Creative Thinking Processes: The Past and the Future

Mumford, Michael D.; McIntosh, Tristan

doi:10.1002/jocb.197

Cited by 92 publications

(81 citation statements)

References 31 publications

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“…Creativity and innovation are nuanced concepts that each incorporate a number of distinct but closely related processes that result in distinct but often closely related outcomes (Anderson et al, 2004(Anderson et al, , 2014. Given the complex and dynamic nature of both creativity and innovation (Mumford & McIntosh, 2017), it is perhaps unsurprising that they have proven difficult to define and measure (Batey, 2012). Numerous previous reviews have discussed definitional confusion and the limitations it engenders, with most making some recommendations to provide definitional clarity.…”

Section: Section 1: Defining Creativity and Innovationmentioning

confidence: 99%

Leadership, creativity, and innovation: A critical review and practical recommendations

Hughes

Lee

Tian

et al. 2018

The Leadership Quarterly

680

710

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Leadership is a key predictor of employee, team, and organizational creativity and innovation. Research in this area holds great promise for the development of intriguing theory and impactful policy implications, but only if empirical studies are conducted rigorously. In the current paper, we report a comprehensive review of a large number of empirical studies (N = 195) exploring leadership and workplace creativity and innovation. Using this article cache, we conducted a number of systematic analyses and built narrative arguments documenting observed trends in five areas. First, we review and offer improved definitions of creativity and innovation. Second, we conduct a systematic review of the main effects of leadership upon creativity and innovation and the variables assumed to moderate these effects. Third, we conduct a systematic review of mediating variables. Fourth, we examine whether the study designs commonly employed are suitable to estimate the causal models central to the field. Fifth, we conduct a critical review of the creativity and innovation measures used, noting that most are sub-optimal. Within these sections, we present a number of taxonomies that organize the extant research, highlight understudied areas, and serve as a guide for future variable selection. We conclude by highlighting key suggestions for future research that we hope will reorient the field and improve the rigour of future research such that we can build more reliable and useful theories and policy recommendations.

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Section: Section 1: Defining Creativity and Innovationmentioning

confidence: 99%

Leadership, creativity, and innovation: A critical review and practical recommendations

Hughes

Lee

Tian

et al. 2018

The Leadership Quarterly

680

710

View full text Add to dashboard Cite

show abstract

“…By moving from formal and familiar assessment environments in which students are traditionally encouraged to seek expected and correct solutions, following a set of linear series of processes, the intention is that these new environments will allow for and encourage students to move beyond a mindset in which the expected and correct solutions are preferred, to an environment in which they are encouraged to think more broadly, flexibly, and outside of the conventions of traditional expectations. The intention is that these novel environments will reflect the dynamic, non-linear, adaptable, and iterative ways in which the creative thinking process occurs in real-world creative thinking experiences and across a range of domains (Mumford and McIntosh 2017;Botella and Lubart 2019). The intention is also that these dynamic and novel environments will enhance the motivation of participants, improving the learning and measuring of creative thinking skills (Rosen and Tager 2013) and the likelihood that the skills will transfer to real-world applications Kaufman and Baer 2011).…”

Section: Task Modelsmentioning

confidence: 99%

Imagine: Design for Creative Thinking, Learning, and Assessment in Schools

2020

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Although not generally included in classroom activities of the past, cultivating creative thinking is considered one of the core strands in future-focused learning in schools. Learning focused on creative thinking is uncommon in school, mainly due to a lack of consensus on the definition of the creative thinking competency and a lack of effective methods designed for curriculum-embedded implementations of creative thinking learning and assessment in classrooms. This paper describes the development of a framework for formative assessments of creative thinking frameworks and provides considerations for the design of technology-enhanced learning and assessment in support of creative thinking competency in students. Task models described in the paper aimed to cultivate creative thinking and elicit evidence on competency development in students. Future directions for the development and validation of learning and assessment approaches are discussed.

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“…Several stage models of creativity have emerged introducing changes and improvements to the four-stage model such as the creative problem solving (CPS) model. A recently accepted CPS model (Mumford and McIntosh, 2017) includes eight key sub-stages of creative thinking summarized in four components: understanding the challenge, generating ideas, solution planning and execution, and monitoring the results. This CPS model has similarities with Knowledge based behavior in SRK model (Rasmussen, 1985), which is frequently referred to in the safety context.…”

Section: What Are the Processes Involved In Creative Behavior?mentioning

confidence: 99%

What Does Creativity Mean in Safety-Critical Environments?

Bourgeois‐Bougrine

2020

Front. Psychol.

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Safety in high-risk and time-pressured situations relies on people's ability to generate new and appropriate solutions to solve unforeseen problems for which no procedures or rules are available. This type of ability is regularly associated with the concept of creativity. While psychology researchers have studied, for decades, how creative ideas and solutions are generated, this basic research has not made it into the more applied fields of human factors and neuroergonomics. Building on the research on the psychology and the neuropsychology of creativity, this paper will (1) address the question of what creativity means and what are its ties with problem solving and decision-making; (2) focus on the evidence of the creative processes, the underlying mechanisms, and the multiple psychological dimensions of the creative behavior involved in unexpected events in extreme environments such as Apollo 13 mission, United Airline Flight 232, and Mann Gulch wildfire; and (3) explore the implications for future research in the domains of neuroergonomics and differential psychology.

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Creative Thinking Processes: The Past and the Future

Cited by 92 publications

References 31 publications

Leadership, creativity, and innovation: A critical review and practical recommendations

Leadership, creativity, and innovation: A critical review and practical recommendations

Imagine: Design for Creative Thinking, Learning, and Assessment in Schools

What Does Creativity Mean in Safety-Critical Environments?

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