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¡@¡@The purpose of this study was to devise the innovative science teaching material and to investigate the instruction effect of innovative science teaching material. Thus, there were two major parts in this study, including the development process of teaching material and the instruction experiment. Firstly, seven award-winning science teachers with average 24 years seniority were gathered and organized as ¡§an innovative science teaching material development team.¡¨ Through regular team discussion and sharing, the team devised three teaching units¡X ¡§the weather variety,¡¨ ¡§simple machine,¡¨ and ¡¨burning¡¨ based on Creative Thinking Instruction Model¡]CTIM¡^. Besides, we used case study as the method and through in-depth interviews, we realized the factors that contribute to an award-winning science teacher' creative teaching material based on Amabile's¡]1997¡^componential model of creativity. ¡@¡@Secondly, the purpose of the instruction experiment was to investigate how the teaching material executed. The experienment group teacher received a 3-day instruction demonstration and reflection from the workshop by the team, while the contrasted group teacher didn¡¦t. We selected 110 sixth graders in one Kaoshiung primary school and proceeded 8-week different instructions. We took a quasi-experiment design and used ¡¨Technology Creativity Test¡¨, ¡§Creative Problem Solving Test¡¨, and self-developed science achievement tests as assessment tools. The applied analysis methods were descriptive statistics, One-Way ANCOVA, One-Way MACOVA, and Rasch-analysis. ¡@¡@The main findings were as follows: (a) the creative product of the award-winning science teacher conformed to Amabile's theory; (b) it seemed that the creative instruction workshop facilitated teachers to learn from award-winning science teacher; (c) the innovative science teaching material had significant effects on enhancing sixth graders¡¦ technological creativity; (d) students in different groups did not perform differently on problem solving abilities; (e) the innovative science teaching material had partial significant effects on enhancing sixth graders¡¦ science academic performance. Finally, some suggestions were proposed for educational instruction and future studies.

Based on her novel notions on the fundamental nature of creativity and the psychosocial need for an adequate assessment, Amabile (1983) proposes consensual assessment technique (CAT) to provide a "product-based" quantitative approach to evaluate creativity. The essence of CAT is that it delineates factors that influence and determine the "product" to be truly "creative", and emphasizes that a product or an observable reaction is the testimony of creativity. Amabile (1983) also implies creativity is not an individual phenomenon, but consists of three major components: task motivation, expertise and creativity skills. The purpose of this study is to examine the validity of Amabile's component model of creativity and to apply his model into the essay writings in primary school students, hence to test the attribution of CAT in providing a valid appraisal in creativity assessment. A "product-based" CAT was performed on 110 essays with 5 different topics written by 22 6th grade school students. A group of Chinese experts, made up of 3 children literature professors and 6 experienced primary school teachers, are in charge of evaluating all these essays. The evaluated results are used to determine if to determine if Amabile's model can be comparable to current psychosocial norms and if it can accurately delineates individual's creativity talent. According to our hypothetical working framework, the following results were expected; (1)motivation has a positive effect on creativity, (2)professional techniques have a positive effect on creativity (3)creative technique has a positive effect on creativity (4)the results of CAT showed a mutual consensus on defining creativity amongst the professional judges.

Alla organisationer förändras, antingen omedvetet eller som en del av en utarbetad plan. Planerade förändringar inom organisationen kan drivas som projekt och blir då ett internt förändringsprojekt som syftar till att skapa bättre förutsättningar för organisationens verksamhet. Ett internt förändringsprojekt kan drivas av en projektgrupp under ledning av en projektledare. För att resultatet av projektet ska bli lyckat är det viktigt att projektmedlemmarna känner sig motiverade och presterar för att nå målet. Att skapa motivation och arbetsprestation i projektet faller på projektledaren. Syftet med föreliggande studie är att bidra med kunskap om hur projektledare i interna förändringsprojekt kan arbeta för att motivera deltagare i projektgruppen. Studien har en kvalitativ forskningsmetod. För att besvara forskningsfrågan har en fallstudie genomförts genom att intervjua Lean-coacher som arbetar med att hjälpa företag inom lantbruksnäringen att införa Lean i sin verksamhet. Data har samlats in från respondenterna med hjälp av semistrukturerade intervjuer. Materialet har analyserats med hjälp av en teoretisk bas utifrån Teresa Amabiles Progressprincip. Utifrån respondenternas berättelser om handlingar och arbetsätt och hur dessa kan påverka faktorer från Progressprincipen presenteras empiri och analys enligt sju teman. Analysen visar att coachernas arbetsätt och handlingar påverkar flera delar ur Progressprincipen och därför har möjlighet att påverka individers motivation och prestation positivt. Coachernas arbetsätt fokuserar tydligast på att möjliggöra Progress och att Tillåta självständighet/självstyre samt på att skapa Klara målsätningar. / All organization goes through change, either unintentional or as part of scheduled plan. Planned changes within the organization can be managed as projects and is then categorized as an internal change project aimed at creating better conditions for the organization's operations. An internal change project can be completed by a project team led by a project manager. If the outcome of the project is to be successful it is important that team members are motivated and high performing. To create motivation and work performance in the project is the responsibility of the project manager. The aim of this study is to contribute knowledge about how project managers who is responsible for internal change projects can work to motivate the project group. This study has been made using qualitative research. To answer the research question a case study has been conducted by interviewing Lean coaches who are working to help companies in the agricultural sector to implement Lean in their operations. Empirical data was collected from respondents using semi-structured interviews. The empirical data were analyzed using a theoretic framework based on Teresa Amabile and her work on The Progress Principle. Based on respondents' stories of their work and actions, and how these can affect The Progress Principle, the empirical data and analysis are presented as seven different themes. The analysis shows that the coaches' work and actions affect several parts of The Progress Principle and therefore have the ability to have a positive influence on individuals' motivation and performance. The coaches' work has a clear focus on enabling Progress and Allowing autonomy and Setting clear goals.

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Försvarsmaktens officerare kommer från samma utbildningssystem. Ett utbildningssystem som kan kritiseras för att vara konformativt och förespråka ett linjärt tänkande i planering. Ett uniformt utbildningssystem med konservativa rötter och hierarkisk kultur riskerar leda till en cirkulär kognitiv utveckling. Genom att officerarna inte vill, kan eller vågar gå bortom de etablerade och vedertagna sanningarna som utgörs av Försvarsmaktens doktriner och reglementen. För att kunna möta den dynamiska verkligheten som ständigt befinner sig i förändring behöver ledningen vara adaptiv.Syftet med undersökningen är att skapa en förståelse för vad som möjliggör en adaptiv ledning av specialoperationer i en småstat. Resultatet av studien menar att specialoperationer behöver ledas av ett kreativt tankesätt. Det kreativa tankesättet behövs för att tillföra andra handlingsalternativ för den strategiska nivån. Men kreativiteten begränsas i genomförandeledningen genom inbyggda strukturer som medför att officerare inte vågar att misslyckas och bristande erfarenhet av insatser medför att förståelsen och kunskapen att hantera osäkerheter saknas. Vilket påverkar effekten av specialoperationer negativt.