Motivating creativity: The effects of sequential and simultaneous learning and performance achievement goals on product novelty and usefulness

Miron-Spektor, Ella; Beenen, Gerard

doi:10.1016/j.obhdp.2015.01.001

Cited by 168 publications

(167 citation statements)

References 89 publications

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“…More and more scholars recognized that it may be rare for ideas to be observed as high in both novelty and usefulness (Rietzschel et al, 2010; Mueller et al, 2012) and suggested that novelty and usefulness probably are motivated by different psychological processes (Rietzschel et al, 2010; Grant and Berry, 2011; Mueller et al, 2012; Berg, 2014). For example, individuals generate useful solutions under conditions when they are experiencing cognitive closure (Miron-Spektor and Beenen, 2015), or when they are anxious to reduce uncertainty by drawing on existing practices (Janssen and Van Yperen, 2004; Mueller et al, 2012). In contrast, the generation of novel ideas is most likely when individuals are intrinsically motivated (Grant and Berry, 2011), cognitively flexible (Miron-Spektor and Beenen, 2015), eager to learn new domains, and feel safe to take risks (Hirst et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

“…For example, individuals generate useful solutions under conditions when they are experiencing cognitive closure (Miron-Spektor and Beenen, 2015), or when they are anxious to reduce uncertainty by drawing on existing practices (Janssen and Van Yperen, 2004; Mueller et al, 2012). In contrast, the generation of novel ideas is most likely when individuals are intrinsically motivated (Grant and Berry, 2011), cognitively flexible (Miron-Spektor and Beenen, 2015), eager to learn new domains, and feel safe to take risks (Hirst et al, 2009). These conditions are exactly what shared leadership and learning goal orientation could jointly offer.…”

Section: Discussionmentioning

confidence: 99%

“…Goal orientation was manipulated through instructions, which were adapted from Miron-Spektor and Beenen (2015). In the learning orientation condition, the instructions read as follows: “Your team is going to complete a task on product design.…”

Section: Methodsmentioning

confidence: 99%

“…Following Miron-Spektor and Beenen (2015), we adapted the goal orientation measures by Barron and Harackiewicz (2001) based on our experimental situations. Learning orientation was measured by 4 items (α = 0.93) such as, “We wanted to improve and develop our creative skills on the task.” Performance orientation was measured by 4 items (α = 0.94) such as, “The goal of our team in this task was to display our creativity to others by making the best product.” Participants reported (on a 7-point scale ranging from 1 = strongly disagree, to 7 = strongly agree) the extent to which they agree with these statements.…”

Section: Methodsmentioning

confidence: 99%

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Shared Leadership Improves Team Novelty: The Mechanism and Its Boundary Condition

et al. 2016

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Previous research has revealed the significant impact of shared leadership on team creativity, yet the mechanism underlying this relationship has rarely been investigated. The current research examined how shared leadership influenced team creativity (novelty and usefulness) across 3 studies using both long-term project teams and temporal task teams in the laboratory. The results showed that shared leadership enhanced the novelty dimension of team creativity by improving constructive controversy. Furthermore, team goal orientation moderated this effect. The indirect effect of constructive controversy holds for teams with learning goal orientation but not for those with performance goal orientation. Such patterns were not found in the usefulness dimension of team creativity.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Shared Leadership Improves Team Novelty: The Mechanism and Its Boundary Condition

et al. 2016

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“…For instance, individuals with a paradox mindset may synthesize learning and performing goals and flexibly maneuver between them (Miron-Spektor & Beenen, 2015).…”

Section: Tensions and Job Outcomes: The Role Of Paradox Mindsetmentioning

confidence: 99%

Microfoundations of Organizational Paradox: The Problem Is How We Think about the Problem

Miron-Spektor

Ingram

Keller

et al. 2018

AMJ

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504

750

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Tensions in talent: A micro practice perspective on the implementation of high potential talent development programs in multinational corporations

Garavan

Morley

Cross

et al. 2020

Human Resource Management

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Drawing on the utility of paradox theory and adopting a micro‐practice perspective, we explore the implementation of high potential talent development (HiPo) programs in multinational corporations (MNCs). In doing so we take an emergent approach to implementation and seek to cast light on some of the day‐to‐day tensions that arise, along with key responses that salient actors appear to make when navigating these paradoxes. Through an inductive, mixed method study involving nine MNCs, we found that, over time, actors construed three particular sets of performance paradoxes relating to variations in their goals, in their beliefs, and in their roles in the particular HiPo programs in focus. We also found that these actors responded to the tensions experienced using an assortment of both defensive and proactive actions. Finally, we uncovered that both the tensions and responses in play vary with the implementation phase of the HiPo program. We highlight some key practice implications that arise from our work, acknowledge attendant limitations and identify possible directions for future research.

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Motivating creativity: The effects of sequential and simultaneous learning and performance achievement goals on product novelty and usefulness

Cited by 168 publications

References 89 publications

Shared Leadership Improves Team Novelty: The Mechanism and Its Boundary Condition

Shared Leadership Improves Team Novelty: The Mechanism and Its Boundary Condition

Microfoundations of Organizational Paradox: The Problem Is How We Think about the Problem

Tensions in talent: A micro practice perspective on the implementation of high potential talent development programs in multinational corporations

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