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Impact of Curiosity on Creativity- Free Essay Online

creativity and curiosity essay

Informative Abstract

The curiosity is the root cause of innovation and development. The process of creativity is always stemmed to curiosity. This paper is based on analysis of curiosity role in innovation and creativity leading to advancement in organizations and the real world. The paper includes research and results on the grounds of secondary research methods. Three major causes of the role of curiosity are identified in this study; motivation, creative thinking, and passion for innovation.

The first major cause if the motivation for creativity. The cognitive styles and assessment of circumstance can be the primary step to further analyze the situations. Motivation is from internal and external sources for creativity discussion, planning for new methods and approach to new aspects of development. The study found that people will be more creative when they deem motivated mainly by satisfaction, interest, and challenges of the working itself, not due to the external pressure.

A second major aspect is creative thinking that leads to creativity. The study observed three major keys to creative thinking. Synthetic, analytical and practical are differentiated by intelligence level. The synthetic level is generating ability for ideas that are high quality and novel whereas the analytical form is an ability to judge the own values for evaluation of weakness and strengths. Practical ability is intellectual skill implication in everyday context for creative idea’s sales. The third major aspect is Passion for innovation according to human cognition. This resulted in the analysis of major innovation methods in the market and finding the gap between available and required innovation methods.

 

Introduction

Creativity can be stated as the utilization of original ideas or imagination to create something. Various studies proposed different definitions for creativity. Any new idea or aspect cannot be derived until there is the motive behind that creativity. It is an act of turning the imagination and new ideas into the fact. It is characterized by the perceived ability for the world in naïve ideas to strive for hidden patterns, to provide the connection between unrelated phenomenon and generation of solutions. This paper is aimed at finding the impact of curiosity regarding motivation, creative thinking, and passion for innovation, in generating creativity.

 

 

Literature Review

            Creative thinking has become the hottest topic in every field of life and scholars consider thinking is an important fact in the creative process. Amabile proposed important aspects of creative thinking which can be described as feeling uncomfortable with other’s ideas and try to develop their own ideas, collection of information from previous facts, having ability to continue efforts by ignoring thorny problems and ability to step away from an effort and rely on previous and old point of view as compare to fresh point of view (Amabile & Kramer, 2012).

Creative Thinking

In sum, scholars also proposed different ideas associated with creativity and intelligence and defined a link between creativity and intelligence differently.  According to Sternberg proposed a theory related to creativity and intelligence and also proposed three important facts such as synthetic, analytical and practical. In the synthetic aspect, a person can create new ideas which would be authentic and high quality (Wolpert, 2002). In sum, according to this aspect, a person can offer the effective and authentic solutions of problems and can think insightfully. Insightful thinking involves different informational data such as selective encoding, selective combination and selective comparison. In the analytical aspect, people can judge the situation carefully and can assess the situation’s strength and weakness and can define different solutions to improve that situation. In the practical aspect, a person can the apply rational services and skills in the daily routine. The synthetic aspect is different from two other aspects (Christensen, Hall, Dillon, & Duncan, 2016). Sternberg also proposed his another creative article thinking in the classrooms. In this his article he tried to fix these aspects synthetic, analytical and practical in the classroom environment. If students can create new and authentic ideas, students would get benefits in their academic career as well as in the future.

Motivation

            According to scholars, motivation is an important factor of creativity, Amabile has worked a lot on the motivation and try to find out those ways through which motivation can be increased in the school classrooms and work in offices (Collins & Amabile, 1999). Amabile explained about intrinsic motivation and said there are many examples which show that people would be more creative if they are motivated by interests, satisfaction and the contest itself and not through the external force. If we motivate our children to think about new ideas, children would think in a better way and can propose authentic ideas (Pearson, 2002).

If we force children or pressure them to think new ideas children would get frustrated and couldn’t able to think well. Various scholars try to give solutions and methods of how intrinsic motivation can be increased, and they found out only motivation can increase the ability of children to think and create new ideas. The motivated person would take a very short time to solve issues and can think new ideas in a short time. Many researchers suggested to parents they should motivate their children for their development not only academic but also in the future (Brown, 2002).

Amabile researched more on this topic and concluded that there are two types of extrinsic motivation such as synergistic and non-synergistic (Rae-Dupree, 2007). Synergistic motivation is about information, on the other hand, non-synergistic motivation is about motivation that can be controlled. Synergistic motivation and non-synergistic have the difference between them as synergistic motivation can increase the extrinsic motivation and non-synergistic only can delay it (Sannomiya & Yamaguchi, 2016). Non-synergistic mostly can be seen in classrooms and the workplace of organizations and very important as it cannot be avoided by people. Amabile suggested institutions that students should be motivated by their grades for school work. This thing can create efficient students for the entire nation (Boge, 2013).

The third major aspect of this research is the passion for working. The concentration from the passion to work on new aspects and their critical management is contingent to the new resources and their consistent support in the long run. The higher rate of return from the passion for working is only possible if there are different aspects serving the major objectives. The three major aspects of passion for working are including (Kaplan & Norton, 2006),

  1. Critical process identification
  2. Identification of the Gap for improvement
  3. Contextual research for the final methods.

Discussion and Results

Three procedures are including their specific aspects to finalize that there are various motives for creative thinking. Creativity is only possible through curiosity. The developments in classroom and workplace are possible if they are considered concerning,

  1. Customer needs
  2. New methods serving the already developed methods
  3. Process management

Summing it up, these methods are interchangeable for the development of creativity and innovation.

Conclusion

The curiosity is interlinked with creativity and innovation. The findings of the study suggested that the interdependence of tasks will demand collaboration from all team members. The high interdependence will demand intense interaction and more chances of conflict. The positive perspective of high interdependence will be the demand for more collaboration which increased the communication and joint planning session of team members. The researchers stated that at early stages of team development, team members adopt competitive styles and enter in competition for resources of projects. Later on, teams started to develop because the roles and duties assigned to members and cooperative behavior started to adopt. This situation has developed the theory that teams can achieve creativity and innovation when members are deeply committed to each other’s growth and have a common goal.

Individuals have the belief to have the ability to perform the specific task with self-efficacy. This theory can be applied to conflict management where team members decided to take every conflict with self-efficacy and have believed to resolve the task as soon as possible. On the contrary, side, if members do not have enough confidence in their abilities to resolve the conflicts, then they will tend to avoid the conflict. The researchers have also presented the theory of social self-efficacy which defined that if individuals have belief in their abilities, then they will be able to create social bonds and promote collaboration with others to manage different conflicts of interpersonal. In a nutshell, the three major aspects can only lead to successful innovation if there will be a higher rate of collaboration.

Narrative / Self-Reflection

This study is based upon research methodology of secondary nature. Impact of curiosity regarding three major aspects is analyzed on creativity. In this study I learned term paper development, writing and analyzing the studies in light of the scholarly ideas. The major participation of this study in my learning is process management and critically analyzing information. The teams can provide the best outcomes according to creativity and innovation discussion.

Other major learning derived from this term paper is organizational behavior’s human resources management with training, compensation and rewarding. In case there will be a higher range of resources available and training are more frequent, the team members will have more influence over managing their issues and achieving organizational goals. The collaboration of ideas and goals will result in employee engagement. Summing it up, the assessment is supportive of personality development to think in a creative way and managing teams in the organizational set-up for innovation goals.

 

Bibliography

Amabile, T., & Kramer, S. (2012). What Doesn’t Motivate Creativity Can Kill It. April 25, 2012.

Boge, K. (2013). Learning to think” outside the box.” Interdisciplinary Studies Journal, 2(3), 26.

Brown, J. S. (2002). Research that reinvents the corporation. Harvard Business Review, 80(8), 105-114.

Christensen, C. M., Hall, T., Dillon, K., & Duncan, D. S. (2016). Know Your Customers” Jobs to Be Done”. Harvard Business Review, 94(9), 54-62.

Collins, M., & Amabile, T. M. (1999). I5 motivation and creativity. Handbook of creativity, 297.

Kaplan, R. S., & Norton, D. P. (2006). How to implement a new strategy without disrupting your organization. Harvard Business Review, 84(3), 100.

Pearson, A. E. (2002). Tough-minded ways to get innovative. Harvard Business Review, 80(8), 117-124.

Rae-Dupree, J. (2007). Innovative minds don’t think alike. The New York Times. Retrieved April 9, 2008.

Sannomiya, M., & Yamaguchi, Y. (2016). Creativity training in causal inference using the idea post-exposure paradigm: Effects on idea generation in junior high school students. Thinking Skills and Creativity, 22, 152-158. doi: http://dx.doi.org/10.1016/j.tsc.2016.09.006

Wolpert, J. D. (2002). Breaking out of the innovation box. Harvard Business Review, 80(8), 76-83, 148.

 

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