Why seeking feedback from diverse sources may not be sufficient for stimulating creativity: The role of performance dynamism and creative time pressure

Sijbom, Roy B. L.; Anseel, Frederik; Crommelinck, Michiel; Beuckelaer, Alain De; Stobbeleir, Katleen De

doi:10.1002/job.2235

Cited by 68 publications

(76 citation statements)

References 86 publications

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“…However, it is important to note that the employee-supervisor relationship does not occur in a virtual vacuum and that there are other factors that influence this relationship (D. Rousseau, 2004;Shalley & Gilson, 2004). Further to this point, researchers have also noted that employees rely on feedback from other sources than supervisors (e.g., coworkers) in improving innovation-related behaviors such as creative performance (Sijbom et al, 2018) and generation of creative ideas (Dokko, Kane, & Tortoriello, 2014).…”

Section: The Moderating Role Of Coworker Feedbackmentioning

confidence: 99%

“…In acknowledging that employees rely on an ecosystem of external feedback from various sources (e.g., supervisors, coworkers, and clients) to enhance innovative behavior (Sijbom, Anseel, Crommelinck, De Beuckelaer, & De Stobbeleir, ), this study considers two major sources of feedback at the workplace, that of the supervisor and coworker. To distinguish between supervisor and coworker feedback in our study, we draw upon Zhou's conceptualization of supervisor feedback (J. Zhou, ) and coworker feedback (J. Zhou & George, ).…”

Section: Theoretical Background and Hypothesesmentioning

confidence: 99%

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Is coworker feedback more important than supervisor feedback for increasing innovative behavior?

Eva¹,

Meacham²,

Newman

et al. 2019

Human Resource Management

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A growing body of research explores human resource management practices that encourage employees to innovate. In this study, we examine the links between different sources of feedback (supervisor and coworker) and employees’ innovative behavior. Drawing on social exchange theory and the job demands‐resources theory, we first propose that work engagement and psychological contract breach mediate the relationship between supervisor feedback and employees’ innovative behavior. Second, we propose a moderated mediation model in which coworker feedback attenuates the relationships between supervisor feedback and employees’ innovative behavior through the mediating mechanisms of both work engagement and psychological contract breach. Using three waves of multisource data from 300 Chinese employees and their 64 supervisors, we found a dual‐mediation pathway by which employees’ work engagement and perceptions of psychological contract breach mediate the influence of supervisor feedback on innovative behavior. Our results also show that coworker feedback can be used to supplement the lack of supervisor feedback when required. Organizations are advised to ensure that employees obtain regular feedback from multiple sources because such feedback can promote employees’ work engagement and perceptions that the organization is upholding its side of the psychological contract, which fosters employees’ innovative behavior.

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Section: The Moderating Role Of Coworker Feedbackmentioning

confidence: 99%

Section: Theoretical Background and Hypothesesmentioning

confidence: 99%

Is coworker feedback more important than supervisor feedback for increasing innovative behavior?

Eva¹,

Meacham²,

Newman

et al. 2019

Human Resource Management

View full text Add to dashboard Cite

show abstract

“…Seeking feedback can help to clarify when a nurse needs to learn or reorganize past information. The most important aspect of feedback-seeking behavior for nurses is that, since organizations are unable to provide timely and effective feedback, nurses must seek it out themselves (Sijbom et al, 2018). If nurses receive feedback from leaders, their positive behaviors will be more prominent and will then facilitate the adaptation process.…”

Section: Discussionmentioning

confidence: 99%

High-Power Distance Is Not Always Bad: Ethical Leadership Results in Feedback Seeking

Gong

Swol

et al. 2019

Front. Psychol.

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Feedback seeking relates positively to organizational identification and task performance. However, an individual generally views seeking feedback as risky. It remains unclear whether, why, and when ethical leadership impacts on feedback-seeking behavior. This research aimed to explore the mediating role of psychological safety in the relationship between ethical leadership and nurses’ feedback seeking and to further explore the moderating effect of power distance in this mechanism. After eliminating invalid surveys, the sample included 458 pairs. The SPSS PROCESS macro was used for the data analysis. The results indicate that ethical leadership positively affected nurses’ feedback-seeking. Ethical leadership influences feedback seeking through psychological safety. With high power distance, ethical leadership significantly positively influenced psychological safety and then positively affected feedback-seeking behavior. In sum, in the context of high-power distance, ethical leadership is especially important for psychological safety and feedback-seeking behavior.

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“…Furthermore, Shubina and Kulakli (2019) mention 4P for creativity, namely Person, Process, Press (Pressure given by the environment), and Product. The Person dimension involves how personality, motivation, thinking style, emotional intelligence, or knowledge affect a person's creativity (Sijbom et al, 2018). Creativity is an attribute of the Process that is a stage of how to think and learn in the process of creative thinking.…”

Section: Creativitymentioning

confidence: 99%

The Effects of MANSA Historical Board Game toward the Students’ Creativity and Learning Outcomes on Historical Subjects

Kesuma¹,

Harun²,

Putranta³

et al. 2020

EUROPEAN J ED RES

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The constraints of history learning in the Indonesia curriculum are the weekly time is only one hour of lessons and the material is quite dense, if delivered with an explanation and discussion the time is not enough. Therefore, it was sought how to get all material delivered and students not bored. Learning this model is done to condition students as a center of learning, increase creativity and learning outcomes, the project undertaken is called the MANSA Historical board game (MANSA is taken from the abbreviation of our school name). In this case, students are asked to create, design their own board game on a different topic for each group. This study aims to determine the differences in learning outcomes and creativity between the control class and the experimental class of students at senior high schools in Salatiga, Indonesia. The research model used is quasi-experimental. The respondents of the research were 35 students in the experimental class and 35 students in the control class, who had the same homogeneity in creativity and learning outcomes. The results showed that the MANSA Historical board game had a significant effect on creativity and student learning outcomes. It is proven that creativity and student-learning outcomes can be increased. As shown by the mean different test results, there was a difference in the creativity of 0.593 and a learning outcome of 4.224 between the control class and the experimental class before and after treatment. The results showed a difference in learning outcomes between the control class and the experimental class. The average learning outcomes of the experimental class are higher than the average learning outcomes of the control class, as well as student creativity.

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Why seeking feedback from diverse sources may not be sufficient for stimulating creativity: The role of performance dynamism and creative time pressure

Cited by 68 publications

References 86 publications

Is coworker feedback more important than supervisor feedback for increasing innovative behavior?

Is coworker feedback more important than supervisor feedback for increasing innovative behavior?

High-Power Distance Is Not Always Bad: Ethical Leadership Results in Feedback Seeking

The Effects of MANSA Historical Board Game toward the Students’ Creativity and Learning Outcomes on Historical Subjects

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