Differ from previous research which mainly focus on the organizational climate and social influence in the work environment, this study examined the effects of physical workspace; also we incorporated mood and habituation to the model. Regression analyses indicated that positive moods (relaxation and enthusiasm) mediates the relationship between physical workspace and creative performance. Habituation effects were found insignificant in this study. Results suggest that the physical workspace can best lead to creative performance by fostering positive relaxed and enthusiastic moods, we also concluded that the stimuli provided by immobile settings like physical workspace may be limited.

Leadership behaviors play an important role in followers' performance. In today's competitive world, organizations gain advantage from creativity of their employees. Yet, there has been little research done on the effects of transformational and transactional leadership on followers' creative performance. The present study investigates the relationships between the components of transformational leadership (charisma, intellectual stimulation, and individualized consideration), transactional leadership (e.g. contingent reward behavior) and followers' creative performance. The proposed model examines the role of followers' intrinsic motivation, self-esteem and identity (e.g. personal and collective) in these relationships. While the study's hypotheses were not supported, charisma (β = .39, ρ < .01) and transactional leadership (β = .36, ρ < .05) positively predicted creativity in the absence of any controls. The effect of charisma was not consistent with expectations, though that associated with transactional leadership was. / Thesis / Doctor of Philosophy (PhD)

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Cette thèse répond à deux défis auxquels sont confronté les organisations. Premièrement, les organisations sont de plus en plus segmentées en équipes pour exécuter des tâches, mais ces équipes ne fonctionnent pas toujours harmonieusement. Deuxièmement, la créativité des équipes est un facteur clé expliquant la capacité d’adaptation et de croissance des organisations – et à plus long terme, leur survie. Mais la créativité est un processus chargé d’incertitude et à ce titre il est considéré comme une prise de risque. On imagine souvent qu’il suffit de collaborer régulièrement au sein d’une même équipe pour développer des « routines créatives », faciliter le travail en équipe et améliorer la capacité à innover. Toutefois, à force de trop souvent travailler avec les mêmes personnes, on développe des routines inflexibles qui peuvent nuire au travail créatif. Dans ce contexte, les liens d’appartenance externe jouent un rôle clé pour corriger cet effet pervers des collaborations répétées. En participant temporairement à d’autres groupes de travail, les membres d’une équipe donnée peuvent focaliser leur attention sur d’autres sujets et d’autres manières de travailler, ce qui permet de redynamiser leurs pratiques parfois devenues inflexibles avec le temps. Aussi, les liens d’appartenance externe génèrent de la nouveauté et de la diversité au niveau des connaissances et des compétences. Ces idées sont testées à partir de données sur l’industrie du jazz à New York City. Des analyses qualitatives et quantitatives montrent que la relation entre collaboration répétée et créativité des équipes est curvilinéaire, en forme de U inversé. De surcroît, les données suggèrent qu’il est possible, pour une équipe, de conserver un avantage concurrentiel en combinant collaborations répétées fréquemment avec de nombreux liens d’appartenance externe. Cette thèse contribue à la recherche sur le comportement organisationnel, en particulier aux travaux portant sur l’innovation et la créativité des équipes. / This dissertation addresses two core challenges organizations face: First, organizations are increasingly relying on groups for the execution of tasks, but groups do not always function well. Managing groups is considered one of the most difficult and pressing challenges in modern organizations. Second, creative performance fosters adaptability and organizational growth and is therefore crucial for the long-term survival of organizations. Yet, creative performance is challenging as the process is surrounded with uncertainty, and therefore considered risky. A key argument is that repeat collaboration in groups facilitates the establishment of creative routines, fostering intragroup collaboration, and hence fostering creative performance. However, with high intensities of repeat collaboration, routines decrease in flexibility, challenging intragroup collaboration, thereby stifling creative performance. External memberships play important roles in alleviating the negative consequences of high repeat collaboration in groups. By temporarily exchanging memberships, group members divert attention from their group, temporarily focusing on external groups. With attention diversion group members who have collaborated together intensively, overcome fixation on rigid routines. Simultaneously, external memberships function as a source for knowledge variation, diversifying the knowledge bases of ongoing groups. I test these theories using original data from the New York City jazz music industry. Qualitative and quantitative analyses provide evidence for the hypothesis that the relationship between repeat collaboration and creative performance of groups follows an inverted ushaped function. Moreover, data suggest that balancing high repeat collaboration with high external memberships provides a sustained creative advantage for groups. This dissertation contributes to organization behavior, particularly to group-level research and literature on creativity and innovation.

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-12-05T19:03:24Z No. of bitstreams: 1 VALCEMIA GONÇALVES DE SOUSA NOVAES.pdf: 2047673 bytes, checksum: 36e661bc2881aedd186098597ca81f32 (MD5) / Made available in DSpace on 2018-12-05T19:03:24Z (GMT). No. of bitstreams: 1 VALCEMIA GONÇALVES DE SOUSA NOVAES.pdf: 2047673 bytes, checksum: 36e661bc2881aedd186098597ca81f32 (MD5) Previous issue date: 2018-04-06 / The constant changes of the contemporary society demand creative people for the resolution of adverse situations. Theys demands creativity, understood here as a human characteristic that can be developed base on the influencesenvironmental context and personal resources. This study propose to use Amabile, Sternberg, and Csikszentmihalyi´s theses to verify if the environmental conditions experienced by the State University of Goiás’s to the students in the course of their academic experience and personal resources allow them to feel confident in their ability to be creative at the end of their courses. Five studies were developed to meet this objective. The first presents a conceptual and historical survey of creativity. For the remaining studies, data were collected through a survey in 2017. A sample of 664 students, with na average age of 25 years (SD = 7.2), ansswered a questionaire ans cheked scales. In the second study, considering the inexpressiveness of studies on Creative Self-Efficacy in Brazil, the objective was to adapt and gather initial evidence of the validity of the Creative Self-Efficacy Scale, initially proposed by Yu (2013). The results of the adapted Scale confirmatory factor analysis demonstrated initial evidence of validity with a unifatorial structure (X2 / gl = 1.88; CFI = .99; GFI = .97; RMSEA = .05), diverging from the original two factor scale. In the third study, proposed a new type of instrumenti to be valited in Brazil. The third research had the objective of structuring and gathering initial evidence of the validity of the Creative Performance Scale. The results of the confirmatory factorial analysis of the Scale demonstrated initial evidence of validity in a unifatorial structure (X2 / gl = 3.37; CFI = .97; GFI = .88; RMSEA = .08). The fourth study we sought to ascertain the relationship between teaching practice / incentive to new ideas, as an institutional resource, and the creative selfefficacy of the student as a personal resource, as well as to verify the mediating role of student engagement. The hypothesized relationships between the proposed variables were corroborated with significant levels, and also confirmed confirmed the role of mediation of student engagement among the proposed variables. The test of the proposed model explained 41% of the explained variance (R2 = 0.41, F (5, 658) = 94.84, p ≤ .000). The fifth study e tested the effects of teaching / encouraging new ideas about the student's creative performance and creative self-efficacy. The mediating role of the creative self-efficacy of the student in this relation was also analyzed, as well as the moderational power of the intrinsic motivation in the relation between teaching practice and the creative self-efficacy of the student. The hypothesized relationships between the proposed variables were corroborated with significant levels, as well as the mediational power of creative self-efficacy (F (5, 658) = 78.14, p <0.001) and the moderating power of the student's intrinsic motivation (F (4, 659) = 100.85, p ≤ .000), among the variables proposed for the study. Theses studies allowed the confirmaiona of the role of enveromental influencaes ans personal resources in the developmnet of creative performance. Limitations of the study, implications of results and suggestions of future agenda of research on creative performance in Brazilian samples are presented. / As constantes mudanças da sociedade contemporânea demandam indivíduos criativos para a resolução de situações adversas. Demanda, também, criatividade, aqui compreendida como uma característica humana que pode ser desenvolvida a partir de influências do contexto ambiental e dos recursos pessoais. Assim, com base nas concepções teóricas sistêmicas de criatividade, propostas por Amabile, Sternberg, Csikszentmihalyi, esta tese objetiva verificar se as condições ambientais vivenciadas e ou oferecidas pela Universidade Estadual de Goiás (UEG) aos estudantes, no decorrer de sua experiência acadêmica, e os seus recursos pessoais permitem aos estudantes sentirem-se confiantes na sua capacidade de serem criativos. Para atender este objetivo, desenvolveu-se cinco estudos. O primeiro apresenta um levantamento conceitual e histórico da criatividade. Os demais apresentam dados que foram coletados junto a estudantes da UEG em 2017, totalizando uma amostra de 664 estudantes respondentes dos instrumentos de pesquisa, com média de idade de 25 anos (DP=7,2). No segundo estudo, considerando-se a inexpressividade de estudos sobre autoeficácia criativa no Brasil, objetivou-se adaptar e reunir evidências iniciais de validade da Escala de Autoeficácia Criativa, proposta inicialmente por Yu (2013). Os resultados da análise fatorial confirmatória da escala adaptada demonstraram evidências iniciais de regularidade com estrutura unifatorial (X2/gl = 1.88; CFI = .99; GFI = .97; RMSEA = .05), divergindo da escala original bifatorial. O terceiro estudo, tendo em vista a inexistência de instrumentos validados no Brasil, como proposto, teve como objetivo estruturar e reunir evidências iniciais de validade da Escala de Autopercepção de Desempenho Criativo. Os resultados da análise fatorial confirmatória da escala demonstraram evidências iniciais de validade em uma estrutura unifatorial (X2/gl = 3.37; CFI = .97; GFI = .88; RMSEA = .08). No quarto estudo, buscou-se averiguar as relações da prática docente/incentivo às novas ideias, como recurso institucional, e a autoeficácia criativa do estudante, enquanto recurso pessoal, bem como verificar o papel mediador do engajamento do estudante. As relações hipotetizadas entre as variáveis propostas foram corroboradas com níveis significativos, confirmando-se o papel de mediação do engajamento do estudante entre as variáveis propostas. O teste do modelo sugerido explicou 41% da variância explicada (R2= 0,41; F(5,658)= 94,84, p ≤ .000). No quinto e último estudo, testou-se os efeitos da prática docente/incentivo a novas ideias sobre o desempenho criativo e a autoeficácia criativa do estudante. Analisou-se, ainda, o papel mediador da autoeficácia criativa do estudante nesta relação, bem como o poder moderacional da motivação intrínseca na relação entre prática docente e autoeficácia criativa do estudante. As relações hipotetizadas entre as variáveis propostas foram corroboradas com níveis significativos, bem como confirmou-se o poder mediacional da autoeficácia criativa (F (5, 658) = 78.14, p <0,001) e o poder moderacional da motivação intrínseca do estudante (F(4, 659)= 100,85, p ≤ .000), entre as variáveis indicadas para o estudo. Limitações, implicações dos resultados e sugestões de agenda futura de pesquisas sobre desempenho criativo e demais variáveis em amostras brasileiras foram apresentadas.

No description available.

To stay competitive, many employers are looking for creative and innovative employees to add value to their organization. However, current models of job performance overlook creative performance as an important criterion to measure in the workplace. The purpose of this dissertation is to conduct two separate but related studies on creative performance that aim to provide support that creative performance should be included in models of job performance, and ultimately included in performance evaluations in organizations. Study 1 is a meta-analysis on the relationship between creative performance and task performance, and the relationship between creative performance and organizational citizenship behavior (OCB). Overall, I found support for a medium to large corrected correlation for both the creative performance-task performance (ρ = .51) and creative performance-OCB (ρ = .49) relationships. Further, I also found that both rating-source and study location were significant moderators. Study 2 is a process model that includes creative performance alongside task performance and OCB as the outcome variables. I test a model in which both individual differences (specifically: conscientiousness, extraversion, proactive personality, and self-efficacy) and job characteristics (autonomy, feedback, and supervisor support) predict creative performance, task performance, and OCB through engagement as a mediator. In a sample of 299 employed individuals, I found that all the individual differences and job characteristics were positively correlated with all three performance criteria. I also looked at these relationships in a multiple regression framework and most of the individual differences and job characteristics still predicted the performance criteria. In the mediation analyses, I found support for engagement as a significant mediator of the individual differences-performance and job characteristics-performance relationships. Taken together, Study 1 and Study 2 support the notion that creative performance should be included in models of job performance. Implications for both researchers and practitioners alike are discussed.

The study’s primary research interest is in the area of leadership and creativity. Investigating the literature indicates that there is a gap in knowledge regarding the effect of the Full Range of Leadership styles, especially the influence of transformational leadership on employees’ creative performance. Examining this relationship in different sectors (for example: public government sector); in different cultures (for example: Arab Islamic culture); and from multi-perspectives (for example: leaders and employees) is strongly encouraged by research. The Omani civil service sector was used as a case study, thus the aim of the study was to investigate the degree to which Omani civil service managers practised the Full Range of Leadership styles to influence employees’ creative performance. The study set six objectives which provided the foundation for the structure of the study and the way its research questions were formulated. Accordingly, the study methodology was designed in a way that points towards the achievement of the study objectives. The study adopted a mixed-methods research approach by combining survey questionnaires with semi-structured interviews. This triangulation technique was utilized to enable more accurate investigation and allow in-depth coverage of the issues examined. The probability sampling method as represented by the random sampling technique was adopted for this study and applied to the two groups of managers and employees. The total size of the managers’ sample was 269 participants, while the employees’ sample was 371 participants. In addition, 15 semi-structured interviews were conducted to supplement the quantitative results. The results of this study show that the Omani managers are performing both transformational and transactional leadership styles. Examining the relationship, the study confirms that there is an overall statistically significant relationship between managers’ use of transformational and transactional leadership styles and employees’ creative performance from both managers’ and employees’ perspectives. The results also reveal that Omani managers are infrequently practicing passive/avoidant leadership style and that this style does not contribute to the employees’ creative performance. Further, the study demonstrate that Omani managers’ personal characteristics have a slight effect on managers’ perceptions towards transformational leadership styles and do not have any impact on their perceptions toward employees’ creative performance. Finally, this study contributed to knowledge in several areas where scholars who are interested in investigating the relationship between leadership and creativity will find it valuable.