Creativity and innovation are two forces that impel industries. Product design is often assigned to a team consisting of members from different backgrounds. To support the collaboration, there are many special places built for creativity and innovation, referred to as “creative space” in this thesis. Doing the project in a well-designed creative space can enhance creativity and productivity.However, most creative spaces are still using the facilities and furniture from common conference rooms, even though they are built for other purposes. Due to different working modes, the conference room does not suit for group design processes. It is still not widely accepted that what features the creative space should have to enhance the creativity.In order to design the creative space that meets the needs of the design teams, research has been done to identify the influencing factors that impact creativity. Based on these factors, observations and interviews are also carried out to analyze the influencing factors and gather data. The general concept and final solution is generated based on all the researches.As a result of this thesis, the prototype of a creative desk is carried out at the end. Some fundamental researches and discussions about the creativity stimulation are also analyzed to shed some light on this research field.

O objetivo deste estudo foi avaliar os efeitos do programa intitulado Mindful Creative Thinking (MCT) sobre o nível da criatividade verbal de estudantes universitários de uma escola de negócios. Evidências científicas apontam efeitos positivos das práticas de mindfulness e das forças de caráter cognitivas no desenvolvimento da criatividade verbal. O programa MCT, desenvolvido no presente estudo e de autoria do próprio pesquisador, combina práticas de mindfulness e práticas das forças de caráter, integradas com práticas de treinamento do pensamento criativo. As variáveis estudadas foram fluência (número de ideias), flexibilidade (número de categorias) e originalidade (novidade estatística das respostas). O estudo exploratório utilizou métodos quanti-qualitativos e abordagem analítica de ensaio controlado antes-e-depois (before and after study) com amostra randomizada. O programa MCT foi realizado com 51 graduandos da Faculdade de Administração, Economia e Contabilidade (FEA-RP/USP) de Ribeirão Preto. Os estudantes foram divididos em dois grupos: Experimental (26 participantes) e Controle (25 participantes). Os dados foram coletados por meio da aplicação do Teste de Torrance, Questionário das Cinco Facetas de Mindfulness e de questionário com questões abertas (Questionário MCT), elaborado pelo pesquisador. O resultado da pesquisa demonstrou que o programa Mindful Creative Thinking contribuiu para o desenvolvimento das habilidades criativas e influenciou positivamente no nível de atenção plena dos graduandos. / The objective of this study was to evaluate the effects of the Mindful Creative Thinking (MCT) program on the level of verbal creativity of university students in a business school. Scientific evidence points to the positive effects of mindfulness practices and cognitive character forces in the development of verbal creativity. The MCT program, developed in the present study and authored by the researcher himself, combines practices of mindfulness and practices of character forces, integrated with practices of training of creative thinking. The variables studied were fluency (number of ideas), flexibility (number of categories) and originality (statistical novelty of the answers). The exploratory study used quantitative-qualitative methods and analytical approach of a randomized sample before and after study. The MCT program was carried out with 51 graduates from the Faculty of Administration, Economics and Accounting (FEA-RP / USP) of Ribeirão Preto. The students were divided into two groups: Experimental (26 participants) and Control (25 participants). The data were collected through the application of the Torrance Test, Questionnaire of Five Facets of Mindfulness and a questionnaire with open questions (Questionnaire MCT), prepared by the researcher. The result of the research demonstrated that the Mindful Creative Thinking program contributed to the development of creative skills and had a positive influence on the level of attention of undergraduates.

Creativity has received significant interest in variety of fields and disciplines with a major focus on individual level creativity. As more and more achievements started originating from groups, researchers turned their attention to creativity on group level. Current thesis explores the group creativity as well as flow experience in collaboration. It explores the group creativity phenomena and its correlates in different contexts, age groups and cultures. The overarching aim of the thesis is to extend our knowledge on group creativity and contribute to open questions in the field such as - How does (group) creativity develop? Which interpersonal and motivational processes play a role in group creativity? How can we measure group creativity? In four studies, the present research found that (social) flow can be explained by empathy and motivation of group members as well as domain of performance. To build on these results, the role of interpersonal processes in group creativity was explored with adults. While closeness was found to benefit group creativity, combination of closeness with perspective taking was harmful on creative performance. Moreover, with an aim to understand how group creativity develops, this thesis explored group creativity in children and adolescents from England and Turkey. Across these two samples, group creativity performance developed with age and advances in social perspective coordination was one mechanism explaining that development. Additionally, study conducted with Turkish children found task cohesion as a facilitator of group creativity. Major similarities in findings obtained from two samples implicated cultural universality in development of group creativity, however, slight differences in results pointed to the possibility of culture-specific differences in processes underlying group creativity. Finally, the current thesis contributed to literature by adopting and validating a collaborative story writing method as a promising measurement of group creativity. Overall, the studies presented in this thesis illustrate the role that interpersonal and motivational process play in group creativity practices of different age groups and cultures. Findings lead us to the next steps on the adventurous discovery of group creativity.

The prevalence of Virtual Team (VT) configurations in organizations has come to challenge the relevance of traditional management practices based on traditional, physically collocated teams. Creativity—a topical and multidisciplinary issue—has been under-researched within the context of virtuality. Predicated on the premise that creativity may be expressed differently in the context of VTs, I draw the conceptual foundations for this research from the fields of virtuality (i.e. VTs) and creativity, and use engineering design as the empirical context, with the aim of pursuing a better understanding of creativity in relationship with virtuality in the context of Virtual Design Teams (VDTs). Design constitutes a pertinent empirical context because (a) designers have to deliver outputs requiring creativity; and (b) their work is increasingly accomplished in VDT environments. I report on the findings from three case studies involving temporary VDTs. Studies 1 and 2 comprised student engineers. Study 3 was a comparative case study focusing on a team of professional engineers, who completed one design task while physically collocated (face-to-face, F2F) and another one while geographically dispersed (virtually), with the aim of isolating factors that are unique to virtuality. With an interpretive stance guiding this research, the same analytical approach for each case study, and with the team serving as the unit of analysis, I analysed the collected data (interview data, observations, video recordings, photographic material, documents, communication extracts, design and other outputs) qualitatively with the use of visual and thematic analysis. The thesis makes the following theoretical contributions: (a) it advances understanding of creativity within the VDT lifecycle; (b) it elicits factors influencing creativity in the temporary VDT context; and (c) it explains how the unique characteristics of virtuality influence creativity within this context. The thesis’ limitations as well as implications for research and practice are also discussed.

Submitted by Fernanda Ciolfi (fernanda.ciolfi@puc-campinas.edu.br) on 2016-04-11T18:37:01Z No. of bitstreams: 1 KARINA NALEVAIKO ROCHA.pdf: 1583079 bytes, checksum: b353f1bd37fb7b34fe33619d5952c6bb (MD5) / Made available in DSpace on 2016-04-11T18:37:01Z (GMT). No. of bitstreams: 1 KARINA NALEVAIKO ROCHA.pdf: 1583079 bytes, checksum: b353f1bd37fb7b34fe33619d5952c6bb (MD5) Previous issue date: 2016-02-19 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / In business, creativity has aroused great interest because of its importance and expression, since it is known that for a company to keep in a highly competitive market it must innovate and create new solutions to dynamic and complex problems. In this sense, creativity plays a key role, since it character by a previous innovation process. This study sought to compare the assessment of creativity by tests with group dynamics in selection processes in organizations. Specific objectives we sought evidence of validity for external criterion on the convergence of BAICA with tests Thinking Creatively with Words and Thinking Creatively with Pictures of Torrance. It also examined the feasibility in reducing the time of application of BAICA. The participants were 54 subjects, 2 Psychologists evaluators of the selection process and 52 candidates in the selection process of the PR and SP state. The results indicated that the creativity of tests BAICA correlate with the tests Thinking Creatively with Words and Pictures of Torrance in all dimensions, except for the scale development, which in this study showed no correlation. The viability in the reduction in the BAICA application time proved to be effective, demonstrating that all dimensions correlated positively in the reduced form and the total time. Regarding the assessment of creativity through group dynamics, our data demonstrate that the criteria used in business are different from those evaluated in formal assessment tests. In business, the assessment relates to intra-personal and subjective aspects, discussions. In conclusion, this study demonstrates the importance of using up formal tests and scientific measures to ensure the effectiveness of the selection process, seeking to escape as much as possible subjective aspects in the assessment, thus preventing a just assessment based on observation and contributing to a method of more standardized and scientific work. / Nas empresas, a criatividade tem despertado grande interesse pela sua import?ncia e express?o, pois sabe-se que para que uma empresa mantenha-se em um mercado altamente competitivo ela deve inovar e criar novas solu??es a problemas din?micos e complexos. Nesse sentido, a criatividade tem papel fundamental, uma vez que caracteriza-se por um processo anterior ? inova??o. Este trabalho buscou comparar a avalia??o da criatividade por testes com a Din?mica de Grupo em processos seletivos nas organiza??es. Como objetivos espec?ficos buscou-se evid?ncias da validade por crit?rio externo de converg?ncia da BAICA com os Testes Pensando Criativamente com Palavras e Pensando Criativamente com Figuras de Torrance. Analisou-se tamb?m a viabilidade na redu??o do tempo de aplica??o da BAICA. Participaram da pesquisa 54 sujeitos, sendo 2 Psic?logas avaliadoras do processo seletivo e 52 candidatos participantes de processos seletivos do estado do PR e SP. Os resultados indicaram que os testes de criatividade da BAICA correlacionam-se com os Testes Pensando Criativamente com Palavras e Figuras de Torrance em todas as dimens?es, com exce??o da dimens?o elabora??o, que no presente estudo n?o mostrou correla??o. A viabilidade na redu??o no tempo de aplica??o da BAICA mostrou-se eficaz, demonstrando que todas as dimens?es correlacionaram-se positivamente na forma reduzida e no tempo total. J? em rela??o a avalia??o da criatividade atrav?s da Din?mica de Grupo, os dados encontrados demonstram que os crit?rios utilizados nas empresas s?o diferentes dos crit?rios avaliados nos testes formais de avalia??o. Nas empresas, a avalia??o relaciona-se a aspectos intrapessoais e subjetivos, sucitando discuss?es. Concluindo, este trabalho demonstra a import?ncia de utilizar-se testes formais e medidas cient?ficas para garantir a efic?cia dos processos seletivos, buscando eximir o quanto for poss?vel aspectos subjetivos na avalia??o, evitando assim, uma avalia??o baseada apenas na observa??o e contribuindo para um m?todo de trabalho mais padronizado e cient?fico.

Este trabalho tem por finalidade pesquisar a criatividade na identificacao e selecao de criancas e adolescentes portadores de altas habilidades, com carencia socioeconomica, em uma amostra de dez jovens. A superdotacao ou altas habilidades tem sido objeto de estudo sobretudo quanto aos aspectos cognitivos e necessidades educacionais. Existem dois tipos de superdotacao: uma academica ou escolar e outra criativo-produtiva ou talentosa. A superdotacao academica e representada por altos niveis de desempenho escolar, boa memoria, grande atividade intelectual, processamento de informacoes complexas, pensamento analitico, critico e logico. Por outro lado, a superdotacao criativo-produtiva estaria mais ligada a curiosidade, resolucao de problemas e caracteristicas do pensamento criativo como originalidade, fluencia e flexibilidade. O conceito de um individuo superdotado e associado a tres conjuntos de tracos: habilidade acima da media em alguma area do conhecimento; envolvimento com a tarefa (motivacao, perseveranca, concentracao) e criatividade (ideias diferentes, novos significados), podendo se destacar nas seguintes areas: academica, criatividade, lideranca, artistica, psicomotora e motivacao. O nao preenchimento das vagas ofertadas para bolsistas no Projeto legitima o questionamento se a causa e a valorizacao apenas do tipo de superdotacao academica em detrimento da criativo-produtiva; ao pesquisar a forma como a criatividade e abordada no processo de selecao e a importancia atribuida aos aspectos criativos demonstrados pelos candidatos, espera-se obter a explicacao para uma oferta de vagas maior do que o numero de selecionados, ainda que mil novecentos e noventa e sete candidatos tenham se candidatado ao processo.Os dados para a pesquisa sao coletados por intermedio do trabalho de uma equipe de psicologas que prestam servicos para uma Instituicao sem fins lucrativos com o proposito de selecionar individuos com altas habilidades. Analisar-se-a de que forma a consideracao do aspecto criativo desses jovens e avaliado no processo seletivo, tendo como parametros teoricos os conceitos para a criatividade de Winnicott, bem como autores que tratam da criatividade especificamente na superdotacao, como Renzulli e Reis. A maior parte das caracteristicas de individuos criativos, tais como autoconfianca e independencia, nao-conformismo, senso de humor, interesses esteticos, impulso para realizacao, desejo de descoberta e ordenacao, estao ligadas ao conceito de self verdadeiro e do seu gesto espontaneo, bem como ao desenvolvimento da area da transicionalidade, aquela que nao pertence a realidade objetiva nem a subjetiva. Apesar da criatividade ser avaliada como uma das competencias que definem o desempenho do candidato e, portanto, determinam seu ingresso no projeto, nao se prioriza na selecao desses jovens o aspecto criativo / This work has the objective of researching creativity to indentify and select gifted children and teenagers with social and financial needs, within a ten individuals sample. Giftedness, or high abilities, has been object of study specially regarding the cognitive and educational needs aspects. There are two kinds of giftedness: one is academic or scholar and the other one is creative-productive or talented.The academic Giftedness is represented by the high level of school performance, good memory, great intellectual activity, processing of complex information, analytic thought, critic and logical. On the other hand, the creative-productive giftedness would be more related to curiosity, solving problems and characteristics of creative thought such as originality, fluency and flexibility. The concept of a gifted individual is associated to three sets of traces: ability higher than the average in any field of knowledge, task involvement (motivation, perseverance, concentration) and creativity (different ideas, new meanings), standing out on the following areas: academic, creativity, leadership, artistic, psychomotor and motivation. When scholarships are not fully distributed within the Project it legitimates questioning if the reason is the valorization of only the academic gifted individual letting aside thecreative-productive; while researching how creativity is addressed in the selection process and the importance given to the creative aspects demonstrated by the candidates, it´s expected to obtain the explanation for an offer of scholarships higher than the number of selected students, even thought one thousand and ninety seven candidates have applied to the selection process. The research data is collected by a team of psychologists through volunteer work to a Nonprofit Organization with the purpose of selecting such gifted individuals. It will be analyzed in what way the consideration of the creative aspect of these young individuals is evaluated within the selection process, having as theory parameters Winnicott´s creativity concepts, as well as authors also dealing with creativity especially when the subject is giftedness, such as Renzulli and Reis. Mostly the characteristics of creative individuals, such as self-confidence and independency, non-conformism, sense of humor, aesthetic interests, desire of discovery and to maintain order, are related to the true self concept and to its spontaneous gesture, as well as to the development in the transitional area, the area not belonging to the objective reality neither to the subjective. Even though creativity is being evaluated as one of the subjects defining a candidates performance and, therefore, determines his or her ingress into the project, the creative aspect it´s not prioritized in the selection of these young people

In recent years, there has been a strong interest in developing Creativity Support Tools for many exciting areas of research such as art and music. Yet few such tools have been developed to support creativity in advertising. This is unusual since advertising, like art and music, is a highly creative endeavour of the human mind. The goal of advertising is to transform a communicational objective of a product or a service into a creative idea. A tool that would enhance the development of creative ideas in advertising would be highly beneficial for the advertising industry and possibly shed light on the mystery behind creativity. In this thesis, I developed Creative Pad, a new Creativity Support Tool to assist advertising creative in generating creative ideas for advertising. In developing Creative Pad, I studied advertising creativity and human creative thinking. I developed a framework for analysing the advertising process, in which the process is viewed as having three distinct phases: a message, an idea, and an execution. A significant implication of this view is that the process for developing ideas for new advertisements and the process of executing those ideas and turning them into creative products are independent. Each step is the result of a significant creative process. Creative Pad is developed to assist in the development of creative ideas for new advertisements. To assist this creativity, relevant triggers are needed. Research has shown that individuals with high associative skills produce more creative advertising. Creative Pad supports the associative skills of the advertising creative and exploits the use of the Internet as a dynamic database. It finds words and sentences related to the original communicational objective, providing relevant triggers for the associative creative process in the minds of the advertising creative. Several experiments using Creative Pad were conducted with advertising creative and students with no advertising background. The results show that Creative Pad supports the generation of new ideas in two ways. First, and most important, all the subjects were able to develop interesting new ideas. In particular, the advertising creative were able to design a sketch of the advertisement from ideas generated using Creative Pad. Second, I was able to find a connection between the triggers, the words and sentences selected by the user during the creative process, and the ideas generated. Although the connection might be considered a weak one, it nonetheless demonstrates that a connection exists between the ideas developed by the advertising creative and those suggested by Creative Pad.

<p><strong>Introduction:</strong> Today creativity is a very crucial part in many organizations. Media companiesneed to be creative in order to satisfy customers and therefore there's a need to constantlydevelop the products and services as the competition gets harder and the demandsincreases. The leadership has an important role when it comes to motivating the creativityamong employees.</p><p><strong>Purpose:</strong> The purpose of this thesis was to explore how the leadership looks like in anorganization where creativity is very important. We wanted to enhance our knowledge abouthow leadership affects the creative motivation.</p><p><strong>Problem statement:</strong> How does leaders in an organization work with creativity? Whatmethods are used by the leader in order to motivate the creativity in the organization?How does the leadership affect the creativity?</p><p><strong>Approach:</strong> We have done a case study of Acne Digital with a qualitative approach for thisthesis. We've conducted five interviews at Acne Digital and a small observation.</p><p><strong>Conclusions: </strong>Our conclusions are that Acne Digital is a successful company regardingmanagement of creativity. The leadership has a very important role when it comes tomotivating the creativity in different manners. Our thesis shows that participation andoperating freedom are factors among others that are important for creative motivation.</p>

Poche qualità umane hanno un così forte impatto sulla nostra esistenza quanto la creatività (Scott et al., 2004). Il presente progetto di ricerca raccoglie le sfide identificate da Houtz (2003) come cruciali per la ricerca psicologica: riconoscere, potenziare e comprendere la creatività. Il progetto si focalizza sul concetto di pensiero divergente (Guilford, 1956) come risvolto cognitivo della creatività e si divide in tre studi. Il primo studio presenta un contributo alla validazione del Wallach Kogan Creativity Test (1965). Nel secondo studio ill WKCT, validato nel primo studio, insieme al Test di pensiero creativo (Sprini e Tomasello, 1989 - versione italiana del Torrance Test of Creative Thinking, Torrance 1966) è servita per valutare l'efficacia di un training di pensiero creativo. Nel terzo studio a 306 soggetti di seconda media sono stati somministrati i seguenti strumenti: Big Five Questionnaire – Children (Barbaranelli et al.,1998), Test di pensiero creativo - forma A, parte verbale (Sprini e Tomasello, 1989) versione italiana del Torrance Test of Creative Thinking (TTCT; Torrance, 1966) e una serie di item utilizzati da Choi (2004). Quindi è stata condotta una path analysis per testare un modello in cui personalità, motivazione, pensiero divergente e variabili contestuali sono predittori dell'atteggiamento creativo. / Improving creative thinking is a crucial challenge for the progress of human beings and nations (Florida, 2002). The research project aims at recognizing, fostering and understanding divergent thinking (Guilford, 1956) as cognitive aspect of creativity. The project consists of 3 studies. First study is a contribution to the Italian validation of Wallach Kogan Creativity Test (1965) with subjects aged 12. Second study is an experimental research conducted in a school with children 12 years old. A group of them followed a three-months-training that aimed at fostering divergent thinking abilities, another group served as control. Pretest and posttest were administered using Wallach Kogan Creativity Test (1965) previously validated and also the Italian version of Torrance Test of Creative Thinking (Torrance, 1966) in the verbal form (Sprini & Tomasello, 1989). Third study presents a path analysis to test a model in which personality, motivation, divergent thinking and contextual variables are predictors of a creative aptitude.

Introduction: Today creativity is a very crucial part in many organizations. Media companiesneed to be creative in order to satisfy customers and therefore there's a need to constantlydevelop the products and services as the competition gets harder and the demandsincreases. The leadership has an important role when it comes to motivating the creativityamong employees. Purpose: The purpose of this thesis was to explore how the leadership looks like in anorganization where creativity is very important. We wanted to enhance our knowledge abouthow leadership affects the creative motivation. Problem statement: How does leaders in an organization work with creativity? Whatmethods are used by the leader in order to motivate the creativity in the organization?How does the leadership affect the creativity? Approach: We have done a case study of Acne Digital with a qualitative approach for thisthesis. We've conducted five interviews at Acne Digital and a small observation. Conclusions: Our conclusions are that Acne Digital is a successful company regardingmanagement of creativity. The leadership has a very important role when it comes tomotivating the creativity in different manners. Our thesis shows that participation andoperating freedom are factors among others that are important for creative motivation.