• The Journal of Information Systems
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• v.22 no.2
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• pp.51-83
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• 2013

Personal creativity is critically important for organizations seeking to survive and thrive in today's highly turbulent business environments. Organizations must effectively identify and mobilize the creative resources of their members. When organizational members perceive a work environment that restricts or fails to encourage individual creative expression, a gap may exist between the level of individual creative potential and the actual amount of individual creativity practiced within the organization. In this situation, this paper will examine the impact of role conflict, role ambiguity, creative self-efficacy, and personal initiative on personal creativity. Creative self-efficacy is the subjective belief in one's personal ability to be creative, that is, a personal assessment of one's own creative potential. A strong internal belief in one's ability to successfully engage in creative behaviors is generally considered an important part of the creative process. Personal Initiative refers to behaviors, mainly directed toward work and organizational issues, that are characterized by the following aspects: self-starting, proactive, and persistent in overcoming barriers. Creativity-related creative self-efficacy and personal initiative are critical components to understand motivation that coordinates the relationship between perception and behavior of individual employees. Based on role theory, researchers have focused on role conflict and role ambiguity as the two key ingredients of role stress. Role ambiguity is defined as an evaluation about the lack of salient information needed to perform a role effectively. Role conflict results from two or more sets of incompatible demands involving work-related issues. Employees are usually pursued work-roles more than one in work-focused organization. Too many work-roles and perceived uncertainties at employee's work can be obstacles to personal creativity. In an analysis of results, while role conflict is not negatively related significantly to creative self-efficacy, role ambiguity is negatively related significantly to creative self-efficacy. While role conflict is significantly related to personal creativity, role ambiguity is negatively related significantly to personal creativity. Creative self-efficacy mediates the relationship among role conflict, role ambiguity, and employee creativity. Personal initiative mediates the relationship between creative self-efficacy and employee creativity. This paper shows that creative self-efficacy and personal initiative are the driving force behind personal creativity. Organizations can get some implications of creative-related role conflict and role ambiguity that employees have experienced. As a result, organizations must not only encourage creativity of employees by greater involvement but also encourage their input towards their-focused own works and tasks. And employees should be developed to pace with the organizational needs and development. Management must enable employees to think of new ideas and practices that promotes personal creativity.

• Journal of Global Scholars of Marketing Science
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• v.16 no.2
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• pp.109-132
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• 2006

A Major aim of this study is to test the hypothesis that there is an association between empowerment, organizational memory, and new product creativity. In addition to exploring these relationships, this study examines the effect of new product creativity on new product performance, and identify the moderating effects of market uncertainty in the relationships between new product creativity and performance. For this purposes, we developed a research model based on the literature reviews of empowerment, organizational memory, market uncertainty, and new product creativity. A total of 121 usable survey responses has been used in the empirical research for foods manufacturing industry. The findings indicate that (1) Empowerment has a positive effect on new product creativity, (2) Organizational memory has a positive effect on new product creativity, (3) New product novelty has a positive effect on new product performance, and (4) Only competition uncertainty has a moderating effects between the new product meaningfulness and performance. The findings have implications for managers wishing to acquire the new product creativity and to better the new product development performance.

• Korean Journal of Child Studies
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• v.26 no.5
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• pp.391-391
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• 2005

This study focused on the development and effect of children's art creativity program applying basic three shapes : square, triangle, and circle. The program consisted of 10 art activities. A total of 55 children participated the 10 week program to examine the effectiveness of this program. The experimental design included a pretest, treatment, and post-test. Results showed that the experimental group children scored significantly higher on creativity in the posttest than the control group children.

• Journal of the Korea Society of Computer and Information
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• v.21 no.5
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• pp.99-109
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• 2016

Creative performance has been regarded as the key to the success of an organization in recent years, and is considered essential for the survival of an organization. Organizations must find and develop creative solutions to deal with a variety of business issues. How can organizations become more creative? To develop creativity, organizations must make it easier to connect the knowledge and perspectives of its various members, who may be scattered around the world, by developing a virtual team. Drawing from the transactive memory systems (TMS), which include expertise location, credibility, and coordination, this study investigates how the positive affect of team members influences the development of creative performance during virtual collaboration where face-to-face team activities are limited. The proposed structured model was empirically tested with cross-sectional data from 322 individuals. Results indicated that the positive affect of team members was found to moderate the relationship between TMS and creativity. Through this study, we expect to provide an understanding of the mechanisms involved in developing creativity among team members in a virtual work environment.

• Industrial Engineering and Management Systems
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• v.13 no.4
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• pp.414-420
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• 2014

The purpose of this paper is to provide a review of the background information regarding to the role of workplace on affecting people's performance. In today's industry creativity has a very special and important place because of the dynamic organizational changes and rapid growth of technology. To support these new working styles and specifically, to support creativity within an organization, flexible workplaces are often suggested. Since open-plan office offers more flexibility when compared to completely closed and private ones, they are seen to have more capabilities and are highly valued in today's industry. So the result of this study will contribute towards enhancing the understanding of the effect office design to enhance employees' performance, especially in creative tasks.

• Journal of The Korean Association of Information Education
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• v.5 no.2
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• pp.207-215
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• 2001

The education has a intention of the best science technology in 21 century, creativity of them is been the most important. So, educationists are briskly making researches into existing programs of improving creativity, and they designed and implemented them. Our system provides the learners with instant feedback after solving the questions and can improve the creativity as evaluation module for tangram system using the web.

• Research in Mathematical Education
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• v.13 no.1
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• pp.23-30
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• 2009

How to promote creativity for all students in mathematics education is always a hot topic for mathematics educators. Based on the theory study and practice in the project "Open-ended Questions in Mathematics" granted by Ministry of Basic Education Curriculum Study Center in China, the paper reported the effect of "Open-ended Questions in Mathematics" on the way to change the development of thinking ability, to inspire students to develop thinking flexibility, to expand their imagination, to stimulate their interest in learning, and to foster students' creativity.

• Research in Mathematical Education
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• v.15 no.1
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• pp.69-79
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• 2011

Based on the work of Haylock (cf [Haylock, D. W. (1987). A framework for assessing mathematical creativity in schoolchildren. Educ. Stud. Math. 18(1),59-74]) a mathematical creativity test containing items of two categories overcoming fixation and divergent thinking has been developed for Bengali medium school students with sample size 262. The items measuring divergent thinking are found highly internally consistent and there is a significant correlation between overcoming fixation and divergent thinking. Study of the factorial validity of the test by Thursstone's centroid method gives satisfactory result. Validity coefficient of the test with teachers' rating, alpha reliability and test-retest reliability of the test are also found satisfactory.

• Korean Journal of Child Studies
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• v.26 no.4
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• pp.71-84
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• 2005

Eighty-eight 5-year-old subjects were tested by the Torrance Tests of Creative Thinking, and randomly assigned to experimental(n=44) or control(n=44) groups. Developed in collaboration with kindergarten teachers, physical activity projects were based on themes from "life and health" and "life as expression" of the kindergarten curriculum. The resulting program consisting of 24 activities was applied to the experimental group for 24 sessions. Data were analyzed by mean, standard deviation, and repeated measures ANOVA. Effectiveness of the physical activity program for enhancing creativity was shown by a significant increase in mean creativity scores of the experimental group and in the sub-scores of fluency, originality, abstraction of title, elaboration, and resistance to an impetuous ending.

• Korean Journal of Child Studies
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• v.25 no.3
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• pp.1-14
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• 2004

This study focused on the development and application of learning cycle model for promoting children's creativity and problem solving ability. The learning cycle approach consists of four phases : awareness, exploration, investigation, and concept application. The program consists of 20 scientific activities. A total of 70 children participated the 10 week program to examine the effectiveness of this model. The experimental design included a pretest, treatment, and posttest. Results showed that the experimental group children scored significantly higher on the creativity and problem solving tests in the posttest than the control group children.