Search results

The content of training (art-based method) and instructional strategies (blended learning) can improve business school students' creativity and attempts to determine how training can be maintained using longitudinal tracking. The study aims to answer (1) whether the incorporation of art-based methods enhances the creativity of students compared to traditional face-to-face (F2F) teaching, and (2) whether such creative training and blended teaching methods have a higher transfer of training.

This study adopted a two-stage design (1) it adopted a 2 × 2 (with or without art-based methods * blended teaching or F2F teaching) between-subject design of experiments with 221 participants and (2) a one-year follow-up study was conducted (participants who were employed for 6 months to one year after graduation) with 187 participants and their directors.

The results showed that the inclusion of art-based methods in the creative training of students strengthens creative ability of the students; there were no significant differences between blended and traditional learning. The authors examined the effect of transferring creative training through a questionnaire analysis of participants and employers of the participants. Self-regulated and self-directed learning positively influence motivation to transfer, which positively influences creative performance.

The higher the level of self-regulated and self-directed learning of students, the more effective the transfer of creative training is over time.

The purpose of this paper is to explore if experience stimulates or stifles creativity. It shows that accumulation of work experience improves an individual’s judgment and reduces divergent thinking of creativity.

This study examines the factors influencing individual creativity, including the impact of work experience, using 509 responses to questionnaires from 500 top construction companies. The research hypothesis is evaluated using structural equation modeling.

The main factors affecting individual creativity are a positive mind-set, self-directed learning, and low self-monitoring. Self-directed learning has the greatest influence on the creativity of individuals with accumulated work experience, while low self-monitoring influences the creativity of people with less work experience.

A better way to study individual creativity is longitudinal research, which involves long-time observation of the life cycle of creativity among organizational members, who are like products with a life cycle. Further study is necessary to show why some members are creative only for a short time (short life cycle) while some are creative for a longer (very long life cycle) period.

This study finds that employee creativity derives from the self-directed learning process as it helps to accumulate experience. This result indicates that construction firms can train employees to improve their self-directed learning and boost creativity. Experienced workers need more attention because they are trapped in their previous experience and it is difficult to train them.

This study aims to establish a new model that elucidates the mechanism behind the long-term effects of creativity training. Previous studies have only explored influential positive factors when examining the transfer mechanism of creativity training. However, the transfer mechanism must encompass the negative factors of creative abrasion due to temporal dynamics.

The authors performed a two-phase survey of 284 trainees participating in the survey. During the first phase, 48 h of creativity training was provided to the advertising agency staff. Six months later, the second phase was performed. Researchers have conducted follow-up studies on the long-term effects of creativity training. The hypotheses were tested using structural equation modeling.

Based on the results, the mechanism behind the long-term effect of creativity training is as follows: motivation to learn, transfer design and transfer climate positively influence motivation to transfer (MTT), while MTT positively impacts overall individual performance. However, creative abrasion negatively affects MTT and individual performance.

Creative abrasion must be considered when the long-term effect of creativity training is explored, because it reduces the long-term effect of creativity training on trainees. Creative energy from one-time creativity training will be gradually worn away because of the abrasion caused by teamwork, group thinking and self-gratification.

Perhaps the most important aspect of civil–military relations, with implication for all other dimensions of this relationship, is how the public perceives the military and its role. This research uncovered some interesting patterns in this relationship, an understanding of which is crucial to solving the problems faced by the ROC military today. Results of this research illuminate an ambivalence in attitudes toward the military. As Moskos has amply demonstrated, militaries can be a part of society, or separate from the society they serve. During the 38 years of martial law, the military essentially controlled public perception through outright control of the island’s media. Today, with the post-democratization emergence of a free press, the military is constantly being excoriated by the media. It is important to determine the degree to which the general population believes this harsh coverage is justified, or do people think that the military does not deserve to be treated so shabbily by the media. Results of this research indicate that the more strongly one identifies as Taiwanese, the less likely he is to view the media as being unfair to the military in its coverage. Perception of the media’s coverage of the military is therefore impacted significantly by self-identification, as confirmed by these results: with those self-identifying as Taiwanese believing that the media harshness is warranted in covering the military. This is not an unexpected result, given that, as mentioned above, the military is widely seen as having been the KMT army, and antithetical to the push for independence, or at least localization.