Creativity Enhancement: Use of a Simple Creativity Tutorial in Information Systems Education
International Journal of Strategic Information Technology and Applications
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All facets of the business administration organization have been shown to need the creative capabilities of their employees to compete and be successful in the marketplace (Eskildsen, Dahlgaard, & Norgaard, 1999; Gardner, 2006). This is also true for the Information Systems Organization (Amabile, 1997; Beckett, 1992; Coulson & Strickland, 1991; Everett, 1983; Hermann, 1993; Johnson, 1992; Kanter, 1982; Kiechel, 1983). Only a few studies in the late 20th century were conducted to explore the benefits of Individual Creative Support System (ICSS) technology to creativity (Malaga, 1999, 2000; Massetti, 1996, 1998; Roberts, 1989; Rouse, 1989; Watson, 1989; Wierenga and van Bruggen, 1998; Winship, 1991). Most of these studies on Creativity Support Systems have been factor studies, looking at the effects of experimental manipulations and not concerned with the cause and effect of how creativity enhances the decision-making process (Wierenga & van Bruggen).In one of the latest efforts, Massetti (1996) proposed a theoretical model reflecting 4 factors she believed directly relevant to an individual’s creative performance; individual creative ability, creativity training, decision task, and ICSS technology. This study builds on the solid base of Massetti’s (1996, 1998) theoretical model and uses a more robust sample of respondents, with changes in the operationalization of the decision task and creative training elements. The software technologies used in this study are similar to those of Massetti, but have been updated with replacements for software and ICSS that are no longer available. Instrumentation utilized in the study was chosen to provide a proven history of validity and reliability. This study indicated that an ICSS might not compensate for a lack of creative abilities as a trait, nor might not reinforce existing creative abilities of information systems professionals. The use of conventional or control software was observed by descriptive statistics to be just as effective as an ICSS technology in producing creative responses. Indications of this study revealed that the use of a creativity tutorial might increase creative performance of information-systems professionals who are low in innate creativity abilities, but also indicated that there might not result in an increase of creative performance for those with high or medium creative abilities. A moderate range of statistical significance of 0.09 was observed for the two-factor ANOVA comparison of the relationship, technology groups and creative self-perception rankings. Further studies were suggested relating to studies of creative tutorial verses creative abilities, a replication of the current study with a larger number of respondents to increase the statistical significance of technology group affects for creative abilities shown by self-perception evaluations, and a revised similar study where the participants selected the technology of choice to see if assignment of non preferred technology hindered innate creative abilities.