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Yang X, Zhang M, Meng Z, Shen Y, Du X. Cross-level transformation of creativity from entrepreneurs to organizations. Front Psychol 2024; 15:1278996. [PMID: 38524295 PMCID: PMC10957738 DOI: 10.3389/fpsyg.2024.1278996] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2023] [Accepted: 02/20/2024] [Indexed: 03/26/2024] Open
Abstract
With the intensification of competition in the business environment, organizational creativity is increasingly becoming crucial for organizations to build competitive advantages and promote organizational development. For innovative enterprises, their entrepreneurs largely determine the development orientation of the enterprise. They are one of the most critical factors determining the level of corporate innovation, but there need to be more effective creativity transformation path to pursue innovation development. The findings in this study show that entrepreneurial individual creativity has a significant positive effect on organizational creativity, platform leadership mediates the path of creativity transformation across hierarchical levels, and organizational culture has positive moderating effect between platform leadership and organizational creativity. The study results explain the transformation mechanism of creativity from the entrepreneur's perspective, expand the potential transformation path of organizational creativity, and are instructive for enhancing organizational creativity.
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Affiliation(s)
- Xiu Yang
- Accounting and Auditing College, Guangxi University of Finance and Economics, Nanning, China
| | - Meng Zhang
- Business School, Shandong Normal University, Jinan, China
| | - Zixuan Meng
- Management Science Department, City University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | | | - Xiaomin Du
- International Business School, Hainan University, Haikou, China
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2
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Lundqvist D, Wallo A, Coetzer A, Kock H. Leadership and Learning at Work: A Systematic Literature Review of Learning-oriented Leadership. JOURNAL OF LEADERSHIP & ORGANIZATIONAL STUDIES 2022. [DOI: 10.1177/15480518221133970] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Contemporary organizations must be adaptive and agile as the environment changes. To respond to change, leaders must find ways of integrating learning into everyday work experiences. This invites the question: how do leaders facilitate individual, group and organizational learning? Several studies have examined relationships among leadership and learning and potential mediating and moderating variables. However, because this literature is extensive and fragmented it is difficult to discern what is known about how leadership contributes to individual, group and organizational learning. Accordingly, there is a pressing need to assemble and evaluate the existing studies. To address this limitation of the literature, this paper presents a systematic review and critique of literature in this field. Our review of 105 studies suggests that there are statistically significant relationships between different types of leadership and learning at the individual, group, and organizational levels. Furthermore, the findings indicate that these relationships are often mediated by other variables. However, little is known about moderators and boundary conditions. Based on the findings, it would be premature to say with certainty that leadership causally influences learning, since the empirical basis for such a claim is lacking. We outline the conceptual, theoretical, methodological, and empirical refinements needed to guide future research on learning-oriented leadership and advance this research trajectory. The findings of our review and our conclusions will be informative for researchers and practitioners.
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Affiliation(s)
- Daniel Lundqvist
- Linköping University, HELIX Competence Centre, Linköping, Sweden
| | - Andreas Wallo
- Linköping University, HELIX Competence Centre, Linköping, Sweden
| | - Alan Coetzer
- University of Southern Queensland, Toowoomba, Queensland, Australia
| | - Henrik Kock
- Linköping University, HELIX Competence Centre, Linköping, Sweden
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Al Hosani KA, van Ewijk AR, Hussain M. Determinants of employee creative behavior in the UAE public sector. INTERNATIONAL JOURNAL OF PRODUCTIVITY AND PERFORMANCE MANAGEMENT 2021. [DOI: 10.1108/ijppm-11-2020-0601] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
Service levels between public organizations in the United Arab Emirates (UAE) differ and fluctuate. Service levels were found to increase with the level of employee creative behavior (ECB), which is currently a focal point in organizational policies by the federal UAE government. While the literature presents an ample array of determinants of ECB, local context typically influences which determinants provide more leverage than others. Therefore, this research aims to present a customized ranking of determinants that enables managers in the UAE public sector to successfully stimulate ECB.
Design/methodology/approach
Through a systematic literature review, this study identified 21 determinants at four different levels and subsequently utilized the analytic hierarchical process (AHP) to map their relative importance. Data were attained from 33 experts: managers and senior employees from different organizations.
Findings
Findings indicate that, overall, the individual level is seen as the most important leverage point to stimulate ECB, followed by the team level. Comparing the determinants under each level, management support (organizational level) is perceived as the most impactful, followed by coworker support (team level), and enhancing creative self-efficacy (individual level).
Originality/value
This study compares obtained levels from other studies with new levels in building the AHP model. These insights guide managers in the UAE public sector who aim to enhance ECB, which will contribute to increased service quality. The study introduced a comprehensive ECB framework of 21 determinants. Even though many ECB studies applied in different countries and industries, but to researchers' knowledge, this is the first ECB study that applied at the UAE's public sector using the AHP model.
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Diep P, Boucinha A, Kell BJ, Yeung BRA, Chen XA, Tsyplenkov D, Serra D, Escobar A, Gnanapragasam A, Emond CA, Sajtovich VA, Mahadevan R, Kilkenny DM, Gini-Newman G, Kaern M, Ingalls B. Advancing Undergraduate Synthetic Biology Education: Insights from a Canadian iGEM Student Perspective. Can J Microbiol 2021; 67:749-770. [PMID: 34237221 DOI: 10.1139/cjm-2020-0549] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
The last two decades have seen vigorous activity in synthetic biology research and ever-increasing applications of its technologies. However, pedagogical research pertaining to teaching synthetic biology is scarce, especially when compared to other science and engineering disciplines. Within Canada there are only three universities that offer synthetic biology programs; two of which are at the undergraduate level. Rather than take place in formal academic settings, many Canadian undergraduate students are introduced to synthetic biology through participation in the annual International Genetically Engineered Machine (iGEM) competition. Although the iGEM competition has had a transformative impact on synthetic biology training in other nations, the impact in Canada has been relatively modest. Consequently, the iGEM competition is still a major setting for synthetic biology education in Canada. To promote further development of synthetic biology education, we surveyed undergraduate students from the Canadian iGEM design teams of 2019. We extracted insights from these data using qualitative analysis to provide recommendations for best teaching practices in synthetic biology undergraduate education, which we describe through our proposed Framework for Transdisciplinary Synthetic Biology Education (FTSBE).
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Affiliation(s)
- Patrick Diep
- University of Toronto, 7938, BioZone - Centre for Applied Bioscience and Bioengineering, Department of Chemical Engineering and Applied Chemistry, Toronto, Ontario, Canada;
| | - Austin Boucinha
- University of Toronto, 7938, Ontario Institute for Studies in Education , Toronto, Ontario, Canada;
| | - Brayden James Kell
- University of Toronto, 7938, Department of Physics, Toronto, Ontario, Canada.,University of Toronto - Mississauga, 71637, Department of Chemical and Physical Sciences, Mississauga, Ontario, Canada;
| | - Bi-Ru Amy Yeung
- University of Toronto, 7938, Department of Physiology, Toronto, Ontario, Canada;
| | - Xingyu Amy Chen
- Queen's University, 4257, School of Medicine, Kingston, Ontario, Canada;
| | - Daniel Tsyplenkov
- Concordia University, 5618, Centre for Applied Synthetic Biology, Montreal, Quebec, Canada;
| | - Danielle Serra
- University of Toronto, 7938, Department of Human Biology, Toronto, Ontario, Canada.,University of Toronto, 7938, Department of Cell & Systems Biology, Toronto, Ontario, Canada;
| | - Andres Escobar
- University of Waterloo, 8430, Department of Chemistry , Waterloo, Ontario, Canada;
| | - Ansley Gnanapragasam
- McGill University, 5620, Department of Human Genetics, Montreal, Quebec, Canada;
| | - Christian A Emond
- University of Calgary Cumming School of Medicine, 70401, Department of Biochemistry & Molecular Biology, Calgary, Alberta, Canada.,University of Calgary, 2129, Department of Biological Sciences, Calgary, Alberta, Canada;
| | - Victoria A Sajtovich
- University of Toronto, 7938, Department of Molecular Genetics, Toronto, Ontario, Canada.,Max Planck Institute for Terrestrial Microbiology, 28310, Marburg, Hessen, Germany;
| | - Radhakrishnan Mahadevan
- University of Toronto, 7938, BioZone - Centre for Applied Bioscience and Bioengineering, Department of Chemical Engineering and Applied Chemistry, Toronto, Ontario, Canada.,University of Toronto, 7938, Institute for Biomedical Engineering , Toronto, Ontario, Canada;
| | - Dawn M Kilkenny
- University of Toronto, 7938, Institute of Biomedical Engineering , Toronto, Ontario, Canada.,University of Toronto, 7938, Institute for Studies in Transdisciplinary Engineering Education & Practice, Toronto, Ontario, Canada;
| | - Garfield Gini-Newman
- University of Toronto, 7938, Ontario Institute for Studies in Education, Toronto, Ontario, Canada;
| | - Mads Kaern
- University of Ottawa, 6363, Ottawa Institute of System Biology, Ottawa, Ontario, Canada.,University of Ottawa, 6363, Department of Physics, Ottawa, Ontario, Canada;
| | - Brian Ingalls
- University of Waterloo, 8430, Department of Applied Mathematics, Waterloo, Ontario, Canada.,University of Waterloo, 8430, Department of Biology, Waterloo, Ontario, Canada.,University of Waterloo, 8430, Department of Chemical Engineering, Waterloo, Ontario, Canada;
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Hirudayaraj M, Matić J. Leveraging Human Resource Development Practice to Enhance Organizational Creativity: A Multilevel Conceptual Model. HUMAN RESOURCE DEVELOPMENT REVIEW 2021. [DOI: 10.1177/1534484321992476] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Developing creativity is a critical challenge for the survival and success of businesses. Using Amabile’s dynamic componential theory of creativity as a framework, we examined the underexplored potential of HRD practice to develop and foster creativity at the individual, group, and organizational levels. We bring together dispersed attempts in HRD literature to hypothesize the role of individual HRD activities under a conceptual model and indicate how the different activities influence specific component/s of organizational creativity identified in the theory. The model demonstrates the potential of HRD practice to exert a multilevel influence on organizational creativity and provides a theoretical grounding for the potential of HRD to develop creativity and augment the strategic capabilities of organizations. This article also contributes to organizational creativity literature by outlining specific relationships between key HRD practices and components of organizational creativity and to an underexplored area of creativity, namely developing the creative abilities of individuals and teams within organizational contexts.
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