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Kamal Birdi - One of the best experts on this subject based on the ideXlab platform.

  • Evaluating the Impact of TRIZ Creativity Training: An Organizational Field Study
    R & D Management, 2012
    Co-Authors: Kamal Birdi, Desmond J. Leach, Wissam Magadley
    Abstract:

    Creativity Training is used by many organizations in an attempt to improve the innovativeness of their employees, yet there has been relatively little systematic evaluation carried out of the impact of such Training. This study reports on the evaluation of the effectiveness of a theory of inventive problem solving (TRIZ)‐based Creativity Training program in a major international engineering firm. Cross‐sectional, longitudinal and multisource evaluation strategies were used to assess the impact of the Training on a sample of design engineers (n = 123) and to make comparisons with nontrainees (n = 96). Results indicate that participation in TRIZ Training led to short‐term improvements in both the creative problem‐solving skills and motivation to innovate of engineers, and these were associated with longer term improvements in their idea suggestion in the workplace. There was variable support for the translation of these ideas into new innovations and improved performance at work as a result of the Training. Theoretical and practical implications for enhancing the effectiveness of Creativity Training interventions are discussed.

  • A lighthouse in the desert? Evaluating the effects of Creativity Training on employee innovation
    Journal of Creative Behavior, 2007
    Co-Authors: Kamal Birdi
    Abstract:

    The contribution of three different Creativity Training program- mes to employees’ workplace idea generation and implemen- tation was evaluated. The research was conducted within a government organization, where 191 employees (a mixture of participants and non-participants in Creativity Training) were surveyed. Analyses showed that Creativity Training participants in one type of course only were more likely to generate ideas back at work and that this relationship was mediated by their creative ability and motivation to innovate. However, in terms of later implementation of those ideas, the environmental factors of management support and divisional climate were much more strongly related than the Creativity Training.

  • No Idea? Evaluating the Effectiveness of Creativity Training.
    Journal of European Industrial Training, 2005
    Co-Authors: Kamal Birdi
    Abstract:

    Purpose – To evaluate the long‐term impact of three types of Creativity Training workshops conducted within an organization and contrast the influence of Training compared with work environment factors in influencing employee innovation.Design/methodology/approach – A follow‐up questionnaire was returned by 71 employees who had taken part in the Creativity Training programmes offered by a Civil Service organisation. Based on employee innovation theory, respondents were asked about changes in their knowledge, attitudes and use of Creativity at work as a result of the Training and about work environment factors.Findings – Respondents reported moderate but significant improvements in their levels of Creativity knowledge, attitudes, workplace idea generation and idea implementation as a result of attending the Training. Analyses also indicated that poor managerial support or an unfavourable departmental climate for innovation could limit the impact of Creativity Training with regard to influencing idea implem...

Simone M. Ritter - One of the best experts on this subject based on the ideXlab platform.

  • Fostering students' creative thinking skills by means of a one-year Creativity Training program
    PLOS ONE, 2020
    Co-Authors: Simone M. Ritter, Maurice Crijns, Peter Biekens
    Abstract:

    Creative thinking is among the most sought-after life and work skills in the 21st century. The demand for Creativity, however, exceeds the degree to which it is available and developed. The current project aimed to test the effectiveness of a one-year Creativity Training program for higher education. The Creativity of students following the Training was measured before, halfway, and after the Training. In addition to the within-subjects comparison across time, performance was compared to a matched control group. At each of the measurement points, different versions of seven well-validated Creativity tasks (capturing divergent and convergent creative thinking skills) were employed. The Creativity Training increased students’ ideation skills and, more importantly their cognitive flexibility. However, no difference in originality was observed. Finally, an increase in performance was observed for one of the convergent Creativity tasks, the Remote Associate Test. Implications for educational settings and directions for future research are discussed.

  • Fostering children's creative thinking skills with the 5-I Training program
    Thinking Skills and Creativity, 2019
    Co-Authors: Ap Dijksterhuis, Simone M. Ritter
    Abstract:

    Abstract Creative thinking is an important 21st century skill. To prepare children for our complex and fast-changing world, it is essential to cultivate their creative thinking skills. The objective of the current study was to develop and examine the effectiveness of a brief, domain-unspecific Creativity Training program: the 5-I Training program. Children (N = 172) aged 7–12 years participated in the Training, which consisted of eight Creativity exercises performed in a Training session of two hours. The effectiveness of the Training on stimulating children’s creative thinking skills was assessed by means of a pretest and posttest comparison using three Creativity tasks (Alternative Uses Task, drawing task and guessing task). For each task several measures of creative performance were examined (e.g., fluency, flexibility, infrequency, elaboration). Following the Creativity Training, improvements were observed on the three Creativity tasks. The effectiveness of the 5-I Training program was found for all measures of creative performance, except for flexibility. Implications for educational settings are discussed.

  • Enhancement of Creative Thinking Skills Using a Cognitive-Based Creativity Training
    Journal of Cognitive Enhancement, 2017
    Co-Authors: Simone M. Ritter, Nel Mostert
    Abstract:

    Creative thinking skills can be considered one of the key competencies for the twenty-first century—they allow us to remain flexible and provide us with the capacity to deal with the opportunities and challenges that are part of our complex and fast-changing world. The increased focus on innovation combined with recent reports of decrements in creative performance brings attention to the need to develop creative thinking skills at both the educational and business levels. The main objective of the current project was to develop and scientifically test a brief, domain-unspecific Creativity Training. Undergraduate university students ( N  = 32) participated in the Creativity Training, which was a single session of 1.5 h and employed a cognitive approach (i.e., participants were shown how to apply creative thinking techniques in a systematic fashion). The effectiveness of the Training was tested by means of a pre- and post-Training comparison employing Creativity measures that relied on divergent thinking, convergent thinking, and creative problem solving skills. To control for a possible instrumentation threat, two versions of each task were created and counterbalanced between the pre- and post-measure across participants. Following the Creativity Training, improvements were observed across a variety of creative performance measures. Importantly, the Creativity level of the ideas generated during the divergent thinking task improved post-Training. Moreover, the findings of the current study shed light on a possible underlying mechanism for these improvements in Creativity, that is, cognitive flexibility. In addition to these divergent thinking skills, the Training also improved convergent thinking and produced marginal improvements in creative problem solving skills. The current findings have important implications for educational and organizational settings, as they suggest that this brief Creativity Training (or one employing similar cognitive techniques) could be implemented to facilitate creative thinking skills.

Peter J. O'connor - One of the best experts on this subject based on the ideXlab platform.

  • Learning to relax versus learning to ideate: Relaxation-focused Creativity Training benefits introverts more than extraverts
    Thinking Skills and Creativity, 2016
    Co-Authors: Peter J. O'connor, Elliroma Gardiner, Chloe Watson
    Abstract:

    This study compared the short-term effectiveness of two Creativity Training programs (ideational skills vs relaxation), and assessed whether Training effectiveness in each program was dependent on participant personality. Participants comprised 163 volunteers who were allocated to one of three experimental conditions (ideation Training, relaxation Training, and no Training control). All participants completed several self-report questionnaires, as well as tests of creative performance both before and after Training. Consistent with previous research, results indicated that Extraversion and Openness were predictors of creative performance overall. More interestingly, however, results revealed a three-way interaction between Extraversion (introverts vs. extraverts), Training type (ideation skills Training vs. relaxation Training), and time (pre- vs. post-Training), suggesting that relaxation Training is particularly beneficial for introverts whereas ideation skills Training is more effective for extraverts. Our results offer new evidence that the expected utility of Creativity Training program-types may vary according the personality of trainees. On a practical note, our research has implications for organizations looking to tailor Creativity-Training programs in order to maximize the benefit of such programs on individual performance.

  • The role of personality in Creativity Training success: Investigating the differential effect of relaxation and ideational skills Training on creative performance for introverts and extraverts
    2014
    Co-Authors: Peter J. O'connor
    Abstract:

    This study compared the short-term effectiveness of two Creativity Training programs (ideational skills vs relaxation), and assessed whether Training effectiveness in each program was dependent on participant personality. Participants comprised 123 student volunteers who were allocated to one of three experimental conditions (ideation Training, relaxation Training, no-Training control). All participants completed a range of personality measures as well as a test of creative performance both before and after Training/no Training. Results revealed a three-way interaction between extraversion (introverts vs. extraverts), Training type (ideation skills Training vs. relaxation Training) and time (pre- vs. post-Training), suggesting that relaxation Training was particularly beneficial for introverts whereas ideation skills Training was more effective for extraverts. Our results offer new evidence that the expected utility of Creativity Training program-types may vary according the personality of trainees. Our research has implications for organizations looking to boost Creativity in the short term.

Narges Razaghzadeh - One of the best experts on this subject based on the ideXlab platform.

  • The Comparative Study of Active Cooperative and Problem Solving Methods with Prevalent Method in Schools Regarding Creativity Training on Subject of Physics Student
    2014
    Co-Authors: Narges Razaghzadeh
    Abstract:

    1- There is a significant difference between recruitin g of problem solving teaching method in physics and common method on subject of appearing Creativity in female junior students of high school. 2- There is a significant difference between recruitin g of cooperative teaching method in field of physics and traditional one rega rding flourishing of Creativity in female junior students of high school. 3- There is a significant difference between recruitin g of problem solving teaching method in physics and common method on subject of appearing Creativity in female junior students of high school. In this study, the semi- empirical for 179 students is recruited, besides cluster sampling is applied. Than the Creativity test is designed by ex pertise on subject of physics Creativity and after reforming, reviewing, reliability and sta bility assessment of tools; the mentioned test is recruited as a pretest and postte st. Based on achieved results, two methods of cooperati ve and problem solving compering to prevalent methods are more effective considering Creativity Training on students of physics.

Michael D. Mumford - One of the best experts on this subject based on the ideXlab platform.

  • Types of Creativity Training: Approaches and their effectiveness
    Journal of Creative Behavior, 2004
    Co-Authors: Ginamarie Scott, Lyle E. Leritz, Michael D. Mumford
    Abstract:

    Prior meta-analytic studies have provided evidence for the effectiveness of Creativity Training. In the present study, 156 Training programs were obtained and a content analysis was used to appraise these programs with respect to: a) cognitive processes, b) Training techniques, c) media, and d) types of practice exercises. A cluster analysis was used to determine the major types of Training, as reflected in these variables, and meta-analytic data were used to assess the effectiveness of each type of Training. Overall, 11 common types of Training were identified, all of which appeared to have some value. However, some types of Training, specifically idea production and cognitive Training, proved particularly effective while some commonly applied Training strategies, specifically imagery Training, proved less effective. The implications of these findings for the design of Creativity Training are discussed.

  • The effectiveness of Creativity Training: A quantitative review
    Creativity Research Journal, 2004
    Co-Authors: Ginamarie Scott, Lyle E. Leritz, Michael D. Mumford
    Abstract:

    Abstract: Over the course of the last half century, numerous Training programs intended to develop Creativity capacities have been proposed. In this study, a quantitative meta‐analysis of program evaluation efforts was conducted. Based on 70 prior studies, it was found that well‐designed Creativity Training programs typically induce gains in performance with these effects generalizing across criteria, settings, and target populations. Moreover, these effects held when internal validity considerations were taken into account. An examination of the factors contributing to the relative effectiveness of these Training programs indicated that more successful programs were likely to focus on development of cognitive skills and the heuristics involved in skill application, using realistic exercises appropriate to the domain at hand. The implications of these observations for the development of Creativity through educational and Training interventions are discussed along with directions for future research.