Abstract
In this article, we discuss some limits of methods being used most frequently for testing creativity and describe the process of developing a new diagnostic tool – a self-reporting inventory of creativity and innovativeness based on a complex set of skills and competencies identified in the review of existing research, relevant literature, and available diagnostic tools. Our complex applied creativity construct involves imagination, idea creation, openness, flexibility, and features like braveness, analytical skills, assertiveness, and even empathy, which are all necessary to transform a new idea into practical application beneficial for a company or society. We first gained data from 125 respondents and analyzed the structure of the first version of the questionnaire (reduction from 80 to 77 items had to be done based on correlation analysis). Then we undertook a series of exploratory factor analyses. After the iterative process of eliminating all the items with low loadings or problematic cross-loadings, we suggested the six-factor solution for the new, second version of the Creatixo inventory consisting of 47 items. On the new sample of 106 respondents confirmatory factor analysis supported the six-factor structure of the inventory (GOF indices: CFI = .990, GFI = .909, RMSEA = .025, SRMR = 0.101). The Creatixo tool has shown good results in internal consistency measures – e.g., McDonald's omega of all individual factors varies from .740 to .887. Now we are about to gather the bigger sample of the quota-representative population and cross-validate the psychometric analysis current outputs. We discuss the further validation studies and some limits of the self-reporting inventory approach to assessing creativity, innovativeness, and productivity.
Highlights
Creativity is one of the necessary human skills needed for children to adapt to society
It is in line with Singers (2011) specification and with the shorter definition of Kaufman, Plucker & Baer (1, 2008) which states: “Creativity is the integration among aptitude, process, and environment by which an individual or group produces a perceptible product that is both novel and useful as defined within a social context,” so we will understand creativity here including its practical application
Using a review of existing tests, inventories, expert monographs, and research on creativity undertaken until now, which is summarized, for example, in Frankovás (2011), Pritzker & Runcas (2011), Sternbergs (2008) or in Kaufman, Plucker, Baers (2008) reviews, we identified dozens of different main features and skills that relate to our construct of ability to create and test ideas with their promotion, assertion, and finalization up to the specific product or service beneficial for the company and/or society
Summary
Creativity is one of the necessary human skills needed for children to adapt to society. We can see that this definition does not describe creativity as only ideation or imagination but as a set of more complex additional competencies in one cluster like analysis, sensitivity, or communication It is in line with Singers (2011) specification and with the shorter definition of Kaufman, Plucker & Baer (1, 2008) which states: “Creativity is the integration among aptitude, process, and environment by which an individual or group produces a perceptible product that is both novel and useful as defined within a social context,” so we will understand creativity here including its practical application. In the Czech Republic, the four most used, well-known and relatively widespread tests are the Torrances Test of Creativity (Jurčová, 2004), the Urbans Figural Test of Creative
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