )(#+ ($! )!!  
!)(+(!(!)!'#($%!!)!'
!(!'!(+(!$%.%$") &#)"
:&"#!&!$ &!!,A.20G-&&!+%
"'("%(!!&"=!%)".!.!(+(!)
;

!)!'!(!!'%%!&!(+
?+&!!&((#+ ""##+!&$#&+".#&&
!+%!!&!'%$% !!(+#+"%+!&$
)":&"!+%!"$##(%!<)!!#
)":&"%!&+!.!((!:&"".!+%!"
'5'%%!&((#+ "!'%!&$!
'+ (+!!".!+%!"$##5)'%%
##$% ((+%)%!$#+'%!&$!+ )
(+!!!#+ "".)!%&$+!%!((!
!+% &!) !+%!&))!))+#&+(+(!. &!.
##+ !!&+!,).D!+%.201>F%!.2001>& !.
2001>%A).20G>+.B10>7!AD##.2008>7).20;-
".$%(+#&%5(!&!'%"', !
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% #&+)##+!!%(,).)"A@&.2002-. !))
'%%####+!!$!%)<=!&!"+&(  &$
!)%!".!.( &!!+%%!((!!&((#+ "!
+(!#.'.!+!&((,).&#.2002-%!5%
!%($' !#!&((#+ "!&$
+ ",).6.2001-"%#$'%'%5'%%)
##+!#!) %"(#!&((#+ "##".)
5#)+ "!.) %!!+%!)
;2
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)##+!!%(.'$ %5())##+!!%(=!
##+!("+ "!#&#& &5(
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)&!.D...A.,202-&!+%3 '
+!Journal of Management.47,8-.12;K1;9
%(!3OO)O099O08B20/;20B/B919
$.,B12-+(!"+%)"#+ "3+!!&!!!!+%:&
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%(!3OO)O00;9O0022;G88;GBB9
$.,BB/-+!!&+%:&#+ "!!!!$
,-.Creativity in context: Update to “The Social Psychology of Creativity”,((8K
9B-7! '!!
$.."..!%....A%".,201.(BK
2-?7),%-.Managing creativity and innovation in organizationsQR
+"#&!)<!"+%)";;&#+.%+).
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$..+%<...*?.A@.F,2008-$% !
%' #+ "3+ !&((WThe Leadership Quarterly,
15,-.GK;2W%(!3OO)O00/O6:&200;200;
!..X.@.AY%&.F,208- + ")<!3
!#%!++ '.(!(+ +".)&)#'WJournal of
Management, 40,G-.2B9K;;;W%(!3OO)O099O08B20/;8G2921
?!".,2020. $0-Creativity will be key to competing against AI in the future
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7)..%).FF.!.C...A%).?,20;-*!%
##+3%)#)%!%($'!%(
!"!!&$(#+WOrganizational Behavior and Human Decision
Processes.W122,2-.0K;%(!3OO)O00/O6$%(20;0/00
7!..AD##.,2008-%#!$% %)+#
!3%#%#'WGroup & Organization
Management.W29,/-./GBK/1G%(!3OO)O099O0GB/00;2G82/;
7++&,20/.F&"-WThe future of jobs: Employment, skills, and workforce
strategy for the fourth industrial revolution
%(3OO''';'#&)O+!O7]&&]#]F$!(#
7++&,2020.+$22-This is the one skill that will future-proof you for
the jobs market%(!3OO''''#&)O)O2020O0O<#&+%
6$!!!+ "O
82

Table 1
Descriptive Statistics and Correlations for Creativity Dependent Variables
$ M SD  5 2 ; 8 G
#&+" G1B ;B2 2G K
2 ))" 220 0GB 00 8;; G_ K
; ):&" 28 0/0 00 ;91 0G GG__ K
8+)" 22 09; 00 8;; ;_ 9G__ 82__ K
G+:&" 229 09B 00 8;; 0 89__ 91__ 88__ K
Note.NN289N&>5N5&
*p <0G__p <0
8;

Figure 1
Interactive Effect of Leader Support for Creativity and Leader Gender on Idea Fluency
' D)%
8G0
G00
GG0
/00
/G0
900
9G0
G;G
/GB
G9
/;B


Leader Support
Idea Fluency
Note%!#)&!!##+#!&((#+ "#&+"
##+#)+ ##+#!&((#+ "
)#&+"'!#&$!!%'!!
88

Figure 2
Interactive Effect of Leader Support for Creativity and Leader Gender on Average Originality
' D)%
G0
200
2G0
;00
201 28
22
2;G


Leader Support
Average Originality
Note%!#)&!!##+#) ))"
##+#!&((#+ "+ ##+#!&((#+ "
) ))"'!#&$!!%'!!
8G

Figure 3
Interactive Effect of Leader Support for Creativity and Leader Gender on Fluency of Original
Ideas
' D)%
000
0G0
00
G0
200
2G0
;00
0/
/8

222


Leader Support
Fluency of Original Ideas
Note%!#)&!!##+#!&((#+ "#&+"#
)!##+#)+ ##+#!&((#
+ ")#&+"#)!'!#&$!!%'!
!
8/

Figure 4
Interactive Effect of Leader Support for Creativity and Leader Gender on Fluency of Quality
Ideas
' D)%
000
00
020
0;0
080
0G0
0/0
0B
08/
08
08;


Leader Support
Fluency of Quality Ideas
Note%!#)&!!##+#!&((#+ "#&+"#:&"
!##+#)+ ##+#!&((#+ "
)#&+"#:&"!'!#&$!!%'!!
89

Appendix A
!)!
'(!&!'+&+!!!!%##+ !!#%!&((#
+ ")(&!%!)(+&'!("+!!
$%(!&!!!+$%Procedure!++%(!&"((5"0
&!+(.(+(!'+(!P00
%#!(!&",NN;B-!!!!$%%!&((#+ "
)(&!&!+%%)(&'!##+ .
)(+(!++"#%)#%D' .!&!+
%%!&((#+ "(&'!##+ .)(+(!
++"+% #!&((#+ "(!
7#(!!#'%"%!&((#+ "(&
%#!(!&"'!##+ +!()+%)!%!+(!&"
%#!(!&".'+&(%!!I"&)J.I%$&%($'
  '"!J.I(    !&!&($J+!!$%
!&((+!%!(%!!+&% ++!!! )+&))
+ "(+(!%'!&((#+ "+%&!.
!)%%!&((#+ "(&.'(!&+!#%'
!&((#+ "+$!!!&(( ,.IC&6$!)!
"!! Q)<=!R($J-%#!(!&".'!!
;!&!!!!%!&((#+ "(&.$&+!!+"
'!:&!$,SN/9- .##&%5#%!%!.'!+
%%!!$&!+ "5(+!%%!&((#
81

+ "!.'!)!# !&,.!+&!!%
Manipulation Checks!+-$!!!!!&((#+ "#&!&"".
'+'(:&!!!)'%(+(!=!&( !!%
'%%!((!#%!&+!'%!!#(:&!!
'!!'#((+!!)#%!&((#+ "
(&!'%)%'! ))!(!<%!+
(!&"!&!!+('
!:&".!+(!&"'!+&+'%%#+%)!%
!+(!&",NNG8-!!!!"%!&((#+ "(&%!
(!&"=!!&!+%%!&((#+ "(&'!##+ .
)(+(!++"+% #!&((#+ "(!%&!.%
)(&#%#!(!&"%!&((#+ "
(&#%!+(!&"'&!%!&"
8B

Appendix B
5(!#)"
Rating Rating Label Idea Example
"&) '"+!')!
2 ) D'")!$&
+("=!()!!
; & * (($'%&
) )%!!
8 )
("#!!+#("!
&!+!:&('&$
(&+%!#+!
!+%
G ") ?&!&$'"!%!(!%
##"&+("
G0

Appendix C
5(!#L&"
Rating Rating Label Idea Example
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... Support for creativity provides an implicit social indication that innovative ideas will be viewed more positively, and such indicators are critical for the development of self-efficacy (Han & Bai, 2020;Lagua, Moriano, & Gorgievski, 2019). A work environment that encourages creativity serves as a societal approval for women who see creativity as an unsuitable concept, resulting in positive effects on their work efficiency and competence insights (Maliakkal & Reiter-Palmon, 2022;Taylor, Ivcevic, Moeller, & Brackett, 2020). This effect may be weaker in men, who may have consciously or unconsciously viewed creativity as inextricably linked to and closely aligned with their gender-based expectations. ...
... Findings indicating that women are far more likely to be influenced by external indicators when assessing their chances of success, whereas men frequently rely on intuitive indicators, lend support to the idea that encouraging creativity benefits women more than men (Maliakkal & Reiter-Palmon, 2022;Taylor et al., 2020). As a result, because women are more likely than men to believe that their success is influenced by their surroundings, contextual variables would have a greater positive impact on women's confidence than men's. ...
... According to the interactionist approach to creativity, an ancillary influence of gender has been observed on creativity via risk-taking behaviour to show a strong reliance on support for the team's creativity (Diliello et al., 2011;Maliakkal & Reiter-Palmon, 2022;Taylor et al., 2020). Making inferences from previously presented hypotheses, women are expected to have an advantage in terms of support for creativity within their team, resulting in higher creative self-confidence. ...
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The purpose of this study is to lay its prime focus on the support for creativity that defines the self-analysis of creative capabilities and potential among men and women. Benefitting from the cross-level interactionist perspective, social role theory, and role congruity theory, this research developed an integrated multilevel model to examine gender differences in risk-taking behavior and determine how the contextual factor of support for creativity shapes employees' risk-taking and influences their creativity performance. Data for this study were collected from 347 employees and their respective 98 supervisors of a pharmaceutical company in Jakarta, Indonesia. The proposed cross-level moderated mediation model was tested using data obtained at two points in time from two data sources (subordinates and supervisors) working at a pharmaceutical company. The obtained data were then analyzed with Mplus. Our findings indicate that women may have lower risk-taking than men in organizational contexts. However, support for creativity restores parity between men and women through cross-level moderated mediation, such that support for creativity has a stronger effect on women's risk-taking than that of men, resulting in increased creative performance for women. Research contributions and future research directions are also discussed in the relevant sections.
... This finding is generally supported by previous research on the role of leadership behavior in organizations as an important driver of employees' positive outcomes, such as creativity and innovation, innovativeness and innovative work behavior (e.g. Maliakkal and Reiter-Palmon, 2022;Gumusluoglu and Ilsev, 2009;Hughes et al., 2018). For example, Maliakkal and Reiter-Palmon (2022) found that leader support for creativity leads to Journal of Strategy and Management significantly more idea generation. ...
... Maliakkal and Reiter-Palmon, 2022;Gumusluoglu and Ilsev, 2009;Hughes et al., 2018). For example, Maliakkal and Reiter-Palmon (2022) found that leader support for creativity leads to Journal of Strategy and Management significantly more idea generation. Gumusluoglu and Ilsev (2009) argue that certain leadership behaviors such as vision, innovation support, autonomy, encouragement, recognition, and challenge are highly relevant to the determinants of innovation and creativity at work. ...
Article
Purpose The main objective of this paper is to analyze how leadership unity (LU) within universities affects the innovativeness of faculty, with a focus on the potential moderating role of strategic sensitivity (SS). Design/methodology/approach The conceptual model of this research shows that SS and LU of the university impact the faculty's innovativeness. Meantime, the moderating effect of SS is assessed. A 49-item questionnaire was administered to 350 respondents who were managers and faculties of the university. The hierarchical regression technique was used for analyzing data and testing hypotheses. Findings The findings support both a curvilinear relationship based on a concave upward pattern and a linear relationship between LU in the university and the innovativeness of faculty. In addition, the university's SS positively influences the faculty's innovativeness. SS negatively moderates the curvilinear relationship between LU and faculty's innovativeness, i.e. the U-shaped effect exists only when the level of SS is high. Research limitations/implications The results of this study shed new light on the relationships between LU and SS with innovativeness in the higher education landscape. It underlines the importance of SS as a moderator in the relationship between LU and innovativeness. This study was conducted in a developing country under sanctions with an Eastern culture, Iran. Thus, it is recommended that the conceptual framework of this study be tested in different countries with cultural diversity to generalize its findings. Practical implications Administrators of universities need to recognize that creating unity and cohesion among managers of various levels of the university is crucial. They should also be aware that responses to external changes can lead to new opportunities for the university. Embracing transformation within the organizational strategies of the university will have a significant influence on competition, politics, and internal operations. Originality/value This research contributes to the academic discussions on the importance of LU and SS and also the moderation effect of SS in driving and promoting innovativeness in among faculties by providing empirical evidence. The results present valuable insights for scholars, practitioners and policymakers seeking to understand innovativeness among faculties in the higher education setting.
... Conversely, leader support is predicted to buffer the negative impact of perceived overqualification on turnover intention. Adequate leader support is crucial in creating an inclusive and supportive work environment that recognizes and values employees' skills and contributions (Maliakkal & Reiter-Palmon, 2023;Martinez-Diaz et al., 2021), thus stabilizing and weakening the influence of perceived overqualification on turnover intentions. By actively engaging with employees, providing feedback, and offering development opportunities, leaders can enhance employee job satisfaction and reduce turnover intentions (Li et al., 2020;Nguyen et al., 2022). ...
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This study aims to determine the relationship between perceived overqualification and turnover intention, exploring the gap in existing research by focusing on leader support and individual cynicism as context-specific influences on this relationship. This study uses a quantitative survey involving 135 respondents chosen explicitly from the service sector, including culinary, technology and IT, hospitality, and creative businesses spread across Indonesia. The empirical findings found that perceived overqualification can increase turnover intention, and this effect will be more substantial when individuals have cynicism toward the organization. However, when individuals feel supported by leaders, the effect becomes weaker. The results of this study suggest interventions can be made through leader support to weaken individual factors, specifically employee cynicism, which can amplify the adverse behavioral effects of employees' perceived over-qualifications. The findings must be generalized cautiously, including the potential for common method bias. This paper explains the interaction between perceived overqualification, turnover intention, leader support, and individual cynicism. The results contribute to the organizational psychology literature using the lens of person-job and person-organization fit theories.
... Additionally, SDF focuses on the future development of employees and can be viewed as a positive resource by employees. When superiors treat employees benevolently and caringly, the employees tend to show positive attitudes toward their organization [31,32]. It has been shown that employee JS emphasizes the individual's cognitive evaluation of the quality of job wellbeing and is affected by factors such as superiors, colleagues, and salaries [33,34]. ...
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Previous studies have shown that superior developmental feedback (SDF) has a mixed impact on employees’ long-term development, but its effect on job satisfaction (JS) has been generally ignored. Therefore, this study proposes and tests a model based on the conservation of resources theory to shed light on how feedback from a leader or superior may increase employees’ JS. In this study, researchers analyzed responses from a two-stage questionnaire distributed to 296 employees to test the proposed hypotheses using MPlus 7.4 software. The results show that employee resilience (ER) partially mediates the link between SDF and JS. The results also indicate that the relationship between SDF and ER is strengthened by job complexity (JC). The results provide novel avenues for further study and practice in the areas of SDF and JS.
Article
Facilitating project teams and members’ adaptive performance is becoming increasingly important in times of crisis. This study establishes a multilevel model investigating how project managers’ psychological resilience influences adaptive performance. The researchers collected questionnaires from 59 project managers and 529 team members, respectively, to conduct empirical analysis. Findings validate the positive effect that project managers’ psychological resilience has on adaptive performance, the mediating impact of positive emotions, and the boundary role of stakeholder support. This study provides valuable practical suggestions on project management in crises.
Article
Employee creativity is essential for contemporary companies to survive and gain competitive advantages. Although previous studies have made efforts to identify organizational factors that improve or hinder employee creativity, a better understanding is still needed regarding the differences between radical and incremental creativity, especially the different mechanisms of how organizational factors impact two types of creativity. To address this issue, we aim to provide a systematic review through which to identify different antecedents that affect radical and incremental creativity, respectively, based on componential theory of creativity. At first, we clarified the definitions and measurements of radical and incremental creativity. Then, we categorized the antecedents of radical and incremental creativity to develop an integrative framework. Last but not least, we identified the different organizational factors regarding how to improve radical and incremental creativity. We also address several future research directions.
Article
In the era of digital intelligence, how to improve the behavioral quality of R&D team members by granting work autonomy and proposing corresponding work demands is a pressing issue in the transformation of organizational management into digital intelligence. Based on the conservation of resources theory, this study investigates the effects of the interactions among work time autonomy, work method autonomy, and different types of work demands on team members' creative behavior and taking charge. By analyzing the two‐stage data of 233 paired samples of team members and leaders, the results showed that: Work time autonomy was significantly positively correlated with creative behavior and taking charge of team members, and work method autonomy was significantly positively correlated with creative behavior and taking charge of team members, while the interaction between work time autonomy and work method autonomy was significantly positively correlated with the team members' taking charge; the interactions among work time autonomy, work method autonomy and innovative job requirements positively affect team members' creative behavior and taking charge; while the interactions among work time autonomy, work method autonomy and high performance expectations negatively affect team members' taking charge. This study provides a way to realize scientific management in the period of digital intelligence transformation.
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Purpose: The study is aimed at examining authentic leadership influences on creativity in a public organisation given job thriving and leader-member exchange as a mediator and a moderator respectively. Design/Method/Approach: The cross-sectional research design was adopted with data collected via a structured questionnaire from 269 mid-level employees who were healthcare professionals working in hospitals and primary healthcare centres under the purview of the Delta State Ministry of Health in Nigeria. The partial least square (PLS) method was adopted as the analytical tool for hypothesis testing. This structural equation modelling (SEM) method was performed with SMARTPLS 3.3.3 software. Findings: The results demonstrate that authentic leadership has a non-significant relationship with creativity except through job thriving. Further, the moderated mediation result shows that leader-member exchange strengthens the relationship between job thriving and creativity and enhances positive influences of authentic leadership in a creativity context. Theoretical Implications: The study provides plausible evidence on the pathways through which authentic leadership, as a positive form of leadership, explicates influence on creativity, wherein job thriving and leader-member exchange interact as contextual variables. Practical Implications: Public organisations should introduce regular leadership training to enable managers to learn behaviours that would enhance their authenticity at work. An assessment can be integrated into leadership training programmes to ensure its efficacy. Originality/Value: Not all employees are motivated to engage in creative work in bureaucratized settings due to the leadership behaviour in practice. This study demonstrates how authentic leadership engenders creativity through the enhancement of certain contextual variables: job thriving and leader-member exchange.
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Building upon and extending the interactionist perspective of creativity, social role theory, and role congruity theory, we develop an integrated, multilevel model to examine gender differences in creative self‐efficacy and determine how the contextual factor of team psychological safety shapes employees’ creative self‐efficacy and, through this motivational mechanism, influences their creative performance. Using data from a sample of 335 employees from a large food manufacturer collected over three time periods we theorize and demonstrate the pivotal role of creative self‐efficacy in explaining gender differences in creative performance. Our findings indicate that women may have lower creative self‐efficacy than men in organizational contexts. However, team psychological safety restores parity between men and women through a cross‐level moderated mediation, such that psychological safety has a stronger effect on women’s creative self‐efficacy than that of men, resulting in increased creative performance for women. These findings offer interesting implications for research on gender differences in creative performance and for human resources by pinpointing methods of bridging the existent differences in the creative self‐efficacy of men and women in organizations.
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The use of Amazon’s Mechanical Turk (MTurk) in management research has increased over 2,117% in recent years, from 6 papers in 2012 to 133 in 2019. Among scholars, though, there is a mixture of excitement about the practical and logistical benefits of using MTurk and skepticism about the validity of the data. Given that the practice is rapidly increasing but scholarly opinions diverge, the Journal of Management commissioned this review and consideration of best practices. We hope the recommendations provided here will serve as a catalyst for more robust, reproducible, and trustworthy MTurk-based research in management and related fields.
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Divergent thinking tests are often used in creativity research as measures of creative potential. However, measurement approaches across studies vary to a great extent. One facet of divergent thinking measurement that contributes strongly to differences across studies is the scoring of participants’ responses. Most commonly, responses are scored for fluency, flexibility, and originality. However, even with respect to only one dimension (e.g., originality), scoring decisions vary extensively. In the current work, a systematic framework for practical scoring decisions was developed. Scoring dimensions, instruction-scoring fit, adequacy of responses, objectivity (vs. subjectivity), level of scoring (response vs. ideational pool level), and the method of aggregation were identified as determining factors of divergent thinking test scoring. In addition, recommendations and guidelines for making these decisions and reporting the information in papers have been provided.
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The cross-sectional research design, especially when used with self-report surveys, is held in low esteem despite its widespread use. It is generally accepted that the longitudinal design offers considerable advantages and should be preferred due to its ability to shed light on causal connections. In this paper, I will argue that the ability of the longitudinal design to reflect causality has been overstated and that it offers limited advantages over the cross-sectional design in most cases in which it is used. The nature of causal inference from a philosophy of science perspective is used to illustrate how cross-sectional designs can provide evidence for relationships among variables and can be used to rule out many potential alternative explanations for those relationships. Strategies for optimizing the use of cross-sectional designs are noted, including the inclusion of control variables to rule out spurious relationships, the addition of alternative sources of data, and the incorporation of experimental methods. Best practice advice is offered for the use of both cross-sectional and longitudinal designs, as well as for authors writing and for reviewers evaluating papers that report results of cross-sectional studies.
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A role congruity theory of prejudice toward female leaders proposes that perceived incongruity between the female gender role and leadership roles leads to 2 forms of prejudice: (a) perceiving women less favorably than men as potential occupants of leadership roles and (b) evaluating behavior that fulfills the prescriptions of a leader role less favorably when it is enacted by a woman. One consequence is that attitudes are less positive toward female than male leaders and potential leaders. Other consequences are that it is more difficult for women to become leaders and to achieve success in leadership roles. Evidence from varied research paradigms substantiates that these consequences occur, especially in situations that heighten perceptions of incongruity between the female gender role and leadership roles.
Book
This book brings together leading scholars in the field of creativity to provide an overview and examination of the work of Teresa Amabile, a pioneer of research on organizational creativity. The authors explore Dr. Amabile’s contributions to the modern study of creativity in organizations and her influence on current research. Further, they also reflect on how her work might be used to advance future research, particularly in the areas of componential theory and its extension as well as the consensual assessment technique. The contributors include both eminent and emerging scholars and their diverse backgrounds can be seen to reflect the breadth of the impact of Teresa Amabile’s work across the areas of the social psychology of creativity, creativity measurement, and application of this knowledge to understanding creativity and innovation in the workplace. This book will provide an invaluable resource to students and scholars of social psychology, creativity studies, industrial and organizational psychology, business and management. Roni Reiter-Palmon is Professor of Industrial and Organizational (I/O) Psychology, and Director of Innovation at the Center for Collaboration Science at the University of Nebraska, Omaha, USA. She is also the Series Editor of Palgrave Studies in Creativity and Innovation in Organizations. Colin M. Fisher is Associate Professor of Organisations and Innovation at University College London, UK. His research deals with leading, helping, and coaching teams and individuals in situations requiring collective creativity, improvisation, and effective decision-making, with a focus on how temporal issues shape group processes and outcomes. Jennifer S. Mueller is Associate Professor of Management at the University of San Diego, USA. Her research examines implicit beliefs that harm effective collaboration, assessments of leadership potential, as well as the recognition of creative ideas.
Chapter
The chapter by Roni Reiter-Palmon details the extension and modification of the consensual assessment technique over the years it has been used in research. In her chapter she indicates that modifications were necessary due to the use of everyday problems and the lack of expert judges. She then provides information on the specific modifications such as the use of separate ratings for solution quality (usefulness) and originality (novelty) and rater training.
Article
There is a large and growing body of work on gender on leadership, but this literature remains fragmented and incomplete, due in part to insufficient attention paid to nuances of the criterion variable of leadership. To provide a broader perspective on this literature, we draw upon Campbell, McCloy, Oppler, and Sager's (1993) theory of job performance as a framework to organize our review. First, we position gender as an indirect determinant of leadership and summarize prior work on (a) gender differences in leadership outcomes (i.e., emergence and effectiveness), (b) gender differences in leader behaviors, (c) gender differences in direct determinants of leader behaviors (i.e., declarative knowledge, skill, and motivation), and (d) potential mediated or indirect relationships between gender and these leadership criteria. Second, we explore gender as a moderator of both interpersonal (i.e., leader behaviors → leadership outcomes) and intrapersonal (i.e., direct determinants → leader behaviors) leadership processes. Throughout our review, we highlight new directions for future research to advance the study of gender and leadership.
Article
Despite the renewed interest in the use of experimental designs in the fields of leadership and management over the past few decades, these designs are still relatively underutilized. Although there are several potential reasons for this, chief among them is misunderstanding the value of these designs. The purpose of this article is to review the role of laboratory, field, and quasi-experimental designs in management and leadership research. We first discuss the primary goals of experimental studies. Next, we examine the characteristics of experimental designs and how to distinguish laboratory, field, and quasi-experiments from one another and from non-experimental studies. Following these discussions, we provide examples of each type of experimental design and discuss their relative strengths and limitations. Finally, we discuss steps that researchers can take to increase the probability of having articles reporting experiments accepted by leadership and management journals.