Creativity inside out from theory to practice

Exploring the relationship between employee creativity and job-related motivators in the Hong Kong hotel industry

“…Marks (1989) further supplemented that ''IM enables persistence, self-direction, and independence from external rewards and reinforcements-or their absence'' (p. 208). This research discovered a similar result, and supports their views that IM exert a heavier influence on the creative levels than creative performance.…”

A call for a more informed approach: Motivating creative students to do their best work

“…Of course, the tendency for creative courses to treat work more like play is not a new phenomenon. The conventional wisdom, supported by a number of studies (Lepper & Cordova, 1992;Marks, 1989), has said that we should avoid making the creative process feel like work and let our students engage in a lot of intellectual play. Can students really "play" if we as teachers get too involved in planning how they will spend all of their classroom time?…”

“…And it is possible to provide structure and teach skills without limiting creative production. For example, we can stimulate reasoning and suggest problem solving strategies by walking students through a sample assignment (a creative brief, perhaps) and suggesting a number of concepts that could spring from that information (Marks, 1989). The key here is that we are providing instruction without affecting outcomes or dictating only one way of attacking the assignment.…”