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创造文化/环境——Creative Cultures/Environments

Amabile (1998) suggests that for leaders to foster creativity among their subordinates, they must establish an organizational environment wherein subordinates feel safe contributing their ideas and trying out innovative approaches without fear of punishment for failure. Transformational leaders stimulate their followers to think 'out of the box' by enhancing generative and exploratory thinking (Sosik et al., 1998). Such leaders push their followers to bravely think about old problems in new ways, to question their own values, traditions and beliefs, as well as the leader's beliefs and assumptions (Bass, 1985; Hater & Bass, 1988). Diehl & Stroebe (1991) illustrate that when group members brainstorm to generate innovative and creative approaches to solve problems at hand, their leader's intellectually stimulating behaviors, statements and attitudes can facilitate members to spend more time generating unconventional ideas as well as help them reduce the potential effect of evaluation apprehension, thus enhancing creativity in groups.

When faced with tasks that require creative thinking, teams may either work well together towards a solution or work better individually, depending on their creative thinking styles.

The kind of support the environment gives a person also reflects in the level of creativity he may develop. Torrance (1965, 1972) has found that a non-punitive classroom or work environment that focuses on the development and evaluation of understandings while nurturing independent thought and exploration tends to enhance idea generation. This finding supports studies of organizational climate and productivity. Research indicates that a positive organizational climate that is supportive of creative efforts and encouraging of action tends to facilitate scientific productivity. (Taylor, 1963, 1972). Pelz (1956) found that environments that encourage interaction, autonomy and production of knowledge led to creative achievement. On the other hand, environments characterized by distrust, lack of communication, limited autonomy and ambiguous goals inhibited scientific innovation. (Mumford & Gustafson, 1988)

Sternberg (2003) proposes several aspects of interactions that might create or diminish the creative impulse. Groups that compete against one another do much better than groups that compete within themselves. The team concept is stronger than the survival of the fittest concept of competition. As well, when an employee feels that he will be evaluated for his creativity, the amount of innovation appears to diminish. Many other studies have been done on a range of managerial actions that might influence creativity and innovation in the workplace. Shalley & Gilson (2004) pointed out the negative effects of close supervision and the value of support in their study on social/ organizational influences on creative work. Reiter-Palmon and Illies (2003) focused on cognitive influences, noting the importance of managerial actions that increase information availability and provide the time needed to work through problems.

With regard to motivating and rewarding creative work, different positions surface. One is that extrinsic rewards such as pay incentives, promotions, recognition, etc. diminish creativity (Collins & Amabile, 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。