The Role of Creative Thinking in Leadership, Thesis Paper Example

The role of creativity has always served as the foundation for leadership in business management. There are certain connections that can be made between practice and theory. However, up until recently it has not been listed as the top priority of the business management agenda. By definition, creativity is the capability of making something artistic and pertinent. Creativity is fundamental to the entrepreneurialism that gets new business ventures embarked and that preserves the greatest companies after they have extended to a global scale. But feasibly since creativity was regarded as not manageable, too volatile, and intangible to adhere—or because focusing on it yielded a less instantaneous pay off than bettering execution— it has not been the primary concentration of most managers’ agenda. (Mueller, Goncalo, & Kamdar, 2010)

Creativity has, none the less, substantially been a concentration for academic disciplines in fields extending from literature to medical sciences, and has just as well intrigued business management scholars. Accordingly, a significant system of servitude for creativity has been accessible to several business persons compelled to take a step back from the affray of daily management and appoint in its questions. That is swiftly quite convenient, because what used to be considered an intellectual interest for a few tactful executives has recently turned into an imperative concern for many. The change to an economy more driven by innovation has been sudden. Currently, execution abilities are generally shared while the life spans of any new offerings are limited. As competition changes into a race of who can create the best and most number of new concepts, creativity academics are starting to be asked direct questions concerning their research. This may offer guidance regarding the choices that those in a position of leadership—within businesses that are dependent on creativity—have to make. (Puccio & Cabra, 2007)

Leadership has been a subject of both research and discussion for decades. Up until the around the 1930’s, it was mainly the person that was of interest and not what that person or group of persons did that mattered.  Throughout this given time period, interpretations of what constitutes proactive leadership have emerged as an observation of organization in life as well as broader trends in socialism.  As business continues to progress into the 21^st century, an era that is heavy on innovation, management models and theories have begun to associate leadership explicitly to the capability of initiating and managing change.  This growth has happened for favorable reasoning as the modern era has directed in exceptional degrees of complexity and exhilaration in both personal and organizational relationships. It may be that no discipline has been through higher levels of cataclysm than in technology and in science. Consider the reports that technological products go through principal redesigns every six to twelve months. These short-lived life spans of products are typical of what several economists regard as the era of innovation. In maintaining this perspective, it has been suggested by other economists that creativity now plays a more substantial role in the work environment, communities, and the overall economy. (Klebe, 2012) (Puccio & Cabra, 2007)

Creativity is frequently regarded as the driving force of innovation. However, creativity is not required to be left up to odds.  For years, the grounds of creativity studies has developed into the management processes, models, and personal qualities that assist in better understanding of the elements required to surface valuable and original change which is imperative to leaders and the role of leadership in every sector. This new concept of leadership can be referred to as Creative Leadership, where creativity in leadership serves as a momentum to innovation. It is argued that given the measure of fluctuation in science and technology, businesses dependent on scientific developments and technological breakthroughs require creative thinking in leadership to sustain and continue in times of pivotal change. (Mueller, Goncalo, & Kamdar, 2010)

Most leaders who talk about life in the contemporary environment almost always start off their explanations with some regard to the unexpected rates of change. Typically, the reference to such increased rates of change is given as a passive statement. Often, lack of explanation is provided, as the leader more than likely assumes that their audience is fully aware of such increased levels of change through their own regular experiences in life. Some trends show regard to the claimed increase in change, as well as data that exists to clearly present that life is constantly changing at a quickly fluctuating rate. (Mueller, Goncalo, & Kamdar, 2010)

It would appear that what is considered assertive about the future is that there will be higher levels of unpredictable events. Very much, a survey conducted by IMB presented that executive leaders throughout the globe expect a 30 percent increase in the complexity concerning the business environments. It is precisely this awareness of the future which has led to what seems to be a clear cut outcome for educational strategists. Creativity as well as innovation is among the most relevant skills that both workers and students in general, must acquire in order to be successful in the contemporary business environment. Those who might be concerned with how well preparations are for students to engage in such a work environment have nearly unanimously motioned creativity and innovation as elemental to professional success. (IBM, 2010)

Confusing or complex situations that need ideal responses are not limited to a single narrow segment of life. This applies whether a leader is concerned about a worker’s capabilities of maintaining a high standard of living in the contemporary work environment, or concentrating on an organization’s requirement to compel innovations in order to sustain in such a quickly fluctuating economic environment. Perhaps an entrepreneur is seeking the next business opportunity, or a social entrepreneur who seeks to make an adequate solution to a community issue, or an executive in a non-profit organization is negotiating with decreased levels of funding, or a student at risk is struggling to manage motivation for school, or a parent is facing challenges by their teenage child, whatever the case, all of these work and life situations require the role of creative thinking. While there has never before been higher recognition for such an importance of the concept of creative thinking, there is concern that the primary call for this unique skill set is based primarily on the success of the professional work environment. Imagination carries no boundaries, so the role of creative thinking should be utilized to confront any complexities materialized by the contemporary business and economic environments. (Mueller, Goncalo, & Kamdar, 2010)

Creativity can be defined or described in various ways depending on its context and interpretations. Since the introduction of the scientific studies of creativity, various definitions of the multi-cut sensation have been addressed.  Although exhaustive confluence on a singular definition has not yet materialized, there is a characterization of creativity that has been widely adopted.  Many contemporary creativity scholars currently define creativity as having the ability to create original ideas that solve certain problems or deliver value to circumstances. This view conflicts with the misinterpretation that creativity is specifically about imagination, diversity within thoughts, or simply standing out as disparate. However, genuine creativity consists of three primary elements. These elements are usefulness, novelty, and realization. This definition of creativity marks an impending conceptual relationship correlating creativity with problem solving. (Puccio & Cabra, 2007)

A problem is defined as a discrepancy between an existing situation and a desired state of affairs. Also, in categorizing certain types of problems, problems extend along a sequence ranging from well-structured to ill-structured. Three definite features are symbolic of the ill-structured problems. These features are complexity, novelty, and ambiguity. Complexity concerns the number of parts, variables, and factors that are required to be managed in the process of resolving a given situation. Novelty concerns the lack of understanding of the given situation, a goal, or any challenges. Ambiguity is prompted when there is a significant degree of doubt or uncertainty regarding what goals, solutions, or outcomes are considered correct or desirable. Well-structured problems however, do not necessarily require the role of creative thinking. However, when a certain problem is presented as novel, complex, and ambiguous, creative thinking is then required to discover a route that will bridge the gap between the resentment of the current situation and the desirable future circumstance. (Puccio & Cabra, 2007)

Creativity always materializes in some context relating to situations at home, in the classroom, within organizations, in a community, society among other settings. In each of these unique contexts there is an individual or group of individuals engaging in some kind of thought process that is stimulated, to an array of degrees, from their immediate circumstances whether it is in a physical or psychological sense.  In such settings is where individuals come to bear their particular differences pertaining to imagination, knowledge, experiences, attitude, passions, and characteristic traits. Mixed with such specific characteristics are the strategies or processes that individuals utilize to address conditions, problems, and any opportunities that require new creative thinking. Whether in an intentional and structured manner, or by mere chance, creative thinking must be applied to resolve the complex issues that will inevitably surface in these various circumstances. (Mueller, Goncalo, & Kamdar, 2010)

Environmental factors surround the person and the situation by both a psychological and physical nature. These factors will either limit the person while undermining any efforts to act on creative thinking or support the person while facilitating the role of creative thinking. The positive synergy among these specific factors leads to breakthrough in creative thinking, that breakthrough resulting in an intangible or tangible product. Products of creative thinking can come in various forms, including a new scientific theory, a solution to specific problem, a new type of service, a never before manufactured product, or a new invention. As a comprehensive system, the appearance of creativity never falls behind, and people must continue to engage in creative thinking and understand their circumstance, in order to realize a product attributed to the process of creative thinking. Sometimes the best creative efforts do not come along with a breakthrough, but rather in convincing other parties to concur with the newly proposed product. When these situations are properly addresses, creative change can also be realized. Much like creative products, creative change can to come in various forms. When people acquire change through experiencing a pivotal shift in their careers or converting to new lifestyles, this is referred to as personal change. This perspective of creativity relates with the self-realized theories of creativity; in that by creative thinking, people can reach their greatest potential. In other situation the creative change is formed to be more exploited, such as pursuits for social change. Consider recently in Africa and the Middle East or historical events such as the civil rights movement, where creative thinking made economic changes among mass populations. (Mueller, Goncalo, & Kamdar, 2010)

Innovation can be regarded as another type of economic change, which is a change attributed to creative thinking that occurs in the market place, certain industries, or within a business establishment. Innovation can be regarded as the acquirement of a new and valuable idea such as intellectual property. Such new and valuable ideas can lead to new business models, management practices, and services or products. A significant consideration here is that creativity and innovation are not necessarily interchangeable or synonymous terms. Rather, these terms are inter-connected where creativity—which is the reciprocal of a person, a process, and an environment— will result in innovation. (Puccio & Cabra, 2007)

When creating a certain method or model to help people both efficiently understand the concept of leadership and develop the necessary skills related to the effectiveness of leadership, the Three T’s frame work was outlined, which is founded on the theories of transactional, transformational, and transcendent leadership. This theory describes leadership as existing precisely along a spectrum of practice and understanding. The three components of this frame work build upon each other. It must be noted that there is no part of this theory that is any worse or any better than the other, but rather that all parts are equally important and useful in the proper context. (Zacko-Smith, 2010)

Transactional leadership has much technicality and is historically based on the foundations of the traditional study of the discipline itself. It is also associated with efficiency, productivity, and the exchange of work for compensation. (Zacko-Smith, 2010)

The second component to this frame work is transformational leadership. Transformational leadership makes leadership itself much more comparative, and is regarded with the accreditation of the leader and subordinates. The depths of the relationship between the leader and subordinates are significantly deepened. (Zacko-Smith, 2010)

The last and most recently acquired component of this theory has come to be referred to as transcendent leadership. Transcendent leadership necessitates an adequate, deep, and genuine relationship between anybody involved with the leadership relationship. This also requires that they all transcend their selves into a modest and compassionate state, presenting a service of leadership above one’s self. (Zacko-Smith, 2010)

In more transparent terms, transactional leadership is more autocratic and is governed by the individual leader, transformational leadership is more democratic and is about individuals in a mutual relationship with the leader, and transcendent leadership is based on free enterprise and is much more flexible. As a matter of fact, on a larger scale, transcendent leadership governs that all parties involved consider how the effect that their leadership relationship impacts the rest of the world. A comprehensive example of a transcendent leader might be Mohandas Gandhi. Henry Ford might serve to articulate transactional leadership. Steve Jobs of Apple Company can serve as an adequate example of transformational leader. (Zacko-Smith, 2010)

Skills and behaviors relating to creativity can be practiced and learned, similar to any other subject matter. Such basic assertion allows for the creation of an approach to expansion and development that is structured and premeditated. Four specific skill levels are illustrated in a management model for creative leaders. Starting at the most novice level, the Spectator is one who is unfamiliar with the importance of leadership creativity and does not engage in any particular actions to bear any creative approaches to the work environment or to personal issues. (Puccio, Mance, & Murdock, 2011)

At the next level, Student of Creativity is dependent on awareness of the connections between leadership and creativity. This level is driven by the willingness to start studying and learning the creative process as well as any aspects that support creativity, such as settings and specific approaches to illustrating creativity. (Puccio, Mance, & Murdock, 2011)

The third level, Skilled Facilitator, defines a person who has acquired some proficiency in the utilization of relevant creative processes, and who executes them in real life situations to intentionally bring creativity to carry out in appropriate circumstances. (Puccio, Mance, & Murdock, 2011)

Lastly, the level of Creative Change Leader has fully embodied the creativity skill sets and strategies in a sense that they have become second nature. The mixture of these creativity skill sets governs how the person at this level can interact with others. This type of leader does not necessarily require a creative problem solving structure in order to utilize approaches to creativity. This distinction between the Skilled Facilitator who uses the concept of creativity as a tool, and the Creative Change Leader, who continuously lives and acts in a creative manner, solidifies the point made in the definition of creative leadership. (Puccio, Mance, & Murdock, 2011)

While some might suggest that the concept of creative problem solving or creative thinking is a tool or skill set related to effective leadership, converse perspectives of creative leadership go further beyond in suggesting that it is about embodying creativity internally. That is, creative leaders illustrate the importance of creative thinking and innovation in regular communications, budget discussions, financial decisions, promotional selections, strategic planning, and other management practices. (Mueller, Goncalo, & Kamdar, 2010)

Considering the rate of change in the areas of technology and science, it may be that leaders in these areas must be even more observant than those in other industries through constantly challenging the status quo. It can be suggested that creativity is a simply core leadership capability. Conversely, the very essence of leadership has evolved and has hence carried in an entirely new form through creative leadership. The concept of leadership in the 21^st century has been essentially modified through the contexts it is fixed within. Creativity in leadership is not simply about gaining more skills or finding workers that meet educational or professional criteria. So, given the dependability of change, the nature of leadership has been modified. As it has been argued, it is change that fashions a complex bond between creativity and leadership. Change is the plaster that holds these two concepts together. People look towards leaders to compel change and to help them adapt to such change. Creativity can be described as a process that results directly to change. Change is desired and also serves as the end product from creative thinking.  Therefore, the role of creative thinking in leadership is about internalizing and embodying change. (Mueller, Goncalo, & Kamdar, 2010) (Klebe, 2012)

References

IBM. (2010). Capitalising on complexity: Insights from the global chief executive officer (CEO) study. Retrieved from Portsmouth: UK: IBM.

Klebe, A. (2012). The Art of Creative Leadership. Retrieved from http://alexanderklebe.com/creative-leadership

Mueller, J., Goncalo, J., & Kamdar, D. (2010). Recognizing Creative Leadership: Can Creative Idea Expression Negatively Relate to Perceptions of Leadership Potential? Retrieved from Cornell University : http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1342&context=articles

Puccio, G., & Cabra, J. (2007). Creative problem solving: past, presentand future. Retrieved from Academia: https://www.academia.edu/771335/Creative_problem_solving_past_present_future

Puccio, Mance, M., & Murdock, M. (2011). Creative Leadership: Skills That Drive Change. SAGE Publications.

Zacko-Smith, J. (2010). The Three-T’s Framework for Leadership Education. Retrieved from Academia: https://www.academia.edu/232585/The_Three-Ts_Framework_for_Leadership_Education