Observer Characteristics Related to the Imitation of a Creative Model

Halpin, Gerald; Halpin, Glennelle; Miller, Edith; Landreneau, Eric

doi:10.1080/00223980.1979.9915105

Cited by 8 publications

(4 citation statements)

References 13 publications

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“…However, the complexity of the relationship between role models and individual creativity indicates that specific, rather than general, conditions must exist for group processes to prompt increased group members' creativity (Amabile, 1996;Halpin et al, 1979;Landreneau and Halpin, 1978). For example, Zhou (2003) found in two field studies that employee creativity increased when creative coworkers interacted with supervisors who engaged 356…”

Section: Work Contextmentioning

confidence: 95%

Corporate Ethical Values, Group Creativity, Job Satisfaction and Turnover Intention: The Impact of Work Context on Work Response

et al. 2010

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A corporate culture strengthened by ethical values and other positive business practices likely yields more favorable employee work responses. Thus, the purpose of this study was to assess the degree to which perceived corporate ethical values work in concert with group creativity to influence both job satisfaction and turnover intention. Using a self-report questionnaire, information was collected from 781 healthcare and administrative employees working at a multi-campus education-based healthcare organization. Additional survey data was collected from a comparative convenience sample of 127 sales and marketing employees working for a variety of firms operating in the south-central United States. The results indicated that group creativity and corporate ethical values were positively related, and that both variables were associated with increased job satisfaction. Conversely, corporate ethical values and job satisfaction were associated with decreased turnover intention. Sales managers should create work cultures that precipitate increased ethical values and group creativity, and suggestions about how they may institutionalize these factors are provided.

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Section: Work Contextmentioning

confidence: 95%

Corporate Ethical Values, Group Creativity, Job Satisfaction and Turnover Intention: The Impact of Work Context on Work Response

et al. 2010

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“…Next to prior knowledge, another important learner characteristic that has been extensively studied in research on modeling examples is students' self-efficacy (e.g., Schunk and Hanson 1985), which may differentially affect the effectiveness of different types of models (see also the paragraph on model-observer similarity in the section on example design). Some research has also addressed variables such as self-esteem and locus of control as mediating learner characteristics for observational learning (e.g., Halpin et al 1979). Fouts and Click (1979) found that extroverted children learned more than introverted children across three modeling conditions.…”

Section: For What Kinds Of Learners Is Example-based Learning Effective?mentioning

confidence: 99%

Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives

2010

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Example-based learning has been studied from different perspectives. Cognitive research has mainly focused on worked examples, which typically provide students with a written worked-out didactical solution to a problem to study. Social-cognitive research has mostly focused on modeling examples, which provide students the opportunity to observe an adult or a peer model performing the task. The model can behave didactically or naturally, and the observation can take place face to face, on video, as a screen recording of the model's computer screen, or as an animation. This article reviews the contributions of the research on both types of example-based learning on questions such as why examplebased learning is effective, for what kinds of tasks and learners it is effective, and how examples should be designed and delivered to students to optimize learning. This will show both the commonalities and the differences in research on example-based learning conducted from both perspectives and might inspire the identification of new research questions. Bandura's (1977Bandura's ( , 1986) social learning theory. Both argue that it would be Educ Psychol Rev (2010) 22:155-174 Keywords

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“…On the one hand, some studies have demonstrated that the presence of creative models led observers to exhibit relatively high levels of creativity themselves (e.g., Bloom & Sosniak, 1981;Gary & Glover, 1975;Mueller, 1978;Zuckerman, 1977). On the other hand, some studies have shown that the presence of creative models had no positive effects on observers' creativity and may even lead the observers to exhibit relatively low levels of creativity (e.g., Halpin, Halpin, Miller, & Landreneau, 1979;Zimmerman & Dialessi, 1973).…”

mentioning

confidence: 99%

“…What seems to be clear from this literature is that the relation between the presence of creative models and creativity is much more complex than previously thought (Amabile, 1996). It is possible that only under certain conditions can the presence of creative models have a positive impact on creativity (Amabile, 1996; Halpin et al, 1979; Landreneau & Halpin, 1978). Thus, identifying what factors may interact with the presence of creative models to influence observers' creativity would be a more fruitful avenue of research than continuing the debate of whether the presence of creative models has a direct or main effect on creativity.…”

mentioning

confidence: 99%

When the presence of creative coworkers is related to creativity: Role of supervisor close monitoring, developmental feedback, and creative personality.

Zhou

2003

Journal of Applied Psychology

764

775

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Study 1 was conducted to examine the contribution of the joint condition of supervisor close monitoring and the presence of creative coworkers to employees' creativity. In addition to replicating Study 1's results, Study 2 examined (a) the joint condition of supervisor developmental feedback and presence of creative coworkers and (b) whether creative personality moderated the contributions of the 2 joint conditions. Converging results from the 2 field studies demonstrated that when creative coworkers were present, the less supervisors engaged in close monitoring, the more employees exhibited creativity. Study 2 also found that the contribution of this joint condition was stronger for employees with less creative personalities and that when creative coworkers were present, the more supervisors provided developmental feedback, the more employees exhibited creativity.

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Observer Characteristics Related to the Imitation of a Creative Model

Cited by 8 publications

References 13 publications

Corporate Ethical Values, Group Creativity, Job Satisfaction and Turnover Intention: The Impact of Work Context on Work Response

Corporate Ethical Values, Group Creativity, Job Satisfaction and Turnover Intention: The Impact of Work Context on Work Response

Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives

When the presence of creative coworkers is related to creativity: Role of supervisor close monitoring, developmental feedback, and creative personality.

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