Individual Creativity in

MBA Design
Partnership
ASSIGNMENT 1

Azim Mohammed
UNIVERSITY OF BEDFORDSHIRE Student ID-1722448
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TITLE:

INDIVIDUAL CREATIVITY AND INNOVATION

STUDENT NAME:

AZIM MOHAMMED

STUDENT ID:

1722448

UNIT TITLE:

CORPORATE INNOVATION AND ENTREPRENEURSHIP

UNIT CODE: BSS057-6

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EXECUTIVE SUMMARY

Both creativity and innovation are intrinsically linked together. Many contemporary

theorists define the concept of creativity by the novelty of ideas, appropriateness and

acceptability while innovation exploits existing and new ideas. To adjust and adapt to highly

volatile markets, organizations need to foster individual creative thinking to maintain a

competitive advantage.

This report will analyse MBA Design Partnership and its relation to Individual creativity .The

blocks to creativity, cognitive style,motivation,Mindset blocks are explored in depth.

The conclusions state that creativity and innovation are crucial and important for long term

survival and maintaining a competitive advantage.

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Contents
INTRODUCTION ...................................................................................................................................................... 4
CHARACTERISTICS OF INDIVIDUAL ......................................................................................................................... 6
PERSONALITY TRAITS .............................................................................................................................................. 6
COGNITIVE STYLE .................................................................................................................................................... 7
MOTIVATION .......................................................................................................................................................... 7
KNOWLEDGE ........................................................................................................................................................... 8
APPLICATION TO MBA ............................................................................................................................................ 9
BLOCKS TO CREATIVITY......................................................................................................................................... 10
MINDSET BLOCKS.................................................................................................................................................. 10
OTHER BLOCKS TO INDIVIDUAL CREATIVITY ........................................................................................................ 11
TYPES OF INDIVIDUAL BLOCKS TO CREATIVITY ..................................................................................................... 13
COGNITIVE BLOCKS ............................................................................................................................................... 14
APPLICATION TO CASE STUDY .............................................................................................................................. 14
CREATIVE PROBLEM SOLVING .............................................................................................................................. 15
CONCLUSION ........................................................................................................................................................ 16
RECOMMENDATION ............................................................................................................................................. 17
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INTRODUCTION

Creativity and innovation are two fundamental business concepts once effectively

applied, implemented and practiced can ensure long term competition and promote growth and

expansion of organizations. Creativity is a difficult construct to define. Rhodes (1961) and Im

(1999) cited in Alves et al (2007) conceptualizes creativity as 1) personality traits that facilitate

idea generation, 2) the idea generating process, 3) the creative process and outcome and 4) the

appropriate and acceptable environments beneficial for idea creation and behaviour.

Much of the contemporary perspectives on a working definition for creativity are

different however many definitions have similar ideas. Guilford (1950), Sternberg and Lubart

(1999), Barron and Harrington (1981), Martindale (1989) and Amabile (1983) cited in DiLiello

and Houghton (2006) define creativity in terms of novelty of ideas, appropriateness and

acceptability. However, Franken (2006) defines creativity as the ability to generate ideas and

problem-solving methods. Based on the definitions, creativity is defined as an individual’s or

group’s ability to generate novel ideas and problem-solving methods which are appropriate and
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acceptable based on the situation. While Amabile (1988) and Damanpour (1991) define

innovation as developing, exploiting and implementing creative and or novel ideas. Innovation

is linked to change and viewed as ‘creative destruction’ and a combination of existing ideas

(Alves at al. 2007). Therefore, creativity is the process of generating ideas while innovation is

the ‘implementation of creativity’ (Alves et al. 2007). As a result, creativity is an important

aspect of innovation.

Match Box Architects Design Partnership formerly Match Box Architects is a small

architectural firm and construction services company established in 2009 by managing director

Neil Scroxton. MBA’s services are targeted to the commercial, industrial and

residential sectors. Despite economic challenges and uncertainties, MBA has achieved growth

and increased turnover of 575%. (Matchbox Architects, 2018).

Creativity and innovation are essential to an organization’s survival and competitive

advantage. MBA wants to develop its employees individual creative thinking skills to increase

the organization’s efficiency and competitive edge.

This report will develop a plan for MBA to enhance creative thinking and innovation.

Firstly, the characteristics that promote individual creativity will be examined and applied to

MBA. Secondly, the individual barriers to creativity will be briefly explained and applied to

the case study. Thirdly, the creative problem-solving techniques will be analysed in its

application to MBA. Fourthly, design thinking and its relation to creativity will be explained.

Lastly, the conclusion will summarize the main points and answers the report aim of

developing a plan for MBA to enhance creativity and innovation.

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CHARACTERISTICS OF INDIVIDUAL

Fostering creative thinking and ideas 1) allows organizations to adapt to changes in a

rapidly evolving market environment and 2) increases an individual’s ability to develop and

apply new ideas (Shalley et al. 2004). Creativity is affected by characteristics such as 1)

personality traits, 2) cognitive style, 3) motivation and 4) knowledge.

PERSONALITY TRAITS

McCrae and Costa (1997) define personality traits as ‘dimensions of individual

difference’. Barron and Harrington (1981) cited in King et al. (1996) construct a detailed list

of characteristics shared among creative individuals. These characteristics are experience,

autonomy, unlimited interests, high levels of energy, intuition, openness to risk and challenges

and confidence.

The Creative Personality and Five Factor Model of personality (FFM) were developed

to measure and access the effect of personality and creativity. (Goughs 1979; and Costa &

McCrae 1992 cited in Shalley et al. 2004). The Creative personality gives the overall creative

ability of the individual (Shalley et al. 2004) while the FFM lists five factors that affect creative

thinking i.e. ‘neuroticism, agreeableness, conscientious, extraversion and openness to

experience’ (King et al. 1996).

Artists are characterized as unconventional free thinkers who are open to experience.

Openness to experience is one of the shared characteristics listed by Barron and Harrington.

Also, the FFM lists ‘individual differences in originality, sophistication in the arts, and concern
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for aesthetics’ as openness to experience (King et al, 1996). Studies have shown a positive

correlation between opened to experience and creativity.

COGNITIVE STYLE

Carol (1985) cited in Woodman et al (1993) found factors related to creativity linked

to the factor of idea production: ‘originality, ideational fluency, word fluency, speech fluency,

associative fluency, figural fluency and fluency of expression.’ Furthermore, field dependence

is related to creativity. Individuals with high levels of independence can analyse important

aspects of a problem without being distracted by unrelated aspects however field dependent

individuals struggle with differentiating important aspects (Witkin et al. 1962 cited inn

Woodman et al. 1993). Guilford (1977 & 1984) purports that fluency, flexibility, originality

and elaboration are fundamental components of divergent production which is the key to

creativity.

MOTIVATION

Motivation1 are the drives and motives which differentiate between what a creative individual

can or cannot accomplish. Motivation is a key component of an individual carrying out an

action. Motives stimulate creativity and are generated from mere enjoyment and the creation

of something novel whereas other motives responsible for promoting creative thinking are

1
Amabile (1998) presents two types of motivation; extrinsic and intrinsic motivation. Extrinsic motivation are external

motivators such as money in contrast to intrinsic motivation which is a deep rooted internal desire driven by challenge,

curiosity, enjoyment and interest.

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emotions and intelligence (Dawson and Andriopoulos, 2014). Positive emotions stimulate

creativity while negative emotions pose as a hindrance to promoting individual creativity.

KNOWLEDGE

(Taggar, 2002 cited in Dawson and Andriopolous, 2014) purports that knowledge is a

requirement of creativity which is necessary for the creation and application of new and

existing ideas. Knowledge can be further categorized as formal and informal, also referred to

as explicit and tacit respectively.

Formal knowledge is acquired through language (symbols, formulae, reports, and

databases etc.) whereas informal knowledge, is knowledge which is learned through experience

because there is no recorded documentation of the (informal) knowledge. (Dawson and

Andriopolous, 2014).
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APPLICATION TO MBA

MBA is an architectural firm seeking to gainfully employ artistic, qualified and

motivated individuals. The company comprises mainly of architects who are naturally artistic

and possess high levels of creativity. Architects are highly creative individuals who are open

to taking risks and challenges, possess confidence and are free thinkers. All of which are

fundamental components of being open to experience.

Creativity is dependent upon factors of knowledge and independence. In order to

become a practicing architect an individual must participate in formal training to be qualified

in the field however with respect to creative thinking, not everything can be learned or acquired

through formal knowledge.

An individual who has more qualification than another is not necessarily creative,

however the individual has greater knowledge to draw upon thus generating creative and novel

ideas. In addition to knowledge, motivation is imperative to stimulating creativity.

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BLOCKS TO CREATIVITY

Surviving in a rapidly changing and competitive business environment driven by technological

advancements, requires companies to manage change as well as make the necessary

adjustments to ensure growth in a highly competitive environment.

Creative thinking and Creative Problem Solving (C.P.S) are not restricted processes, yet

many persons do not possess these inherent skills. These skills do not come naturally to

individuals and as a result this inadequacy creates 'blocks' to creativity and problem solving

which occur at both individual and organizational levels. These blocks repress creativity

within individuals, however when used constructively ,they can be transformed into creative

thinking which overcomes negatively ingrained mindsets.

MINDSET BLOCKS

The reality of individuals encountering problems in their daily lives is inevitable.

Duncker (1945) illustrates that:

a problem arises when a living creature has a goal but does not know how this goal is to be

reached [and] whenever one cannot go from the given situation to the desired situation simply

by action, then there has to be recourse to thinking.

In order to overcome problems in the modern day work environment where change is

inevitable, persons must be creative as well as innovative. Sassenberg and Moskovitz (2005)

highlights that persons wishing to be creative must avoid conventional thinking,

preconceptions as well as stereotypical associations in order to bypass mindset blocks.

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Proctor (2014) defines mindset as 'the condition where an individual is over sensitized to some

part of the information available at the expense of the other parts'. Mindsets are useful because

1) it sensitizes the individual to pertinent information and 2) ensures that one learns from past

experiences by focusing on ways that solve past problems. However, the mindset can obstruct

an individual’s creative thinking process and hinders progress.

Furthermore, Luchins (1942, cited in Proctor 2014) highlights how the mindset

produces fixation and stereotyping in problem solving under definite conditions. This results

when the individual discovers a problem solving strategy which initially works well in specific

situations. However, this mindset blocks easier solutions to less complex and similar problems,

thus creating blockages to rational thinking.

OTHER BLOCKS TO INDIVIDUAL CREATIVITY

People are not creative as they should be because they encounter blocks to creative thinking

and problem solving. John E. Arnold refers to these as Perceptual, Cultural and Emotional

blocks.

1. Perceptual blocks are inhibitions which prevent an individual from receiving valid

information about the problem and how to solve the problem.

2. Cultural blocks are obstacles which are a result of social influences.

3. Emotional blocks are barriers which results from anxiety, fear, insecurity and stress.

These blocks affect our understanding of external events and the relation between objects

and processes. It manifests as individuals fail to understand the core of a problem and to

acquire true and valid information. Our cultural environment and norms are factors which

contribute to an individual’s narrow perception limiting how ideas are generated. (Arnold

2016)
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In addition to Arnold’s Perceptual, Cultural and Emotional blocks to creativity,

James Adams included a fourth grouping: intellectual and expressive blocks.

Intellectual blocks results in ‘an inefficient choice of mental tactics or shortage of

intellectual ammunition' while Expressive blocks obstruct the ability to

communicate ideas to yourself and others. (Adams 1979)

Evidence shows that creative thinking is affected by mood. Whether positive or

negative is debatable among researchers. Forgas (2000, cited in Davis 2008) supports the view

that a positive mood enhances creative thinking while Kaufmann and Vosburg (2002, cited in

Davis 2008) contradict the findings of a positive mood stimulating creativity.

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TYPES OF INDIVIDUAL BLOCKS TO CREATIVITY

Jones (1987) designs a study which explores factors that prevent creativity and

identifies four types of blocks:-

Strategic blocks

Failure to create ideas or generating ideas which are not able to be administered.

Individuals may realize blockages but often that is not the case. Furthermore, a

negative mindset contributes to the blockage.

Value blocks

The inclination for someone to argue about doing something a particular way

which always works. This implies that the person is not open minded and

accepting of new ideas, so his/her own values are projected in how problems

are solved.

Perceptual blocks

This block is determined by having different people give their perspective on a

problem that they all are familiar with. Persons who have will be obvious.

Self- Image
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Most difficult of the blocks to ascertain if individuals do not admit to experiencing it.

However, individuals who are risk adverse will have a self-image block.

COGNITIVE BLOCKS

Creativity requires thinking yet thinking is one of the most difficult activities. While

thinking, it is easy for individuals to lose focus. This occurs numerous times as thoughts

randomly bombard an individual.

There are three thinking methods referred to as 'Monkey Mind', Gator Brains and

Elephant Tethers. Monkey Mind also known as runaway mind draws a parallel to the idea of a

troop of monkeys swinging from tree to tree. Gator Brain is instinctive and rooted in humans

and Elephant tether is when the mind follows patterns instead of generating thoughts. (Hurson,

2008)

APPLICATION TO CASE STUDY

The case study highlights the importance of people and learning and development in

Match Box Architects (MBA). MBA's main objective is to encourage staff learning and

development through using initiatives or strategies which will align with the company’s

objectives. As a result of this, MBA believes in hiring creative and open-minded individuals

to achieve the company’s goals.

The company initiated the ‘Why Conversation’ and launched 'Building a Culture of

Continuous Improvement' (BBCI) to focus on what is important to MBA and to allow staff to

present feedback and find solutions to improve MBA. The company would have faced

numerous challenges and as a means of moving forward has taken initiatives to develop and

foster creative thinking among their staff.

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The company has faced challenges arising from blocks to creativity. The individual

blocks to creativity faced by persons at MBA are cultural and emotional. From the cultural

perspective, there would have been heavy emphasis on cooperation and statistics. The company

highlights that despite surviving the recession it was able to achieve a turnover of 575%. In

order for any company to achieve its financial goals, there needs to be an atmosphere of

cooperation.

In contrast, the emotional blocks arise from motivation to succeed thus neglecting

solutions to problems and taking the first idea that comes to mind.

CREATIVE PROBLEM SOLVING

Creative problem solving (CPS) is a method whereby a problem can be separated into

fragments to better understand it. The following method is the Basadur’s Simplex model;

1. Problem Finding-This involves identifying problems as well as opportunities for

change or improvement within or external to the organization.

2. Fact Finding-This step involves gathering as much information as possible in order to

further assist the group with expansion .

3. Problem Definition-In this step the group will rearrange facts in order to better explain

the problem and therefore define it

4. Idea Finding- This step involves the participants of the group generating as much

ideas as possible.

5. Evaluation and Selection- In this step the participants will create a set of rules to help

evaluating the best solution that was developed in the previous step
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6. Action Planning-

7. Gaining acceptance- consists of identifying and overcoming the weak points and

resistance to change in the plan. This step also seeks to create ownership of the plan by

demonstrating to others how they can benefit from the solution and how the problems

caused by the changes are neutralized.

8. Execution- this step initiates the ‘action’ of the plan commences the plan.

Basadur (1997,1999,2000)

(Basadur, 1997)

CONCLUSION

Creativity and innovation are interrelated concepts. Creative is the development and

ability to recognize novel ideas and creative problem solutions appropriate and applicable to

the current situation while Innovation is the application and exploitation of creativity ideas. An
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organization’s ability to sustain growth and expansion in a competitive business environment

is dependent upon innovation.

This paper approaches creativity from the perceptive of the individual within the

organization. Individuals have numerous characteristics which are drivers of creativity. These

characteristics are personality traits, cognitive factors, motivation and knowledge. While, on

the other hand the individual faces numerous blocks to creativity arising from perception,

emotion, culture, intellectual or expressive, cognitive blocks and mindset blocks.

Organizations are charged with the task of ensuring that individuals can develop

creative ideas and creatively solve problems. The generation of creative ideas and creative

thinking are imperative an organization’s long-term success. This creates a theoretical

framework for separating various aspects of problems and developing methods of finding

creative solutions.

RECOMMENDATION

MBA places heavy emphasis and focus on fostering open communication between

management and its employees as it aims to become a learning organization. However, MBA

does not address a key area to engaging employee performance. MBA incorporates knowledge

management into their organizational practices but has not implemented key creative drivers

such as motivation, cognitive factors and personality traits. MBA should incorporate the CPS

and FFM into the organization to measure and assess the effect of everyone’s personality on

creativity. Also, individuals need to feel high levels of independence in order to activate the

creative thinking process. Therefore, MBA should celebrate the success of the employees, and

incorporate a system into the work environment to encourage Creative problem solving (CPS)

amongst employees since this method will enable them to gain more clarity into the problems.
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The executive staff should incorporate extrinsic as well as intrinsic motivational methods in

order to cause employees to put out the highest level of work and to cause expansion to the

company rapidly.
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References

Adams, J. L., 1986. Conceptual Blockbusting. s.l.:Perseus Books.

Alexander, A. et al., 2015. Failure Driven Innovation. 1st ed. Berlin: Affiliate
Institute of the Humboldt-Universität of Berlin.

Amabile, T. M., 1988. A model of creativity and innovation in organizations.

Research in organizational behaviour, Volume 10, pp. 123-167.
Amabile, T., 1988. A nodel of Creativity and innovation in Organizations:. Research in
Organizational behaviour, Volume 10, pp. 123-167.

Amabile, T. M., 1998. How to kill creativity. Harvard business review, Volume September
1998, pp.

77-87.

Amabile, T. M., Barsade, S. G., Mueller, J. S. & Staw, B. M., 2005. Affect and Creativity at
work.

Administrative Science quarterly, Volume 50, pp. 367-398.

Arnold, J. E., 2016. Creative Engineering. s.l.:s.n.

Damanpour, F., 1991. Organizational innovation:A meta-analysis of effects of determinants
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Hurson, T., 2008. Think Better. New York: Mcgraw hill company.
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September 2018].

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Roe, A., 1951. Psychological tests of research scientists, New York: s.n.

Royal Civil service commission, 2016. Design thinking;the guidebook. s.l.:s.n.

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automatic stereotype activation by Mindset priming. journal of experimental social
psychology, Volume 41, pp. 506-514.
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characteristics on creativity:where should we go from here?. Journal of Maanagement, 30(6),
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Woodman, R. W., Sawyer, J. E. & Griffin, R. W., 1993. Tow and a theory of organizational
creativity. The Academy of Management Review, 18(2), pp. 293-321.
 21

Bibliography

Adams, J. L., 1986. Conceptual Blockbusting. s.l.:Perseus Books.

Alexander, A. et al., 2015. Failure Driven Innovation. 1st ed. Berlin: Affiliate Institute of the
Humboldt-Universität of Berlin.

Amabile, T. M., 1988. A model of creativity and innovation in organizations. Research in

organizational behaviour, Volume 10, pp. 123-167.

Amabile, T. M., 1998. How to kill creativity. Harvard business review, Volume September 1998, pp.

77-87.

Amabile, T. M., Barsade, S. G., Mueller, J. S. & Staw, B. M., 2005. Affect and Creativity at work.

Administrative Science quarterly, Volume 50, pp. 367-398.

Arnold, J. E., 2016. Creative Engineering. s.l.:s.n.

Dawson, P. & Andriopolous, C., 2014. Managing change,creativity and innovation. Los Angeles: s.n.

Hurson, T., 2008. Think Better. New York: Mcgraw hill company.

Matchbox Architects, 2018. Matchbox Artichects. [Online]

Available at: www.matchboxarchitects.co.uk [Accessed
3rd September 2018].

Proctor, T., 2014. Creative problem solving for managers. 4th ed. New York: Routledge.

Roe, A., 1951. Psychological tests of research scientists, New York: s.n.

Royal Civil service commission, 2016. Design thinking;the guidebook. s.l.:s.n.

Sassenberg, K. & Moskowitz, G. B., 2005. Dont stereotype,think different!Overcoming automatic

stereotype activation by Mindset priming. journal of experimental social psychology, Volume 41, pp.
506-514.