...HOW TO FOSTER CREATIVITY IN DECISION MAKING Abstract Creativity is the most critical and important factor for all organizations to take advantage of in order to survive during these challenging times (Kanter, 1983; Tushman and O'Reilly, 1997; Utterback, 1994). Ongoing uncertainties of both the economic and global financial markets, indirectly forces almost all successful companies to adopt a new corporate business model largely based on using individual creativity to facilitate and enhance organizational innovation. In order to build and sustain an effective organizational culture conquered by creativity and innovation, organizations must effectively identify to maximize all creative wealth of their members, develop creative leaders and management teams and provide a kind of work environment that is highly supportive of creative expression. The focus on this paper is to examine the ways to foster creativity in decision-making since it can easily be seen and understood that fostering creativity is not an easy task as there are no easy formulas to make creativity happen. Introduction Creativity is significant in management research (Shalley et al., 2004) and it is well defined as the production of novel ideas, which are not only unique but also useful. They are deemed to be useful when “they have potential for direct or indirect value to the organization, either in the short or long-term” (Shalley et al., 2004). Ideas can always be generated by anyone, and are either...
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...amount of reading, comprehension of rules, mathematical calculations, development of strategy, and use of imagination, creativity and teamwork, the game is also a means of education. Keyword Outline I. Dungeons & Dragons A. Purpose 1. Rule books 2. Players B. Computer users II. Misconceptions C. Cause of suicide / murder 3. Research of Concern 4. Conclusion D. Relating propaganda III. Support of Thesis E. Educational benefits 5. College graduates 6. Personal experience F. Conclusion Dungeons & Dragons – a Means of Education Many people think that the roleplaying game Dungeons & Dragons is an evil game of devil worshipping, the cause of teenage suicide, or a distraction from education. I have found, through personal experience and research, that none of the above are true. In fact the game is designed around the premise of role-playing heroes. Do to the large amount of reading, comprehension of rules, mathematical calculations, development of strategy, and use of imagination, creativity and teamwork, the game is also a means of education. Dungeons & Dragons, created by Gary Gygax, was the first role playing game, and is what started the roleplaying industry. The game was introduced as a means of developing imagination and creativity. Schiesel shares this in remembrance of Gygax’s passing: "… when [Gary] Gygax, the intellectual and spiritual father...
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...NATIONAL UNIVERSITY OF SINGAPORE NUS Business School Department of Management and Organization BMA5004 Management & Organization (2 mc, intensive format) FM1, 7-9 January 2013 FM3/FM4, 10-12 January 2013 Dr. Daniel J. McAllister Dr. Matthias Spitzmuller BIZ 1#08-58 BIZ1 #08-46 +65 6516 1009 +65 6516 7230 bizdjm@nus.edu.sg bizms@nus.edu.sg ABOUT THE COURSE Managers often express surprise when they find that people are more difficult than numbers to understand. Recruiters often indicate that they wish new managers possessed stronger people skills. Alumni often affirm that they too wish they had stronger people skills. The aim of this course is to provide you with some of these skills so that you can become a more effective manager and leader. However, management is not a science. Nor is it a profession. It is an art – a craft that is developed over a lifetime. This course is therefore not designed to offer you a magic formula for how to manage an organization. It is designed to provide tools to help you better understand why people in organizations do the things they do and how to influence these behaviors. We will use theories of management, economics, sociology, psychology, and philosophy to help us discuss individual-, team-, and organizational-level behaviors. The format for this course will be highly interactive in order to provide a rich learning experience. We will do this through the use of debates, role-playing, simulations, and case studies...
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...|1a. Module Title: |1b. Module Code: | |Crisis, Change and Creativity in Contemporary Business |BP1BS313 | |2a. Module Scheme: |2b. Name of Programme(s): | |Undergraduate |BSc(Hons) in Business and Management | |3a. Module Leader: |3b. Location: | |Ioannis Doukas (Ph.D Candidate) |Business School | |4a. Module Status: |4b. Module Credit Rating: |4c. Module Type: | |Dedicated |20 |Core Module (Compulsory Module) | |5. Programme Stage in which module is offered: | |Year 3, Semester A | |6. Total learning hours: ...
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...overwhelming empirical evidence of the decremental effects of reward on intrinsic task interest and creativity, the use of reward to alter human behavior has been challenged in literature reviews, textbooks, and the popular media. An analysis of a quarter century of research on intrinsic task interest and creativity revealed, however, that (a) detrimental effects of reward occur under highly restricted, easily avoidable conditions," (b) mechanisms of instrumental and classical conditioning are basicfor understanding incremental and decremental effects of reward on task motivation; and (c) positive effects of reward on generalized creativity are easily attainable using procedures derived from behavior theory. bservers of American culture have long noted a Istrong emphasis on individualistic values, including taking responsibility for one's own actions, pursuing personal interests, and exploring one's creative potential (e.g., Badia, 1990; Huber, 1971; Tocqueville, 1840/1990). Consistent with the c o m m o n presumption that individuals function most effectively and happily when they are guiding their own behavior (see Geller, 1982; Hogan, 1975), an increasingly dominant view has developed over the past quarter century contending that the strengthening of performance by reward (reinforcement) causes the unpleasant experience of being controlled by others and reduces task interest and creativity. Based on seemingly overwhelming empirical evidence of such effects, the value of using reward...
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...the Relationship Between Primary Process in Dreams and Creativity Glenn Livingston l and Ross Levin l ,2 The effects of dream length on the relationship between primaty process in dreams and a measure of creativity unconfounded by IQ was investigated in a sample of 93 graduate students using the Auld, Goldenberg, & Weiss (1968) Scale of Primary Process Thought (SPPT) and a modified Wallach-Kogan (1965) creativity batte/yo Consistent with previous research, total and mean primary process were found to correlate significantly with creativity (r = .28, P < .01 and r = .23, P < .05, respectively). Both significant relationships disappeared, however, once the effects of dream length were partialled out, confirming Wood, Sebba, & Domino's (1989-90) contention that this relationship may be artifactual. It is suggested that dream length as an individual difference in and of itself may thus be a more fruitful variable to examine in future research investigating the relationship between creativity and dreams. KEY WORDS: dreaming; dream length; primary process; creativity. The contention that creativity and dreaming may reflect similar psychological processes has long been maintained by both the lay public and philosophers alike. In support of this, both the anecdotal and empirical psychological literature contain numerous references suggesting both a direct and analogical relationship between dreams and creativity (Adelson, 1960; Dave, 1978; Domino, 1976, 1982; Sladeczek ...
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...When one thinks of a narrative piece of writing, you may automatically refer to the idea of an anecdote being told in some way, often deriving from real life events. Narration generally means any kind of explaining or telling of something and It is usually used in reference to storytelling. Throughout chapter 5, the authors tell you that persuasive essays, historical surveys, and scientific reports support narration. Narration helps people to clearly understand what it is that the narrator or author is trying to convey. It also helps them to clearly explain ideas and back them with examples. Furthermore, narration and description are distinctly different. Description portrays people, places, and objects whereas narration will point you in...
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...Creativity In Schools: A Maltese Perspective Paper presented during the First International Conference on Strategic Innovation and Future Creation, Malta, March 2009 Shirley Pulis Xerxen 1 The knowledge and skills needed in the future may not even be known at the time a person attends school or university. As a result, these institutions cannot limit themselves to the transmission of set contents, techniques and values, since these will soon be useless or even detrimental to living a full life. (Cropley, 2006, p. 136)1 Introduction In this paper I attempt to provide some insight about the teaching of thinking and creativity in schools by drawing parallels between what is found on this subject in the literature, my experience as a teacher of thinking skills in Primary schools in Maltai and from findings that emerge from a questionnaire that I conducted with Maltese Primary and Secondary school teachers to analyse their perceptions on the teaching and learning of creativity, compatible with the educational values of current pedagogical practices. Facing today’s challenges Educators are being increasingly faced with the ever-growing call for entrepreneurial citizens who value openness, diversity and creativity, who are able to design the future in all areas of their life. This demands that a school’s curriculum must be open and flexible enough to accommodate these new perspectives. This paper focuses on the need for a holistic approach to creativity in education, an...
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...mental activity that helps formulate or solve a problem, make a decision, or fulfill a desire to understand Careful observation includes: * Remembering * Wondering * Imagining * Interpreting * Evaluating * Judging * Importance of Thinking Successful problem solving and issue analysis require factual knowledge, factual knowledge is already known so to be a successful problem solver, you will need both * Brain and Mind at Work Thinking occurs in patterns that we can study and compare to determine objectivity, validity, and effectiveness The very structure of the brain implies integration between the two hemispheres Right Hemisphere-governs the non-verbal, symbolic, and intuitive responses Left Hemisphere-governs the use of language, logical reasoning, analysis, and performance of sequential tasks The mind has two distinct phases: * Production Closely associated with creative thinking and produces various conceptions of the problem, various ways to deal with the problem, and possible solutions Good Thinkers: * Adept at using a variety of techniques * See the problem from many perspectives * Consider many investigative approaches * Produce many ideas before turning to judgment * More willing to take intellectual risks * Are more adventurous and consider unusual ideas * Use their imaginations Poor Thinkers: * see problem from limited perspectives * take the first...
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...where you focus on one specific thing; whereas, open-monitoring meditation is where you pay attention to all of the things happening around you. With all mediation techniques there are great effects, some alike and some different. People who practice focus-attention meditation do not show any obvious signs of improvement in the creativity task following their meditation, but those who did open-monitoring meditation, however, they performed better on a task that asked them to come up with new ideas. No matter what type of meditation you practice you are expected to feel less stress. The more someone meditates, the less anxiety they have, and it turns out this is because we’re actually loosening the connections of particular neural pathways. What is meditation? “Meditation is a group of techniques designed to alter consciousness; it’s believed to enhance self-knowledge and well-being through reduced self-awareness” (Huffman & Dowdell, 2015). The book also states that most people in the beginning stages of meditation experience a simple, mellow type of relaxation, followed by a mild euphoria and a sense of timelessness. Some advanced meditators report experiences of profound rapture, joy, and or strong hallucinations. Meditation has numerous effects and benefit all who practice it, from improving your health to improving your mind. Reduced levels of stress is one effect from practicing meditation. Stress opens doors to many illnesses and diseases and decreases the ability to...
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...awareness and understanding of some of the key elements of entrepreneurial creativity, as well as entrepreneurship in practice. • Many fundamental principles underpinning successful entrepreneurship can be applied in a much wider variety of situations. • Improve their individual skills in terms of creative problem solving and organisational effectiveness. 3 Entrepreneurship and Business Module Sessions • Combination of lectures and mentored group work sessions. Venue: F1A15, on Wednesday in Semester 1, Time: 11:00 – 1:00 pm. • Mentored group work sessions will be held in separate sittings throughout the day in Four sessions specified in the timetable. It will be announced in Week 5. • Students will be asked to self-select their project teams to fit into one of these four sittings, during which they will work through group work in a mentored environment. Groups will not be allowed to change sittings during the course of the module. Course Time Table • Week 2: Wednesday 25th September 2013 – Lecture – – – – Module Introduction and Rationale Course structure and rationale The importance of an integrative learning approach Why study Entrepreneurship? 4 • Week 3: Wednesday 2nd October 2013 – Lecture – Definitions of entrepreneurship – The main issues of debate • Week 4: Wednesday 9th October 2013– Lecture: – – – – The need for invention and innovation The nature of innovation Creativity in Theory and Practice Entrepreneurship and Innovation from Theory to Practice ...
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...Closing down creativity and standardising knowledge in education Bottom of Form Details Amongst the well-drilled headlines that define what is happening inside the British education system in the 21st century, one might be forgiven for not noticing what happened to freedom, the space that once existed for individual creativity and personal goals. It is not that in bygone times the system ever aimed to create that space where those values could take root - a state education system was never going to do that - rather, it is the way a space that existed by default has been progressively and ruthlessly closed down. Increasingly, those who run the system are actively on the lookout for any space where their writ does not run. Under the corporate flag of improving the quality and performance of everyone involved in the education process, an increasingly intrusive multi-headed bureaucracy has been quietly transforming the place where it is embedded into the behaviour and units of performance that it alone specifies. As its language and systems become the lingua franca, the values that were once possible to realise within state education, irrespective of its overall purposes, have fallen by the wayside and with them, the integrity of what is being done in the name of ‘education’. This article offers an insight into the backroom of a part of that bureaucracy – a private company that sets and assesses subject knowledge and understanding in examinations. These are the companies that...
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...The Art Of Auditing Internal Auditor, August, 2000 by Lawrence Metzger "Creativity" and "auditor" are not contradictory terms. In fact, creative thinking is the linchpin of effective internal auditing--and it's a skill you can learn and polish. The work of internal auditors is as much an art as it is a science or technique. The internal audit process encompasses far more than a series of rote checklists; it is much more akin to an archeological dig, where layers of information are methodically uncovered. To connect and understand the layers of organizations, the internal auditor must be able to think creatively. Not only is creativity an inherent aspect of successful internal auditing, but it has become a hot, sought-after commodity in all fields. In his book Jamming, John Kao observes that we are living in an age of creativity. He argues, for example, that global competition is increasingly about a company's ability to mobilize its ideas, talents, and creative abilities. Kao maintains, along with other observers, that companies will increasingly be measured by their knowledge, and he emphasizes that creativity is the crucial variable in the process of turning knowledge into value. Knowledge is more than mastery of facts and data; it is also insight-the ability to see into a situation and make connections. Ideas are interconnected insights that we can grab and run with. And it is creativity that enables the transformation of one form of knowledge to the next. Kao states that...
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...Experimental Report in Psychology Journal Homepage: www.rtu.edu.ph MENTAL SET AND BEHAVIOR: The Inhibitory Effect of Mental Set Prince Asis Calica, Joanna Esquibel, Chrislene Jaleco, Mariz Porquillano, Angela Tubog Department of Psychology, Rizal technological University, Boni Avenue, Mandaluyong City, Philippines Keywords: ABSTRACT Mental Set Behavior It was hypothesized that mental set has an effect to the respondent’s behavior. There are two variables in the study, the mental set and behavior. Mental set is defined as the tendency to solve certain problems in a fixed way based on previous solutions to similar problems. Behavior is the response of an individual or group to an action, environment, person, or stimulus. The construct of a mental set in classroom management is quite similar to the construct of “mindfulness” in psychology. Langer explains that mindfulness involves a heightened sense of situational awareness and a conscious control over one's thoughts and behavior relative to that situation. http://www.ascd.org/publications/books/103027/chapters/Mental-Set.aspx Introduction Mental sets are subconscious tendencies to approach a problem in a particular way. It is a framework for thinking about a problem and can be shaped by habit, past experiences or by desire. Mental sets can make it easy to solve a class of problem, but attachment to the wrong mental set...
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...Personalityand IndividualDifferences (1998)167-177 25 and validation of a measure of emotional intelligence Nicola S. Schutte*, John M. Malouff, Lena E. Hall, Donald J. Haggerty, Joan T. Cooper, Charles J. Golden, Liane Dornheim Undergraduate Programs, Nova Southeastern University, 3301 College Ave., Ft. Lauderdale, FL 33314, U.S.A. Received14April 1997 Abstract This series of studies describes the development of a measure of emotional intelligence based on the mode1 of emotional intelligence developed by Salovey and Mayer [Salovey, P. & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185-211.1. A pool of 62 items represented the different dimensions of the model. A factor analysis of the responses of 346 participants suggested the creation of a 33-item scale. Additional studies showed the 33-item measure to have good internal consistency and testretest reliability. Validation studies showed that scores on the 33-item measure (a) correlated with eight of nine theoretically related constructs, including alexithymia, attention to feelings, clarity of feelings, mood repair, optimism and impulse control; (b) predicted...
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