Creative brainstorming and integrative thinking: skills for twenty-first century managers

Purpose – The purpose of this paper is to introduce examples and methods of incorporating creative brainstorming and integrative thinking skills into training programs. Design/methodology/approach – The paper discusses an innovative training program as a case study to demonstrate the application of creative brainstorming and thinking skills into the design of the program. Findings – Interdisciplinary thinking, engagement, flexibility, individual customization, collaboration and inspiration are critical to the development of creative and integrative thinking skills for managers. Practical implications – This paper invites trainers and practitioners to consider new perspectives and customized approaches to develop creative and inter-disciplinary thinking skills for managers. Originality/value – This paper opens up new possibilities for innovation and customization in training programs to develop creative thinking skills

Innovation and Self-Leadership: The Effects of Self-Leadership Knowledge on the Innovation Landscape

The open innovation landscape of today allows any individual the ability to work, use their creative ideas, and receive external ideas for innovation. Innovators are no longer the chosen few behind closed doors who are at the right level in an organization, at the right place, and at the right time. The open innovation environment requires individuals who are self-leaders with the skills and abilities to lead innovation projects. This study explores how the organizational position of individuals can affect how they feel about innovation and their perception of their innovative abilities. This information can help to guide organizations on where to focus self-leadership awareness and training and to match individuals with high innovator natural tendencies and perceptions with those in an organization that need to build their self-leadership skills for innovation

Developing creative and innovative thinking and problem-solving skills in a financial services organisation

Orientation: An important evaluation function is to determine whether creative and innovative thinking and problem-solving skills can be developed through training and to assess whether these skills, on their own, are sufficient to ignite innovation in organisations. Research purpose: The evaluation question that the present study aimed to address is whether employees in a corporate context, such as a financial services organisation, can develop creative and innovative thinking and problem-solving skills through an intervention such as a workshop. Motivation for the study: A financial services organisation commissioned the primary author of this article to design a workshop with the intent to develop the creative and innovative thinking and problem-solving skills of their employees in order to ignite innovation and competitiveness. Research design, approach and method: This study employed mainly qualitative research. Utilisation-focused evaluation (UFE) was employed and findings from the literature review, questionnaires, pen-and-paper tests and interviews were used. The unit of analysis was a niche business unit in a South African financial services organisation. Main findings: From this study’s point of view, the most critical finding related to the confirmation that individuals can acquire creative and innovative thinking and problemsolving skills. The acquisition of these skills, however, is not sufficient on its own to establish a culture supportive of creativity and sustainable innovation. Practical/managerial implications: The development of creative and innovative thinking and problem-solving skills of employees is not sufficient on its own to support sustainable innovation. Managers should consciously establish determinants on an organisational as well as an individual level to create an environment supportive of sustainable innovation. Contribution/value-add: The present study indicated how a workshop can assist individuals to develop creative and innovative thinking and problem-solving skills. The acquisition of these skills is not sufficient on its own to ignite sustainable innovation

CIIC - Supporting the business of creative enterprise - The first chapter 2009-2012.pdf

Accounting for the first three years of Creative Industries Innovation Centre, this report gives an overview of Creative Industries Innovation Centre services including Business Reviews, Biztro, Business Model Generation, Generate, Design Integration, and the Interactive Skills Integration Scheme. The report demonstrates how Creative Industries Innovation Centre addresses industry needs and presents case studies from businesses who engaged with Creative Industries Innovation Centre services. The report gives an overview of this industry in Australia and considers the impact of ISIS

Team equilibrium and innovation performance

2013 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other worksToday competition has increased between organizations and they are urged to improve constantly their performance throughout innovation if they want to survive and be profitable. However, an organization can't be innovative if it doesn't counts with creative people and build teams to strength its creative and innovative capabilities. Besides, the impact of technology in innovation has been widely studied but there are others major aspects that need more exploration to understand their influence in it. For example, collaborative work, multicultural teamwork, creative teamwork, entrepreneurial behavior, etc. Some authors suggest more research is needed regarding organization capabilities that promote effective relationships for innovation. According to West (2002), three issues dominated research about creativity and innovation among teams: the characteristics of group tasks and their impact in the creative-innovative process; the role of diversity in knowledge and skills between team members; and team integration. If these issues are relevant for team creativity and innovation, then frameworks and tools to configure teams are necessary. It may be taken by granted that there must be an equilibrium of roles within teams to foster creativity focused on innovation. So, in this paper several approaches of creativity are reviewed. Then a conceptual model to foster Team Equilibrium and strength innovation performance is proposed and applied through a web-based tool. A first empiric exploration is presented. The proposed model can be used as a basis to develop tools that helps teams for self-analysis.Peer ReviewedPostprint (published version

The Influence of Creativity-Relevant Skill on Creativity —— A Moderated Mediation Model

Employee creativity is very important for enhancing enterprise innovation ability to seize the opportunity in fierce competition. Based on the componential theory of creativity, this paper explores the influence of creativity-relevant skills on creativity through the transmission mechanism with Chinese characteristics. It has been found that creativity-relevant skills promote creativity has a dual path by enhancing creativity role identification and weakening mental transformation costs. At the same time, creative job requirement not only significantly regulate the positive and negative relationship between creativity role identity, mental transformation costs and creativity, but also significantly moderated the mediating effect of creativity-relevant skills on creativity through creative role identity and mental transformation costs. Managers should clarify the mechanism and focus on improving their creativity-relevant skills, so as to enhance their overall innovation capability. Keywords: creativity-relevant skills; creativity role identity; mental transformation costs; creative job requirement; creativit

From creativity to innovation

Talent is the bedrock of a creative society. Augmenting talent involves mobilizing culture and tradition, building institutions to increase the stock of human capital, enhance its quality, and instill values favoring achievements and initiative. The productivity of this talent in the form of ideas can be raised by nurturing wikicapital-the capital arising from networks. Translating creativity into innovation is a function of multiple incentives and sustaining innovation is inseparable from heavy investment in research. Finally, the transition from innovation to commercially viable products requires the midwifery of many service providers and the entrepreneurship skills of firms small and large.Education for Development (superceded),ICT Policy and Strategies,Tertiary Education,Agricultural Knowledge&Information Systems,Cultural Policy

Creative Business in Australia Learnings from the Creative Industries Innovation Centre, 2009 To 2015

As the largest ever Australian government investment in creative industries development, the Creative Industries Innovation Centre delivered tailored business services to more than 1500 creative businesses from 2009 to 2015 and provided industry intelligence and advice for public policy and peak sectoral activity. This collection gives an overview of the current ‘state of business’ in Australia’s creative industries – both as an industry sector in its own right and as an enabling sector and skills set for other industries – and reflects on business needs, creative industries policy and support services for the sector. With contributions from the Centre’s team of senior business advisers and from leading Australian researchers who worked closely with the Centre –including experts on design-led innovation and the creative economy – and case studies of leading Australia creative businesses, the book is intended as and industry-relevant contribution to business development and public policy

Developing creative and innovative thinking and problem-solving skills

Published ArticleA specific financial services organisation in South Africa realised that they had to join the innovation revolution in order to remain commercially competitive due to unexpected competitors entering the traditional financial services domain. The evaluation question asks whether employees in a financial services organisation can develop creative and innovative thinking and problem-solving skills through an intervention such as a workshop, and can a benefit for the business unit and organisation be identified. This qualitative study employed Utilisation Focused Evaluation (UFE) to address the evaluation question. Questionnaires, pen-and-paper tests and interviews were used to gather data. Descriptive statistics were applied to report the data. The most critical finding confirmed that individuals can acquire creative and innovative thinking and problem-solving skills. The acquisition of these skills though is not sufficient on its own to establish a culture supportive of creativity and innovation. The study culminated in the creation of The Triple I Creativity and Innovation Model. The Triple I Creativity and Innovation Model illustrates how a workshop with distinctive training design features can impact the individual, the business unit and the organisation in order to initiate, ideaneer and ignite creativity and innovation

CREATIVITY AND INNOVATIONS IN TEACHING: A RURAL BASED EXPERIENCE

Abstract. Pedagogical creativity and innovation—whether involving technology or not, is shaped by acomplex interaction of the innovation with contextual factors such as school and school policy, leadership, cultural norms and values, teacher attitudes and skills, and student characteristics wherein creative execution marks the difference. The study examined school and classroom contexts in which pedagogical creativity and innovations takes place. Data were obtained from the rural based communities from Division of Rizal and Antipolo. Philippines. The study uncovered reasons for classroom creativity and innovation, the extent of adoption of various innovative strategies covering pedagogical approaches, techniques, curricular enhancement, course design and organization and assessment. Best creative and innovative practices were derived from conducted observations and focused group discussions. Results of the study brings into picture various creative and innovative strategies employed by the respondents to cope up with the demands of outcome based learning. Further, the teachers’, students and administrators’ role were found as essential conditions for the sustainability of classroom innovation and creative delivery. Related contributing factors for sustainability were supportive plans and policies, funding, innovation champions, and internal and external recognition and support. An explanatory innovation and creative deliverysustainability framework was derived from a qualitative analysis of the responses and cases using grounded theory technique.Keywords: creativity in teaching, teaching innovations, classroom innovations