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Innovation
At the root of the development of our species from our primitive beginnings to the recent stunning advances in technology, communication, and social complexity, has been innovation—the development and implementation of improved processes, products, or procedures. Yet, despite the fascination with individual creativity, innovation is not a solitary activity that results from the vigorous championing of one idea by one individual. Innovation is more usually the result of concerted activities in groups of people, developing and implementing their ideas of a period, and then diffusing successful innovations throughout organizations or societies.
Without recourse to complex academic definitions, it seems simplest and most helpful to distinguish between creativity and innovation implementation. Creativity is the development of new ideas, whereas innovation implementation is the application of those new ideas in practice. Using this distinction between creativity and innovation implementation (in which creativity and innovation implementation are included under the heading of innovation), it then becomes clear that creativity is a characteristic of individuals, whereas innovation implementation is something that can be accomplished by individuals, groups, organizations, or even whole nations.
Innovation can be defined as those behavioral and social processes whereby individuals, groups, or organizations seek to achieve desired changes or to avoid the penalties of inaction. The term innovation is generally restricted to intentional attempts to bring about benefits from new changes. These changes might include economic benefits, personal growth, increased satisfaction, improved group cohesiveness, and productivity and economic gains. If a change occurs unintentionally, it is generally not considered an innovation.
Further, innovation implies both usefulness and novelty. An innovation must aim to produce benefits to the individual, group, organization, or wider society. Innovations can vary in relation to their novelty, from those that are relatively minor to those that are of great significance.
The most influential approaches in the study of creativity and innovation agree that it is important to consider the role of individual characteristics as well as to identify how other factors at different levels of social complexity such as the group context, the organization, and the larger society influence the unfolding of the innovation process. This entry focuses on the factors influencing innovation at the lower levels—the individual and the team.
Individual Creativity
Innovation starts with the generation of an idea by an individual, which has led scholars to focus on the characteristics of the creative individual. Meta-analytic studies have identified several personality characteristics that tend to distinguish between more and less creative people. Generally, creative people are more open to new experiences; less conventional and less conscientious; and more self-confident, self-accepting, driven, ambitious, dominant, hostile, and impulsive. These traits tend to be relatively stable over the life span of an individual.
Cognitive factors have also been associated with displays of creative behavior. Cognitive flexibility; ideational fluency; and synthetic, analytic, and practical abilities seem to enhance creative behavior. Intelligence is not highly correlated with creativity, although most researchers agree that at least above-average intelligence is necessary for gaining domain expertise.
Dispositional characteristics, such as mood and intrinsic motivation, are also important factors in understanding why individuals are more or less prone to be creative and consequently initiate the innovation process. Teresa Amabile described creativity as the product of three factors: domainrelevant skills, which refers to factual knowledge and expertise in a certain domain; creativity-relevant skills, which refers to the strategies and cognitive styles that influence idea production; and intrinsic motivation, conceptualized as the individual's genuine interest in the task. Amabile attributes special relevance to intrinsic motivation because she considers this component to make the difference between what one can do (determined by domainrelevant skills and creativity-relevant skills) and what one will do. Intrinsic motivation determines the extent to which domainrelevant skills and creativity-relevant skills will be fully and appropriately applied toward successful creative performance.
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- Assessment and Identification
- ACT College Admission Examination
- Aptitude Assessment
- Artistic Assessment
- Biographical Assessment of Creativity
- Cognitive Abilities Test
- Creativity Assessment
- Early Identification
- Gifted Rating Scales
- High-Stakes Testing
- Identification
- Intelligence Testing
- Iowa Acceleration Scale
- Kaufman ABC Tests
- Levels of Gifted
- Multicultural Assessment
- Musical Talent Assessment
- Naglieri Nonverbal Ability Test
- Nonverbal Tests
- Optimal Development
- Raven's Progressive Matrices
- SAT
- Stanford-Binet
- Teacher Nominations
- Teacher Rating Scales
- Test Development
- Test Preparation
- Torrance Tests of Creative Thinking
- Wechsler Intelligence Scale for Children–Fourth Edition
- Wechsler Preschool and Primary Scale of Intelligence–Third Edition
- Creativity Studies
- “Aha!” Experience
- Cognitive Development
- Creative Personality
- Creative Problem Solving
- Creative Process
- Creative Productivity
- Creativity and Mental Illnesses
- Creativity in Science
- Creativity in the Workplace
- Divergent Thinking
- Family Creativity
- Flow
- Gestalt Psychology and Creativity
- Imagination
- Innovation
- Problem Solving
- Relationship of Creativity to Intelligence
- Sex Differences in Creativity
- Cultural Issues
- Africa, Gifted Education
- Anti-Intellectualism
- Asia, Gifted Education
- Attitudes Toward Religion and Spirituality
- Australia, Gifted Education
- Canada, Gifted Education
- China, Gifted Education
- Cultural Conceptions of Giftedness
- Cultural Values
- Diversity in Gifted Education
- Elitism
- Eugenics
- Europe, Gifted Education
- Global Issues
- Grandparenting
- History of Creativity
- History of Gifted Education in the United States
- Japan, Gifted Education
- Latin America/South America, Gifted Education
- Legal Issues for Gifted
- Multicultural Creativity
- Multicultural Curriculum
- Parental Attitudes
- Parenting
- Popular Culture
- Role Models
- School Attitudes
- Sibling Relationships
- Social-Emotional Issues
- Socioeconomic Status
- Stigmatization
- Student Attitudes
- Teacher Attitudes
- Underrepresentation
- World Views
- Education
- Academic Advising
- Acceleration/A Nation Deceived
- Action Research
- Administrative Attitudes
- Administrative Decision Making
- Architecture
- Art Education
- Astronomy
- Attitudes Toward Gifted
- Best Practices
- Biology Curriculum, Gifted
- Cartooning
- Chemistry Curriculum, Gifted
- Children, Middle School
- Classical Languages Curriculum, Gifted
- Classics/Great Books
- Classroom Practices
- Cluster Grouping
- Cluster Grouping for English Language Learners
- Collaborative Learning
- College Creativity
- College Gifted
- Competencies for Teachers of Gifted
- Controversies in Gifted Education
- Creative Classroom Techniques
- Creative Teaching
- Creativity in Engineering
- Differentiation
- Dropouts, Gifted
- Elementary Enrichment
- Elementary School, Literature Curriculum
- Elementary School, Mathematics Curriculum
- Elementary School, Science Curriculum
- Elementary School, Social Studies Curriculum
- Elementary School, Writing Curriculum
- Enrichment Theories
- Extracurricular Activities
- Factor Analyses Creativity
- Gifted Child Quarterly
- Governor's Schools
- Graduate Education
- Homeschooling
- Honor Societies
- Honors Program
- Inclusion
- Independent Day and Boarding Schools
- Indiana Academy
- Individual Education Plan
- Individualized Instruction
- Instructional Management
- International Baccalaureate
- International Schools for the Gifted
- Internships
- Ivy League Colleges
- Language Arts, Curriculum
- Learning
- Learning Styles
- Mathematics, Curriculum
- Mentoring Gifted and Talented Individuals
- Meta-Analyses of Gifted Education
- Middle School Enrichment
- Middle School Movement
- Middle School, Literature Curriculum
- Middle School, Mathematics Curriculum
- Middle School, Science Curriculum
- Middle School, Social Studies Curriculum
- Middle School, Writing Curriculum
- Montessori Schools
- Music Education
- National Academies of Sciences
- National Academy of Arts, Sciences, and Engineering
- National Merit Scholarship Program
- Online Gifted Education
- Out-of-School
- Parent Nominations
- Precocious Reading
- Preschool
- Preservice Education
- Presidential Scholars
- Professional Development
- Regular Classroom
- Saturday Programs
- Scholarships
- Science, Curriculum
- Scope and Sequence
- Secondary School, Literature Curriculum
- Secondary School, Mathematics Curriculum
- Secondary School, Social Studies Curriculum
- Secondary School, Writing Curriculum
- Secondary Schools
- Self-Contained Classroom
- Service-Learning
- Single-Sex Schooling
- Social Studies, Curriculum
- Specialized Secondary Schools
- Summer Programs
- Teacher Training
- Teachers of Gifted
- Technology
- Visual Metaphor
- Web-Based Learning
- Eminent People
- Exceptionalities
- Intelligence
- Neuroscience and Genetics
- Populations
- Adolescent, Creative
- Adolescent, Gifted
- Adult, Gifted
- African American, Gifted
- Asian American, Gifted
- Autonomous Learner
- Boys, Gifted
- Criminal Gifted
- Disabilities, Gifted
- Elderly, Gifted
- Gay, Lesbian, Bisexual, and Transgender Gifted
- Gifted in the Workplace
- Girls, Gifted
- Highly Gifted
- Hispanic/Latino(a), Gifted
- Islamic American, Gifted
- Men, Gifted
- Native American, Gifted
- Poverty and Low-Income Gifted
- Rural Gifted
- Savants
- Talented Girls, Mathematics
- Talented Readers
- Valedictorians
- Very Young Creative
- Very Young Gifted
- Women, Gifted
- Programs and Interventions
- Acceleration Options
- Advanced Placement
- American Psychological Association Center for Gifted Education Policy
- Belin-Blank Center
- Brainstorming
- Career Counseling
- Center for Gifted Education
- Center for Talent Development
- Chess
- Coaching
- Competitions
- Confratute
- Council for Exceptional Children—The Association for the Gifted
- Creativity Research Journal
- Creativity Training
- Davidson Institute for Talent Development
- Early Admission, College
- Early Entrance, Kindergarten
- Effective Programs
- Evaluation of Programs
- Future Problem Solving
- Gifted Education Centers
- Gifted Education Resource Institute
- Guidance
- Halbert Robinson Center
- Institute for Research and Policy on Acceleration
- Institute of Personality Assessment and Research
- Javits Program
- Mensa
- Midwest Academic Talent Search
- National Association for Gifted Children
- National Research Center on the Gifted and Talented
- No Child Left Behind
- Nobel Prize
- Poets Laureate
- Robotics
- Rocketry
- Roeper Review
- Science Talent Search Winners
- State Associations
- State Offices of Gifted
- Storytelling
- Study of Mathematically Precocious Youth
- Summer Camps
- Supporting Emotional Needs of the Gifted
- Synectics
- Talent Identification Program
- Talent Searches
- Torrance Center for Creativity and Talent Development
- Visualization
- Wallace Research Symposium
- World Conferences
- World Council for Gifted and Talented Children
- Psychological Issues
- Absorption
- Academic Self-Concept
- Achievement Motivation
- Aspiration Development and Self-Fulfillment
- Asynchrony
- Character and Moral Development
- Consciousness
- Eccentricity and Temperament
- Emotional Development
- Emotional Intelligence
- Existential Depression
- Family Achievement
- Friendships
- Genius
- Group Dynamics
- Imagery
- Inquiry
- Intrinsic Versus Extrinsic Motivation
- Leadership
- Life Satisfaction
- Locus of Control
- Meaning of Life
- Moral Development
- Motivating Gifted Students
- Overexcitabilities
- Perfectionism
- Prodigies
- Psychotherapy
- Reaction Time
- Resilience
- Risk Taking
- School Psychologists
- Self-Actualization
- Self-Efficacy/Self-Esteem
- Social Development
- Spirituality
- Stereotype Threat
- Talent Development
- Thinking Skills
- Transpersonal Psychology
- Talent Domains
- Academic Talent
- Artistic Ability
- Athletic Giftedness
- Bilingualism and Creativity
- Cognitive Abilities
- Creative Leadership
- Dance
- Domains of Talent
- Drama
- Entrepreneurial Ability
- Everyday Creativity
- Existentially Gifted
- Factor Analyses Creativity
- Film and Film-Making Gifted
- General Creativity
- Gifted Readers
- Inventors
- Literary Creativity
- Mathematical Creativity
- Mathematical Intelligence
- Mathematical Talent
- Mathematically Precocious
- Multilingualism
- Multiple Intelligences
- Multipotentiality
- Musical Creativity
- Musical Intelligence
- Musicians
- Originality
- Performing Arts
- Playwrights
- Political Leaders
- Polymaths
- Scientifically Gifted
- Scientists
- Spiritual Intelligence
- Spiritual Leaders
- Verbal Ability
- Visual-Spatial Learners
- Writers
- Theories and Models
- Biographical Methods in Gifted Education
- Creative Communities
- Creative Organizational Climate
- Creativity and the Economic System
- Creativity Theories
- Creativity, Definition
- Curriculum Models
- Differentiated Model of Giftedness and Talent
- Dual Processing Model
- Early Ripe, Early Rot
- Enrichment Triad Model
- Giftedness, Definition
- Habits of Mind
- Historiometry
- Hollingworth's Studies of Highly Gifted Students
- Intelligence Theories
- Parallel Curriculum Model
- Positive Disintegration
- Practical Intelligence
- Psychoanalytic Theories of Creativity
- Purdue Model
- Research, Qualitative
- Research, Quantitative
- Revolving Door Identification Model
- Schoolwide Enrichment Model
- Structure of Intellect
- Terman's Studies of Genius
- Triarchic Theory
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