Leading others to think innovatively together: Creative leadership

Basadur, Min

doi:10.1016/j.leaqua.2003.12.007

Cited by 232 publications

(201 citation statements)

References 9 publications

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“…. In addition, leaders make important supportive contributions to the creative process by shaping a supportive climate for creativity, by promoting new ideas in the work context, and by managing properly the stages of the creative process (Basadur, 2004;. Although these contributions are rarely seen as creative themselves, they often exert a critical influence on creativity in the work context.…”

Section: Facilitatingmentioning

confidence: 99%

“…Some studies have shown that creative leaders should also possess substantial strategic planning skills . Basadur (2004) and argued that creative leaders must also be able to recognize the differences in people's preferred problem-solving styles and then integrate and syncronize these styles according to the demands posed by each stage of the creative process. Last but not least, Zhou and George (2003) suggested that leaders' emotional intelligence plays a critical role in enabling the awakening of employee creativity through five complementary routes: identification, information gathering, idea generation, idea evaluation and modification, and idea implementation.…”

Section: Facilitatingmentioning

confidence: 99%

“…suggested that creative leaders provide idea support, work support, and social support. Rickards and Moger (2002) and Basadur (2004) suggested specific supportive practices. collected data from 238 knowledge workers in seven companies using daily questionnaires during 8-37 weeks.…”

Section: Behavioral Perspectivesmentioning

confidence: 99%

“…It appears that expected evaluation can foster creativity under some conditions. For example, creative leaders may need to abstain from evaluation during idea generation (Basadur, 2004), but inform employees that their ideas will be later evaluated according to a set of given criteria ; and then conduct the evaluation in an informational manner Yuan & Zhou, 2008). However, Unsworth (2001) noted that goals and expected evaluation may foster responsive, expected, and contributory creativity but not necessarily proactive creativity.…”

Section: Behavioral Perspectivesmentioning

confidence: 99%

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Creative Leadership: A Multi-Context Conceptualization

Mainemelis¹,

Kark²,

Epitropaki³

2015

The Academy of Management Annals

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Further information on publisher's website:http://dx.doi.org/10. 1080/19416520.2015.1024502 Publisher's copyright statement:This is an Accepted Manuscript of an article published by Taylor Francis Group in The Academy of Management Annals on 27/02/2015, available online at: http://www.tandfonline.com/10. 1080/19416520.2015.1024502. Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractVarious streams of organizational research have examined the relationship between creativity and leadership, albeit using slightly different names such as "creative leadership", "leading for creativity and innovation," and "managing creatives." In this article we review this dispersed body of knowledge and synthesize it under a global construct of creative leadership, which refers to leading others towards the attainment of a creative outcome.Under this unifying construct we classify three more narrow conceptualizations that we observe in the literature: facilitating employee creativity; directing the materialization of a leader's creative vision; and integrating heterogeneous creative contributions. After examining the contextual characteristics associated with the three conceptualizations, we suggest that they represent three distinct collaborative contexts of creative leadership. We discuss the theoretical implications of a multi-context framework of creative leadership, + The second and the third author contributed equally.

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Section: Facilitatingmentioning

confidence: 99%

Section: Facilitatingmentioning

confidence: 99%

Section: Behavioral Perspectivesmentioning

confidence: 99%

Section: Behavioral Perspectivesmentioning

confidence: 99%

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Creative Leadership: A Multi-Context Conceptualization

Mainemelis¹,

Kark²,

Epitropaki³

2015

The Academy of Management Annals

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“…The birth of something new starts with a person identifying opportunities (Parnes et al [8]; Basadur [9]). In this study, opportunity exploration is defined as identifying new opportunities.…”

Section: Initiation Stage -Opportunity Explorationmentioning

confidence: 99%

Perception on training and employee innovativeness: An evidence from small firms

Abdullah

Ping

Wahab

et al. 2014

2014 IEEE International Conference on Management of Innovation and Technology

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-Small firms have been recognized as the pillar of industrial development in Malaysia. However, recent report indicates that majority of small companies are noninnovating companies. One of causes cited is the lack of welltrained workers. Furthermore, there are limited studies that focus on the role of training on employee innovativeness especially among small firms. Therefore, this study aims to examine the relationship between perception on training and employee innovativeness among employees of small firms. A total of 182 employees from 36 small firms participated in this survey. Descriptive analysis and regression analysis were used to describe constructs' central tendency and variability and test the hypotheses respectively. It is found that training explained 28.8% of variance in employee innovativeness. Training is proved to be one of the significant predictors of employee innovativeness and all its dimensions (opportunity exploration, idea generation, idea promotion and idea implementation). This finding accentuates the importance of training among small firms, which should go beyond on-job training. In the face of business challenges, small firms need to promote employee innovativeness through training.

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Who is more violent in extremist groups? A comparison of leaders and followers

Jaśko

LaFree

2019

Aggressive Behavior

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Few prior studies have examined the extent to which the behavior and characteristics of political extremists are related to their position within radical groups. In this paper we concentrate on one of the most fundamental distinctions in groups: that between leaders and followers. Our main goal is to investigate the comparative propensity of leaders and followers to engage in political violence. In a sample of individuals who have committed ideologically motivated political crimes in the United States (N = 1,331) we found that even though leaders were more ideologically committed to the group's goals and ideologies, they were at the same time less likely to engage in violent acts. Moreover, we found that leaders in radical criminal organizations shared many characteristics with leaders in noncriminal organizations. Specifically, in comparison to followers, they were more often male, older, and they were more likely to belong to an ethnic majority. We consider implications for future research and policy of the fundamental conclusion that compared to leaders, followers in terrorist organizations are more likely to engage in violent acts.

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Leading others to think innovatively together: Creative leadership

Cited by 232 publications

References 9 publications

Creative Leadership: A Multi-Context Conceptualization

Creative Leadership: A Multi-Context Conceptualization

Perception on training and employee innovativeness: An evidence from small firms

Who is more violent in extremist groups? A comparison of leaders and followers

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