Solution-oriented versus Novelty-oriented Leadership Instructions: Cognitive Effect on Creative Ideation
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27 juin 2016
- handle: 10670/1.vfy6wo
- halshs: halshs-01301511
info:eu-repo/semantics/OpenAccess
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Schoolteaching Didactics School teaching Pedagogy Instruction Generation Procreation Pangenesis Amphimixis Students--Education Children--Education Education of children Schooling Pedagogy Youth--Education Instruction Education, Primitive Human resource development Creativity CreativenessCiter ce document
Hicham Ezzat et al., « Solution-oriented versus Novelty-oriented Leadership Instructions: Cognitive Effect on Creative Ideation », HAL-SHS : droit et gestion, ID : 10670/1.vfy6wo
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Résumé
The generation of novel ideas is critical to any innovative endeavor. However, one of the key obstacles to creativity is known as the fixation effect, which is the cognitive effect that constrains the generation of novel ideas due to the spontaneous activation of existing knowledge and solutions in individuals’ mind. Expert leaders have been considered to play an important role in overcoming these biases using diverse tools. One of these principal instruments is task instruction. Our hypothesis is that leaders’ instructions can have significant effects on followers’ ideation capacity. We investigated the effect of an instruction given by a leader to his team to generate as many original ideas to a particular creative task, either using solution or novelty-oriented approaches. Results confirmed that solution-oriented instructions activated knowledge bases in fixation, while solution-oriented instructions inhibited these knowledge bases. These results give us new sights into novel models of “less-expert” creative leadership.