The Effectiveness of Creativity Training: A Quantitative Review

Abstract

Over the course of the last half century, numerous training programs intended to develop creativity capacities have been proposed. In this study, a quantitative meta-analysis of program evaluation efforts was conducted. Based on 70 prior studies, it was found that well-designed creativity training programs typically induce gains in performance with these effects generalizing across criteria, settings, and target populations. Moreover, these effects held when internal validity considerations were taken into account. An examination of the factors contributing to the relative effectiveness of these training programs indicated that more successful programs were likely to focus on development of cognitive skills and the heuristics involved in skill application, using realistic exercises appropriate to the domain at hand. The implications of these observations for the development of creativity through educational and training interventions are discussed along with directions for future research.

A Meta-Analytic Investigation of Business Ethics Instruction

“…Based on previous meta-analytic efforts (e.g., Scott et al, 2004) we also examined the impact of general ''quality'' variables on instructional effectiveness. The indices utilized were based on expert ratings of the overall quality of the instructional program, the overall quality of the criterion measure, and the overall methodological quality of the study design.…”

“…Given a lack of standardization for these ''codes,'' we included general frameworks of ethical rules or principles in the present study. Second, evidence from other domains of instruction has shown that educating individuals on problems, and methods to work through or resolve these problems (i.e., strategies), has been effective (Kligyte et al, 2008;Mumford et al, 2008;Scott et al, 2004). Thus, we sought to examine if and how instructional programs built around typical problems in ethical decision-making and general strategies for working through ethical problems would moderate the effectiveness of ethics instruction.…”

Educação para a Criatividade em Adolescentes: Uma Experiência com Future Problem Solving Program Internacional

“…Estudos de meta-análise (Ma, 2006;Scott, Leritz e Mumford, 2004) vêm mostrar resultados positivos de programas de intervenção, enfatizando a noção de um potencial criativo inerente a todos os indivíduos e passível de ser desenvolvido de forma sistemática (Runco, 2014). Neste sentido, existe diversidade de estratégias e de programas de treino face a competências de resolução criativa de problemas, entendendo esta como tradutora de ideias simultaneamente eficazes e originais (Runco e Jaeger, 2012).…”

A review of TRIZ and its benefits & challenges in stimulating creativity in problem solving of pre-university students: A TARUC case study

“…Decades of researches have shown that creativity is a skill that can be learned (Iryani and Murtiwidayanti, 2017;Ma, 2009;Scott et al, 2004;Yasin and Nor Shairah, 2014 ). Scott et al (2004) conducted meta-analysis on 70 studies of creativity training program.…”

“…Scott et al (2004) conducted meta-analysis on 70 studies of creativity training program. They found that a well-designed creativity training programs is effective for people of all ages in both academic and organizational setting.…”