The main purpose of this study was to explore the relationship between life experiences, creative personality and creative thinking of college students in Taiwan. Investigation method was employed in the study. The employed instruments included College Student Life Experiences Questionnaire, Creativity Test (Verbal-bamboo chopsticks, figure-¤H), and Creative Personality Scale developed by H. G. Gough (1978). The participants were college students in Taiwan. 2443 college students were sampled to finish College Student Life Experiences Questionnaire, and 456 students of them also had to finish Creativity Test and Creative Personality Scale at the same time. The data were analyzed by descriptive statistics, independent sample t-test, one-way MANOVA , and canonical correlation. The main findings of this study were as following¡G 1. Life experiences of college students in Taiwan could been classified eight kind of styles which including ¡uexploring experiences¡v, ¡uadventure experiences¡v , ¡uteam works¡v,¡uculture experiences¡v,¡ufashion life¡v ,¡umaking money¡v, ¡uinformation getting¡vand¡urisk seeking ¡v. The study present team works was the most students ever tried. 2. There were significant differences of life experiences and creative thinking in different gender, grade, college (Art College, Science College, Social Science College) and school type (University, The Normal University, Technical and Vocational College) students in Taiwan. 3. There were significant canonical correlation among the college students¡¦ background, creative personality and life experiences. The study finding revealed the junior and senior of The Normal University have more different kind experiences, than any others, especially in¡uadventure experiences¡v, ¡uteam works¡v, ¡uculture experiences¡v and ¡urisk seeking ¡v. They also had more creative personalities and didn¡¦t think they were interest narrow and commonplace. 4. There were significant canonical correlation among eight life experiences styles and creative thinking. The result present¡uexploring experiences¡v, ¡uteam works¡v, ¡uculture experiences¡v, ¡ufashion life¡vand ¡uinformation getting¡vhad positive effects on the verbal and figure creative thinking, especially on verbal creative thinking. 5. There were significant canonical correlation among the college students¡¦ background, creative personality and creative thinking. The finding revealed the junior or senior, art college and the normal university female students present better in creative thinking than any others. They also had more positive creative personalities for example, confident, resourceful and original.

This diploma thesis deals with the creativity and the options of its development. Creativity is part of everyday human life. The prosperity of any business organization depends on its innovative capabilities. The main source of innovation are company employees, especially those who raise most the creative potential of the company. A partial goal of this work is to theoretically describe the topic of creativity and its importance for business organization. Theoretical pieces of knowledge in area of creativity are followed by their practical application in concrete organization. The main objective of this thesis is to analyze the creative environment of the selected company. This company is a market leader in dairy products in the Czech Republic. Necessary informations to determine the strengths and weaknesses of the company in the area of creativity were obtained by the method of interview and questionnaire On the basis of received informations are suggested personal recommendations to the company.

The objective of this study was to investigate the relationship between emotional intelligence, work engagement, creativity and demographic variables. A non-experimental and cross-sectional survey design was used and the population consisted of 180 employees working within a call centre division of an insurance organisation in South Africa. The participating sample consisted of 85 respondents which indicated a response rate of 47.2%. The Trait Emotional Intelligence Questionnaire (TEIQue-SF), Utrecht Work Engagement Scale (UWES-17), the Creative Personality Scale (CPS) and the Alternate Uses Tasks were administered to all participants. A theoretical relationship was found by means of a literature study. The results of the empirical study suggest that there was a significant positive relationship between emotional intelligence, work engagement and creative personality. Emotional intelligence was reported to be a significant predictor of work engagement. Significant results were also found in terms of these constructs and demographic factors. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

The aim of the thesis are the recommendations and proposals focusing on the development of creativity using IT. The results of the work are based on a detailed model of the analysis conducted with the employees of the actual company Sedláček s. r. o. The work further identifies and analyzes the facts relating generally to creativity, the creative features of the personality and the organization and management of projects. At the conclusion of the work is evaluated the current situation in the company and are set out recommendations that organisations of a similar type may implement.

The presented thesis deals with creativity, creative thinking and its support in managerial practice. Creative thinking and innovations are very sought after these days, that's why it is important to understand how they relate to corporate governance and how management should support their employees in this field. The goal of this thesis was find out, how analyzed company supports creative thinking of their employees and how management contributes to creating an environment that supports creativity. To fulfill the goal of the thesis, research was undertaken in the form of analyzing the company's documents, observation, interviews and a questionnaire. Based on the discovered results, it will be possible to identify the current state of the company and then put together recommendations and proposals for changes. These changes should be helpful to improve creativity amongst employees and hence improve the company's economic effectiveness.

本研究針對幼稚園園長為對象，旨在瞭解創意人格特質與創新經營之內涵與現況，探討其關係，進而建構及驗證其互動模式，並依據研究結果提出建議。 首先進行文獻探討，作為架構研究之理論基礎；接著，邀請八位教育專家填寫專家意見問卷、問卷調查750位幼稚園園長（區分為北中南三區域，共發出750份問卷，有效卷481份）、訪談三位教育現場實務者，以分析現況，驗證理論；最後，依據研究果進行討論與結論建議。本研究主要發現如下： 一、幼稚園園長知覺創意人格特質對創新經營具重要性 二、不同背景變項的幼稚園園長在創意人格特質及創新經營達顯著差異 三、知覺創意人格特質不同程度對創新經營表現上有顯著差異 四、創意人格特質與創新經營具有關連性 五、驗證創意人格特質對創新經營模式佳 / The main purpose of this study was to investigate the creative personality and innovative management of kindergarten principals in Taiwan. The study included literature analysis, survey method with an interview, and survey method with a questionnaire.The purpose of literature analysis was aimed to explore the creative personality and innovative management of kindergarten principals. The purpose of survey method with 8 specialists were aimed to explore the opinions of specialists. Questionnaire of survey based on opinions of kindergarten principals about the creative personality and innovative management of kindergarten principals. The subjects of the questionnaire included principals of the kindergarten in Taiwan.

The main topic of the diploma thesis is creativity and its function in CIE Automotive company in Valašské Meziříčí. Creativity is the integral part of personal and working life of each person. It influences the ability of the company to react to possible changes and it can also dramatically influence the existence and prosperity of the whole company. CIE Automotive is an important supplier in automobile industry. In a long term the company faces lack of support and development of creativity of its employees. The main aim of the thesis is to explore the relation of CIE Automotive employees to creativity and on the basis of this information formulate a suggestion of new project for creativity development in CIE Automotive. The theoretical part is dedicated to specification of essential definitions associated with creativity and its function in the company. In the thesis are used two main methods for necessary data finding - interview and questionnaire. On the basis of received information are suggested recommendations to CIE Automotive and created entirely new program to support the development of creativity among employees in the above mentioned company. In the practical part the emphasis is placed on weakness identification resulting from the interview with HR manager and mentioned questionnaires. Weaknesses are considered to be insufficiently creative atmosphere, lack of team support, inefficient communication in the company and vague program for creativity support. Considering the weaknesses, there are recommendations suggested how to focus on improvement of weaknesses and also created a new program to support creativity - REGIA IDEA.

本研究欲探討個人知識論信念、創造性人格與創意生活經驗整體及各因素間的相互關係，最後並瞭解三者間的關連性。研究使用改編之「高中職生個人知識論信念量表」、「創造性人格量表」、以及吳靜吉（2002）等人所編製之「創意生活經驗量表」三種量表進行構念測量。分為北、中、南三區分層取樣，共803名受試，有效樣本共745人。問卷回收後，以描述性統計、Cronbach’s α信度係數、探索性因素分析、驗證性因素分析、皮爾森積差相關、獨立樣本t檢定、多元迴歸分析、及典型相關分析進行信效度考驗及各項研究問題分析。 研究結果顯示： （1）高中職二年級學生個人知識論信念比一年級學生偏向純真型信念、更相信學習能力天生，且較不具創造性人格特質。 （2）越持純真型個人知識論信念者，則其在人格特質上越不依從傳統、越不機 智靈巧、也越不自主勇敢。 （3）個人知識論信念越偏向純真型信念者，則其在創意生活經驗中的「運用新 知精益求精」、「開放心胸」、「製造驚喜意外」及「舊瓶新裝」四個領域上 的經驗越少。 （4）當個體越具有創造性人格，就擁有越多創意生活經驗。 （5）越持純真型個人知識論信念者，越不具有創造性人格特質；越不具有創造 性人格特質者，也有較少的創意生活經驗產生；但個人知識論信念的傾向， 對個體創意生活經驗並不具有直接的影響力。 （6）個人知識論信念越「未分化」，則越不具有「創造性人格」，也越不常有「創 意生活經驗」。 由研究結果，建議可透過對學生個人知識論信念的調整，而間接促成創造力之有效提升。以下提出幾點對於教學實務上之建議： （1）讓學生透過「覺察、反思、行動、實踐」的歷程進行學習。 （2）採用跨領域及討論式之教學方法進行教學。 （3）增強學生對學習的正向思考。 另提出對未來研究之幾點建議： （1）可對個人知識論信念之「依領域而不同」進行探究。 （2）以「實驗研究法」探討個人知識論信念與創造力之關係。 （3）針對高中職階段學生的「智力本質觀」與學習動機之相關進行探究。 / This study is to explore the relationship among personal epistemology belief, creative personality and creative life experience. Three scales were used to measure those constructs, “Personal Epistemology Scale for High School Student”, “Creative Personality Scale”, and “Creative Life Experience Scale”. There are 803 high school students from north, middle and south areas of Taiwan participated in this survey. The descriptive statistic, Cronbach’s α coefficient analysis, explorative factor analysis, confirmative factor analysis, Pearson’s correlation analysis, independent student test, multiple regression analysis and classical correlation analysis were used to analysis data. The main findings of this study were: 1. The personal epistemology belief of second grade high school students were naiver than first grades students, and with less creative personality. 2. The one who tends to hold naïve personal epistemology belief, may obey tradition less, and with less witty and braveness. 3. The one who tends to have naïve personal epistemology belief, would have less creative experience. 4. The one with more creative personality, the more creative life experiences he or she has. 5.The less differentiation of personal epistemology belief, the less creative personality and creative life experience one has. Based on the findings, the following were suggested for teaching and future research: For teaching: 1. Learning by “knowing, reflection, action and practice” 2. Using cross-areas and discussion instruction. 3. Strengthen students’ positive thinking for learning. For future research: 1. To investigate the domain specific of personal epistemology belief thinking. 2. Conduct the relation between personal epistemology belief and creativity by experimental method. 3. To explore the relations of high school students’ entity intelligence belief and learning motivation.

本研究旨在探討幼稚園教師組織文化知覺、創意人格對於其創意教學之影響及三者之關係。首先瞭解幼稚園教師組織文化知覺、創意人格與創意教學之現況；其次分析不同園所屬性與教師個人變項在三者之差異情形；第三，分析幼稚園教師組織文化知覺、創意人格與創意教學三者之相關性；最後，以多元迴歸及結構方程模式分析幼稚園教師組織文化知覺與創意人格對其創意教學之預測力，以及三者結構方程模式之適配情形。 本研究透過文獻探討以及問卷調查法來瞭解上述研究目的，利用「診斷組織文化測驗」、改編之「創造性人格量表（Creative Personality Scale）」以及自編之「教師創意教學量表」為研究工具。以台北市公、私立幼稚園教師為研究母群體，並藉由兩階段抽樣方式抽取107所園所，321位教師為主要研究對象。共發出321份問卷，整體回收率有效問卷為63%。問卷回收後，使用SPSS14.0統計軟體及AMOS5.0進行描述性統計、信度分析、初探性與驗證性因素分析、獨立樣本t考驗、單因子變異數分析、Tukey多重比較、皮爾森積差相關、多元迴歸以及結構方程模式來分析資料。本研究主要結論如下： 壹、幼稚園教師所知覺之組織文化類型為「階層型文化」，且教師整體而言具高度創意人格與創意教學，且以「積極靈巧」之特質最為明顯；且能省思自己的教學目標。 貳、教師年齡與年資差異存在於其創意人格及創意教學中，其中，教師年齡越長、越資深，越具有明確的教學目標，在教學方法與評量上也越具創意。學歷程度之差異則存在於其創意教學中，且顯示教育研究所畢業之教師創意教學程度高於一般大學畢業之幼稚園教師。 參、共識型組織文化與創意教學相關程度最高。然，共識型的組織文化雖有助於教師創意教學的產生，但不保證教師能有高度的教學創意。 肆、教師本身之創意人格與創意教學有高度相關，且比幼稚園組織文化更能預測其教學創意程度。 伍、「共識型文化」、「發展型文化」、「理性型文化」三種文化類型與教師創意人格及創意教學之結構方程模式適配度尚可接受。 最後，研究者根據上述研究結論針對幼稚園、幼稚園教師以及未來之研究提出建議，以期對未來學前階段之創造力教育有所助益。 / The main purposes of this study was to: (a) understand the current situation of the teachers’ awareness of organizational culture of kindergartens, creative personalities and creative teaching; (b) explore the data of the teachers’ awareness of organizational culture of kindergartens, creative personalities and creative teaching between different backgrounds and influencing factors; (c) analyze the relationship between these three variables; (d) explore the predictive power of the teachers’ awareness of organizational culture of kindergartens and creative personalities on the creative teaching;(e)use SEM (Structural Equation Modeling) to explore the goodness-of-fit of the model between the teachers’ awareness of organizational culture of kindergartens, creative personalities and creative teaching. To accomplish these purposes, the methods adopted were a comprehensive literature review and a questionnaire. Three scales were used to measure the following constructs: “Creative personality scale”, “Diagnosing Corporate Culture”, and “Creative Teaching Scale for Kindergarten Teachers”. A total of 215 teachers from 107 kindergartens (both public and private schools) participated in this survey in Taipei, and with an effective response rate of 63%. The questionnaire data were analyzed by descriptive statistics, Cronbach αcoefficient analysis, explorative factor analysis, confirmative factor analysis, T-test, one way ANOVA, Tukey posteriority comparison, Pearson’s correlation analysis, multiple regression analysis, and Structural Equation Modeling through the use of SPSS14.0 for windows and AMOS5.0.The major results were summarized as follows: 1. The teachers’ awareness of organizational culture of kindergartens is an Internal Process Model (a bureaucratic type). Teachers are smart with high scores on creative personality and high scores on creative teaching, especially in the aspect of teachers’ teaching goals. 2. Teachers with over 21 years of teaching experience are more creative on teaching than the beginning teachers with only 1 year of teaching experience. Furthermore, the young teachers have less creative personalities than the older teachers. Besides, the teachers with a master degree in education are more creative on teaching than teachers with a bachelor degree in other fields than education. 3. A human relations model may contribute to teachers’ creative teaching, but would not necessarily bring about teachers’ high creative teaching. 4. Teachers’ creative personality is more predictable than the organizational culture of kindergartens. 5. The goodness-of-fit of the models between the teachers’ awareness of organizational culture of kindergartens, creative personalities and creative teaching are acceptable, especially in the human relation model, open system model and rational goal model. Keywords: Kindergarten teachers, creative teaching, creative personality, the organizational culture of kindergartens, Structural Equation Modeling (SEM)

本研究旨在探討國民小學教師美育教學、創造人格特質、美感經驗、美感 活動、工作價值觀的實際情形，其次也探討教師背景變項、美感經驗、美 感活動、工作價值觀與美育教學的關係。本研究以台北市與台灣省國教研 習會之國小教師 612人為樣本，以美育教學量表、創造人格特質量表、美 感經驗量表、美感活動量表、工作價值觀量表為工具進行研究，以因素分 析、積差相關、信度分析、ｔ考驗、變異數分析及典型相關等統計方法， 進行分析，所得結果如下： (一)就美育教學的得分情形而言，在美育教 學的實施方面並不理想，介於「稍微做到」與「大致做到」間，就創造人 格特質而言，與國內外相關研究常模比較為低，就美感經驗而言，分數集 中在較高分部份，顯示教師美感經驗尚佳，就美感活動而言，平均數較低 ，分數又多集中在較低分部份，顯示教師的美感活動量少，就工作價值觀 而言，其平均數高，分數集中在較高分部份，顯示教師工作價值觀高。 (二)在背景變項中，不同性別、學校規模在美育教學上並無顯著的差異存 在，其餘皆有顯著的差異存在。其中最有意義的是任教後有無再學習藝術 的經驗，曾再學習者在美育教學上明顯地高於未曾再學習者。 (三)創造 性人格特質與美育教學呈顯著正相關；而「聰慧能幹」得分與「美育目標 」、「美育原則」、「美育活動」、「美育課程」美育評量」、「美育配 合措施」皆有典型相關。 (四)教師美感經驗與美育教學呈顯著正相關； 「音樂藝術」、「造型藝術」、「環境美感」、「規劃製作」的得分與「 美育目標」、「美育原則」、「美育活動」、「美育課程」、「美育評量 」、「美育配合措施」有典型相關存在。 (五)教師美感活動與美育教學 呈顯著正相關；「視覺藝術」、「文學藝術」得分與「美育目標」、「美 育原則」、「美育活動」、「美育課程」、「美育評量」、及「美育配合 措施」皆有典型相關。 (六)教師工作價值觀與美育教學呈顯著正相關； 其得分低中高組在美育教學上皆有顯著的差異。「美感創意」、「成就權 力」、「同事環境」、「利他主義」之得分與「美育目標」、「美育原則 」、「美育活動」、「美育課程」、「美育評量」、「美育配合措施」皆 有典型相關。 (七)就教師創造性人格特質、美感經驗、美感活動、工作 價值觀各因素與美育教學各因素的典型相關而言，「美感創意」、「成就 權力」、「同事環境」、「利他主義」得分與「美育目標」、「美育原則 」、「美育活動」、「美育課程」、「美育評量」、「美育配合措施」有 典型相關