Members’ Openness to Experience and Teams’ Creative Performance

Schilpzand, Marieke; Herold, David M.; Shalley, Christina E.

doi:10.1177/1046496410377509

Cited by 74 publications

(80 citation statements)

References 75 publications

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“…The association between cultural diversity and team creativity/innovation has attracted considerable research attention. Primary studies have reported varied correlations for this relationship (e.g., Gibson & Gibbs, ; Li, Lin, Tien, & Chen, ; Schilpzand, Herold, & Shalley, ; Stringfellow, ). Prior meta‐analytic reviews, which are based on limited samples ( k ≤ 8), have also reported mixed findings, with pooled effect sizes ranging from −0.18 to 0.16 (Bell, Villado, Lukasik, Belau, & Briggs, ; Stahl et al, ; van Dijk, van Engen, & van Knippenberg, ).…”

Section: Introductionmentioning

confidence: 99%

Team creativity/innovation in culturally diverse teams: A meta‐analysis

Wang

Cheng

Chen³

et al. 2019

J Organ Behavior

141

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Summary This meta‐analysis investigates the direction and strength of the relationship between diversity in culturally diverse teams and team creativity/innovation. We distinguish the effects of two diversity levels (i.e., surface level vs. deep level) in culturally diverse teams and examine the moderators suggested by the socio‐technical systems framework (i.e., team virtuality and task characteristics in terms of task interdependence, complexity, and intellectiveness). Surface‐level diversity in culturally diverse teams is not related to team creativity/innovation, whereas deep‐level diversity in culturally diverse teams is positively related to team creativity/innovation. Moreover, surface‐level diversity in culturally diverse teams and team creativity/innovation are negatively related for simple tasks but unrelated for complex tasks. Deep‐level diversity in culturally diverse teams and team creativity/innovation is positively related for collocated teams and interdependent tasks but unrelated for noncollocated teams and independent tasks. We discuss the theoretical and practical implications.

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Section: Introductionmentioning

confidence: 99%

Team creativity/innovation in culturally diverse teams: A meta‐analysis

Wang

Cheng

Chen³

et al. 2019

J Organ Behavior

141

View full text Add to dashboard Cite

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“…A comprehensive compilation of group FFM clusters on engineering design team performance in the literature is presented in [Ogot and Okudan (2006]). Schilpzand et al ( [2011]) found that graduate engineering and business student teams diverse in openness exhibited more creativity on their innovation management class project, as measured by existing creativity scales ( [Tierney and Farmer 2002]) and peer review. The hypothesis was that individuals high in openness promoted divergence and ideation while those low in openness promoted convergence and idea selection, both of which are necessary for team creativity.…”

Section: Introductionmentioning

confidence: 99%

The influence of personality and ability on undergraduate teamwork and team performance

2013

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The ability to work effectively on a team is highly valued by employers, and collaboration among students can lead to intrinsic motivation, increased persistence, and greater transferability of skills. Moreover, innovation often arises from multidisciplinary teamwork. The influence of personality and ability on undergraduate teamwork and performance is not comprehensively understood. An investigation was undertaken to explore correlations between team outcomes, personality measures and ability in an undergraduate population. Team outcomes included various self-, peer- and instructor ratings of skills, performance, and experience. Personality measures and ability involved the Five-Factor Model personality traits and GPA. Personality, GPA, and teamwork survey data, as well as instructor evaluations were collected from upper division team project courses in engineering, business, political science, and industrial design at a large public university. Characteristics of a multidisciplinary student team project were briefly examined. Personality, in terms of extraversion scores, was positively correlated with instructors’ assessment of team performance in terms of oral and written presentation scores, which is consistent with prior research. Other correlations to instructor-, students’ self- and peer-ratings were revealed and merit further study. The findings in this study can be used to understand important influences on successful teamwork, teamwork instruction and intervention and to understand the design of effective curricula in this area moving forward.Electronic supplementary materialThe online version of this article (doi:10.1186/2193-1801-2-16) contains supplementary material, which is available to authorized users.

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“…One of the key factors influencing whether students are stimulated by peers’ ideas appears to be the originality of those ideas (Fink et al, ). In addition, students’ openness to experience (broad mindedness, curiosity and originality; Costa & McCrae, ) appears to promote acceptance of peers’ ideas (Baer, Oldham, Jacobsohn, & Hollingshead, ; Schilpzand, Herold, & Shalley, ). Students who are high in openness to experience have been shown to be more sensitive to peers’ ideas in group contexts; they have also been shown to pay more attention to external and surface‐unrelated information, and this information may foster creativity (Agnoli, Franchin, Rubaltelli, & Corazza, ; Luse, McElroy, Townsend, & DeMarie, ).…”

Section: Introductionmentioning

confidence: 99%

Interaction of the originality of peers’ ideas and students’ openness to experience in predicting creativity in online collaborative groups

Pi¹,

Hong²,

Hu³

2018

Brit J Educational Tech

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There has been growing interest in the possibility that peers’ ideas can stimulate students’ creativity in group contexts. However, empirical research on this issue is limited. This study tested the hypothesis that peers’ ideas and students’ openness to experience would predict student creativity and attention to peers’ ideas. Undergraduate students (n = 60) completed creative tasks in an online collaborative group in which the ideas of “peers” were pre‐programmed. Mixed ANOVAs showed support for the hypothesis. Specifically, students with higher (but not lower) openness, when exposed to a high (but not low) rate of peers’ original ideas, paid greater attention to those ideas and were more creative. The implication for education is that teachers should encourage students to share more of their original ideas and to pay more attention to peers’ ideas in online collaborative groups.

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Members’ Openness to Experience and Teams’ Creative Performance

Cited by 74 publications

References 75 publications

Team creativity/innovation in culturally diverse teams: A meta‐analysis

Team creativity/innovation in culturally diverse teams: A meta‐analysis

The influence of personality and ability on undergraduate teamwork and team performance

Interaction of the originality of peers’ ideas and students’ openness to experience in predicting creativity in online collaborative groups

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