How to Organize Creative and Innovative Teams: Creative Self-Efficacy and Innovative Team Performance

Abstract

What makes teams creative? We investigated how the diversity and agreeableness of team members moderate the relationship between creative self-efficacy (CSE) and innovative performance at the team level. We found that the educational background diversity is a critical factor to affect the knowledge, perspective, and problem-solving skills and, in turn, has a positive effect on innovative performance. We also showed that the relationship between aggregated CSE and innovative performance was not linear but inverted U-shaped at the team level. We expect our study to provide meaningful managerial implications about team composition and team innovative performance.

Enhancing innovative work behaviour: the role of servant leadership and creative self-efficacy

“…Since its initial formulation, the term creative self-efficacy has become a popular and a widely used construct in academic literature. For example, empirical studies have reported that creative self-efficacy is related to important outcomes and behaviors such as creativity (Gong et al, 2020;Cai et al, 2021), innovative team performance (Park et al, 2020) and innovative work behavior (Newman et al, 2018a(Newman et al, , 2018b.…”

Can developmental culture enhance team service innovation? Quantitative and qualitative analyses in the hospitality industry

“…In hospitality organizations, when teams have aggregated creative self-efficacy, employees tend to be confident in their team's creative capabilities (Hon and Chan, 2013). Thus, they are likely to make continuous effort to innovate team services (Park et al, 2020). As a consequence, teams with aggregated creative self-efficacy tend to consistently transfer such collective efficacy to team service innovation.…”

“…individual perceptions of identity) tend to be nested within teams (Myers et al , 2004). Bandura (1997) indicated that it is appropriate to aggregate individual perceptions within teams to reflect team characteristics, and some existing studies have aggregated individual creative perceptions within teams to represent team creative characteristics (Hon and Chan, 2013; Park et al , 2020). Therefore, the present study aggregates employees’ creative role identities within teams to represent team creative identity (i.e.…”

A Systematic Review of Creative Self-Efficacy Literature in Education

“…Table 2 shows that studies on the relationship of CSE with creativity/creativity indicators (n=18) and individual/environmental factors (n=16) have the highest frequency among all others (total=88). The former group examined the relationships between CSE and creativity (Broekhoven at al., 2020;Haase et al, 2018); CSE and creative performance (Chang & Jaisook, 2020;Lemons, 2010;Li & Wu, 2011;Paek et al, 2016;Park et al, 2021;Reiter-Palmon et al, 2012;Royston & Reiter-Palmon, 2019); CSE and creative thinking (Anderson & Graham, 2021;Kharkhurin, 2017 (Beghetto, 2009). At the same While examining the studies on personal characteristics, we found that Karwowski (2016) analyzed the changes occurred in 6 months (short-term) and 20 months (medium-term) periods in CSE and Review of the studies that examined the relationships between CSE and environmental factors revealed that studies investigated the effects of parents (Gralewski & Jankowska, 2020;Liang & Yuan, 2020), peers (Karwowski, 2015;Liu et al, 2016), and personenvironment fit (Cayirdag, 2016).…”