Creativity and Innovation

Conceptual Models of Creativity

Conceptual models of creativity are guidelines or sets of strategies that practitioners use to direct their instruction of creativity. A model provides a framework to help participants learn creativity skills.

Creativity Instructional Techniques

Creativity Instructional Techniques involves out-of-the-box problem-solving techniques for participants to develop in the classroom so they can become independent thinkers in the workforce.

Creativity Teaching and Learning Materials

Creativity teaching and learning materials are designed to increase participants’ ability to imagine, develop, express, encourage, and apply ideas in ways that are new, unexpected, or challenge existing methods and norms.

The following links include practical, printable, ready-made resources to use in the delivery of Skills for Success training.

Practical Applications:

Theoretical Applications:

Research on Teaching Creativity

Creativity skills increase participants’ ability to imagine, develop, express, encourage, and apply ideas in ways that are new, unexpected, or challenge existing methods and norms.

The following links include research data and evidence to support the instruction of creativity.

  • Bull, K. S., Montgomery, D., & Baloche, L. (1995). RESEARCH NOTE Teaching Creativity at the College Level: A Synthesis of Curricular Components Perceived as Important by Instructors. Creativity Research Journal, 8(1), 83-89. (login required).
  • Byrge, C., & Tang, C. (2015). Embodied creativity training: Effects on creative self-efficacy and creative production. Thinking Skills and Creativity, 16, 51-61. (login required).
  • Chen, B.-B. (2017). The Creative Self-Concept as a Mediator Between Openness to Experience and Creative Behaviour. Creativity. Theories – Research – Applications, 3(2), 408-417. (login required).
  • Epstein, R., & Phan, V. (2012). Which Competencies Are Most Important for Creative Expression? Creativity Research Journal, 24(4), 278-282.  (login required).
  • Epstein, R., Schmidt, S. M., & Warfel, R. (2008). Measuring and training creativity competencies: Validation of a new test. Creativity Research Journal, 20(1), 7-12.  (login required).
  • Hennessey, B. A., & Amabile, T. (1987). Creativity and learning. NEA Professional Library, National Education Association.
  • Janiszewska-Szczepanik, A. (2020). What do You Really Teach When You Teach Creativity to Adults. Creativity, 7(1), 73-91. (login required).
  • Karwowski, M., & Soszynski, M. (2008). How to develop creative imagination? Thinking Skills and Creativity. (login required).
  • Ma, H. H. (2006). A synthetic analysis of the effectiveness of single components and packages in creativity training programs. Creativity Research Journal. (login required).
  • Mumford, M. D., Mobley, M. I., Reiter-Palmon, R., Uhlman, C. E., & Doares, L. M. (1991). Process Analytic Models of Creative Capacities. Creativity Research Journal, 4(2), 91-122. (login required).
  • OECD (2019). Fostering Students’ Creativity and Critical Thinking: What it means in school. Accessed from:
  • Puccio, G. J., Firestien, R. L., Coyle, C., & Masucci, C. (2006). A Review of the Effectiveness of CPS Training: A Focus on Workplace Issues. Creativity and Innovation Management, 15(1), 19-33. (login required).
  • Rose, L. H., & Lin, H. (1984). A Meta-Analvsis of Long-Term Creativi tv Training Programs. The Journal of Creative Behavior, 18(1), 11-22.
  • Scott, G., Leritz, L. E., & Mumford, M. D. (2004). The Effectiveness of Creativity Training: A Quantitative Review.
  • Silvia, P. J., Wigert, B., Reiter-Palmon, R., & Kaufman, J. C. (2012). Assessing creativity with self-report scales: A review and empirical evaluation. Psychology of Aesthetics, Creativity, and the Arts, 6(1), 19-34. (login required).
  • SRDC, 2021, To support the launch of Skills for Success: Draft Final Report.
  • Sternberg, R. J. (2016). Teaching for Creativity. In Nurturing Creativity in the Classroom (pp. 355-380). Cambridge University Press. (login required)
  • Torrance, E. P. (1963). Creativity. What Research Says to the Teacher. National Education Association.
  • TORRANCE, E. P. (1972). Can We Teach Children To Think Creatively? The Journal of Creative Behavior, 6(2), 114-143. (login required).
  • Tsai, K. C. (2013). A Review of the Effectiveness of Creative Training on Adult Learners. Journal of Social Science Studies, 1(1), 17. (login required).
  • Tsai, K. C. (2012). The Value of Teaching Creativity in Adult Education. International Journal of Higher Education, 1(2). (login required).
  • Tsai, K. C. (2012). The Necessity of Creativity Development in Adult Learners for Lifelong Learning. International Journal of Learning and Development, 2(4), 170. (login required).
  • Valgeirsdottir, D., & Onarheim, B. (2017). Studying creativity training programs: A methodological analysis. Creativity and Innovation Management, 26(4), 430-439. (login required).
  • Vally, Z., Salloum, L., AlQedra, D., El Shazly, S., Albloshi, M., Alsheraifi, S., & Alkaabi, A. (2019). Examining the effects of creativity training on creative production, creative self-efficacy, and neuro-executive functioning. Thinking Skills and Creativity, 31, 70-78. (login required).
  • Williams, F. E. (1968). Teacher Competency in Creativity. In Source: The Elementary School Journal (Vol. 68, Issue 4).

Team Dynamics

Team dynamics refer to the relationships between learners in a group and the impact on the way they work and learn together.

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