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Although a number of factors condition the success of creative efforts, most investigators recognize the fundamental importance of novel problem solutions. As a result, a number of systems intending to describe the processes contributing to the generation of innovative problem solutions have been proposed. In the present article, earlier models describing the processes contributing to creative problem solutions are reviewed. The common themes appearing in these models are then considered in relation to the use of extant information structures. Certain implications of cognitive information processing for understanding the nature and ontogeny of the creative act are then discussed, along with their potential contributions to the identification and development of creative potential.

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This article presents two studies that examine whether leader supportive behaviors facilitate knowledge sharing and employee creative problem‐solving capacity, thereby enhancing creative performance. The findings from both studies indicate that leader supportive behaviors are directly and indirectly related, through both internal and external knowledge sharing, to employee creative problem‐solving capacity. In addition, creative problem solving was related to the two dimensions of creative performance—fluency and originality. However, a test of the mediation model indicated that creative problem solving only mediated the relationship between internal knowledge sharing creative performance and originality. These findings highlight the complex process by which leaders facilitate both internal and external knowledge sharing and employee creative problem‐solving capacity, thereby improving employee creative performance.

This article reviews recent developments in the assessment of creativity using self-report scales. We focus on four new and promising scales: the Creative Achievement Questionnaire, the Biographical Inventory of Creative Behaviors, the revised Creative Behavior Inventory, and the Creative Domain Questionnaire. For each scale, we review evidence for reliability, validity, and structure, and we discuss important methodological features for users to consider. We then present new analyses of each scale based on a large, diverse sample. We evaluate each scale's item-level and scale-level psychometric features, using both classical test theory and item response theory, and we examine how the scales converge. All four scales performed well and covaried highly with each other. Based on the latest generation of tools, self-report creativity assessment is probably much better than creativity researchers think it is.