Conscientiousness in Teams Completing Creative Tasks: Does it Predict?

Taggar, Simon

doi:10.1002/jocb.453

Cited by 3 publications

(4 citation statements)

References 122 publications

(155 reference statements)

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“…The relationship involving creativity and conscientiousness is ambiguous ( Kaspi-Baruch, 2019 ) and has remained equivocal. Some scholars are confident there is a positive relationship, while others contend that the relationship is negative, and finally, others have found no relationship whatsoever ( Taggar, 2021 ). Recent scholarship has shown that separately analyzing creative idea generation (e.g., divergent thinking) versus creative production (e.g., creative achievement) reveals that conscientiousness correlates strongly and positively with creative production measures ( Tran et al, 2020 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Recent scholarship has shown that separately analyzing creative idea generation (e.g., divergent thinking) versus creative production (e.g., creative achievement) reveals that conscientiousness correlates strongly and positively with creative production measures ( Tran et al, 2020 ). Accordingly, there is a call for a more accurate understanding of the above relationship ( Taggar, 2021 ). Research connecting creativity with low conscientiousness levels has revealed significant positive correlations ( Sadana et al, 2021 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Does creative thinking contribute to the academic integrity of education students?

Eshet

Margaliot

2022

Front. Psychol.

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The current research focuses on the nature of the relationship comprising personality traits, creative thinking, and academic integrity. Scholars have confirmed that personality traits and creative thinking correlate positively with academic integrity. However, a discussion of academic integrity, personality traits, and creative thinking is missing in the scholarly literature. This study used a questionnaire survey based on the Big Five Factor to identify personality characteristics, the Academic Integrity Inventory, and the Torrance Tests of Creative Thinking. The sample included 976 students studying in four academic colleges in Israel, of which two are teacher training colleges and two colleges awarding a degree in education. The findings show that most of the students (71%) reported they had cheated at some point during their academic studies, and only one-fifth (21%) thought that they would condemn their peers’ lack of integrity. Creative thinking students and emotionally stable persons tend to be more ethical. Hence, we conclude that it is recommended to deliver creative thinking courses in the teacher’s educational training programs to improve creative thinking levels, reduce academic dishonesty, and create more effective curricula.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Does creative thinking contribute to the academic integrity of education students?

Eshet

Margaliot

2022

Front. Psychol.

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“…This study examines the importance of TSE and its antecedent variables. Research has called for a better understanding of the relationship between personality and team processes (Taggar, 2020). Our framework answers this call by showing how the Big Five personality traits influence TSE through important motivational needs.…”

Section: Discussionmentioning

confidence: 99%

“…This process stems from manifest needs, collectively, acting as motivators to clarify required steps for these team-based goals. For example, a high need for achievement may trigger perceptions related to positive expectations about future performance, which is directly related to efficacy beliefs (see Taggar, 2020). The clarity associated with such perceptions should provide cognitive structure around successful outcomes related to achievement, power and affiliation (Locke and Latham, 2019).…”

Section: Roles Of Personality and Manifest Needsmentioning

confidence: 99%

Feeling good about teamwork: the roles of personality and manifest needs

Schaffer,

Manegold

2023

MRR

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Purpose This paper aims to examine the link between the Big Five personality traits and self-efficacy for teamwork, positioning manifest needs as intervening variables. The primary purpose of the analyses is to further develop some of the key variables contributing to team performance. Design/methodology/approach Relationships were tested with conditional process analysis. The sample includes 315 students from a large university. Likert measures were used to operationalize survey items, which are based on existing scales in the literature. Findings Each of the Big Five dimensions are related to teamwork self-efficacy (TSE), with manifest needs having significant mediating effects. For example, conscientiousness displayed a positive relationship to TSE, with both the need for affiliation and the need for power acting as significant intervening variables. Such relationships for each personality dimension are discussed fully in the paper. Practical implications High functioning teams need members who share a level of self-efficacy for engaging in teamwork. Leaders who must form their teams may find it useful to consider TSE, and the individual attributes that contribute to this important construct. The authors’ examination of the roles of both personality and manifest needs should offer some essential tools for this objective. Originality/value This paper contributes to our understanding of the relationship between personality and TSE by investigating manifest needs as process variables.

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Symmetrical and asymmetrical analysis of the complex relationship between perceived environmental uncertainty and creative performance: exploring a competency formula

Darvishmotevali,

Prentice,

Altinay

2024

IJCHM

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Purpose In a dynamic and complex environment, employees’ creative performance (CP) can be essential in developing a distinguished and competitive strategy for an organization. Using the lens of competency management, this study aims to examine how employees perceived environmental uncertainty (PEU) and competency formula relate to employee CP, with a focus on the hospitality industry. Design/methodology/approach The data was collected from employees in the hospitality sector. Both symmetrical (PLS-SEM) and asymmetrical (fuzzy-set qualitative comparative analysis [fsQCA]) tests were performed to gain in-depth knowledge of how individual, organizational and environmental factors can be configured to explain employees’ CP. Findings The symmetrical analysis shows that the competency formula mediates the negative impacts of PEU on two dimensions of creativity – that is, novelty and utility. The fsQCA testing generated contrasting findings and revealed that uncertainty, along with the formula elements, is a unique antecedent condition and opportunity for employees’ CP. The inconsistent findings indicate asymmetrical and complex relationships between the proposed antecedents and outcomes in the case of employee creativity. Practical implications A combination of symmetrical and asymmetrical approaches is necessary to uncover the complex relationships among employees, organizations and the environment. This study shows that organizational agility, competency strategies and comprehensive strategic management processes can be configured to explain positive outcomes for organizations during uncertain circumstances. The findings can be used by human resource practitioners to maximize employee creativity and enhance organizational performance. Originality/value To the best of the authors’ knowledge, this study is the first to use symmetrical and asymmetrical testing to address the inadequacy of explaining employee CP in complex and uncertain environments, and highlight the crucial role of the competency formula in enhancing novelty and utility dimensions of CP. This research examines the impact of various internal and external factors (i.e. individual, organizational and contextual) on employee creativity within the hospitality industry.

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Conscientiousness in Teams Completing Creative Tasks: Does it Predict?

Cited by 3 publications

References 122 publications

Does creative thinking contribute to the academic integrity of education students?

Does creative thinking contribute to the academic integrity of education students?

Feeling good about teamwork: the roles of personality and manifest needs

Symmetrical and asymmetrical analysis of the complex relationship between perceived environmental uncertainty and creative performance: exploring a competency formula

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