Todd Lubart - Academia.edu (original) (raw)
Book Chapters by Todd Lubart
Exploring Transdisciplinarity in Art and Sciences, 2018
Recent research on creative person has been enriched with a new perspective that brings together ... more Recent research on creative person has been enriched with a new perspective that brings together the study of brain functioning with the analysis of creative mind and creative behaviour. This chapter attempts to contribute to this effort, by reviewing the literature on brain activity and creativity, within the theoretical framework offered by the multivariate approach. According to this approach the multidimensional creative process is conceptualized as the interaction between person-centred factors, such as cognitive abilities, motivational drives, and personality traits, and contextual influences derived from the environment. Using this approach as a unifying theoretical framework, a coherent picture of the neurological phenomenology of creativity is provided. The viewpoint presented in this chapter should motivate investigators to reflect on the creative brain using wide theoretical lenses such as the one offered by the multivariate approach.
Papers by Todd Lubart
Global Business and Organizational Excellence, Jul 1, 2020
Purpose. The aim of the present research was to investigate stable psychological traits of worker... more Purpose. The aim of the present research was to investigate stable psychological traits of workers that are predictive of agility in order to build and validate an inventory to measure the potential for agility of workers. Design/methodology/approach. First, in a qualitative study, we interviewed 11 professionals to identify core dimensions of workforce agility and psychological traits that support each dimension. Second, with a quantitative study, we tested on a sample of 808 workers the psychometric properties of an inventory-the agility index-measuring the traits identified in the first study. Findings. Our qualitative study suggested a set of traits that contribute to workforce agility. Our agility index was found to capture adequately the set of traits-job-related curiosity, active listening, ambiguity tolerance, learning from past mistakes, anticipation and planning, job self-efficacy, risk-taking, and trust-and to predict workforce agility. Research implications. Despite its limitations, the current research sheds light on some important psychological antecedents of workforce agility, which improves our understanding of the workforce agility construct. Practical implications. Managers could use our findings to assess the individual potential for agility when recruiting, training, or guiding employees. Originality/value. In comparison with previous research, our study provides a more precise description of the psychological traits of workers that are associated with agility.
Palgrave Macmillan UK eBooks, 2016
Creativity Research Journal, Jul 3, 2017
HAL (Le Centre pour la Communication Scientifique Directe), 2014
Are individual-level factors necessary for creativity to occur in the workplace ? Using a novel s... more Are individual-level factors necessary for creativity to occur in the workplace ? Using a novel statistical approach, Necessary Condition Analysis, we tested empirically the hypothesis that individual factors (conative factors, drivers, and creative process engagement) were critical to creativity in the workplace, using a sample of 1384 workers in France. We examined three known conative factors of creativity: openness to experience, creative personality, and creative personal identity. We examined three types of drivers: intrinsic motivation, job selfefficacy and creative self-efficacy. Additionally, we examined creative process engagement. We observed that all conative factors were necessary for creativity, even though they each showed small effect sizes. We found a similar small effect size for creative process engagement. We found that creative self-efficacy was a critical driver for creativity: an employee will not be able to achieve high creative performance if he or she does not have strong confidence about his or her creative capacities, regardless of other factors. However, neither job self-efficacy nor intrinsic motivation proved to be necessary for creativity: their absence can be compensated by other factors. Our findings highlight the need to distinguish between what makes a variable "important" or "necessary", in the field of creativity and innovation.
Creativity Theory and Action in Education, 2019
Since Wallas’ (The art of thought. Harcourt, Brace and Company, New York, 1926) four-stage model,... more Since Wallas’ (The art of thought. Harcourt, Brace and Company, New York, 1926) four-stage model, the sequential perspective on the creative process may be questioned. The creative process as a dynamic phenomenon is examined in this chapter. In order to understand how the creative process is dynamic, we start by examining the nature of dynamic processes in other fields such as education, cognitive science, health and social psychology. Based on the understanding of these dynamic processes, we develop hypotheses and observations on the dynamics of the creative process. This approach involves new methods to assess the complexity of the creative process.
Frontiers in Psychology, 2018
Within the literature on creativity in the arts, some authors have focused on the description of ... more Within the literature on creativity in the arts, some authors have focused on the description of the artistic process (
Dunod eBooks, Jan 25, 2023
Behavioral Sciences
Although soft skills training is called for by many scholars and managers, empirical studies on c... more Although soft skills training is called for by many scholars and managers, empirical studies on concrete training programs are scarce and do not always have the methodological rigor that is necessary to draw meaningful conclusions about their impact. In the present research, we investigate the effects of a new soft skills metacognition training program on self-efficacy and adaptive performance. To test these effects, we conducted an experiment with a sample of employees of a large firm (n = 180). The experiment included pre- and post-measurements and a control condition. The results suggested that participating in the training led to an increase in soft skills metacognition, self-efficacy, and four dimensions of adaptive performance, compared to a control condition. Mediation analyses suggested that an increase in soft skills metacognition led to an increase in self-efficacy, which led, in turn, to an increase in adaptive performance. Theoretical and practical implications are discu...
When the notion of soft skills appeared in 1972, one of the main conclusions was that soft skills... more When the notion of soft skills appeared in 1972, one of the main conclusions was that soft skills are essential, but insufficiently observed, known and assessed. Fifty years later, the extensive literature about soft skills still struggles to find agreement on a definition of soft skills, besides their cross-functionality and their opposition to hard skills. These divergences contrast with the consensus about their contribution to work performance. To remedy this apparent paradox and better understand what soft skills are, this article proposes a systematic review of articles and organizational reports dealing with soft skills taxonomies. It also embraces taxonomies of notions that are considered as synonymous with soft skills (generic skills, transversal skills, employability skills, etc.), to delimit the boundaries of this concept. Connecting the resulting soft skills taxonomy with the dimensions of adaptive performance allows us to establish that soft skills play a major role in ...
Le 18 octobre 1911, Alfred Binet mourait à l'âge de 54 ans d'une attaque cérébrale. Cent ... more Le 18 octobre 1911, Alfred Binet mourait à l'âge de 54 ans d'une attaque cérébrale. Cent ans après, des chercheurs de différentes disciplines (histoire, psychologie, philosophie, sciences de l'éducation, sciences cognitives etc.) se réuniront le 18 et 19 octobre 2011 pour rendre hommage à ce savant aux multiples facettes, qui a, incontestablement, marqué la psychologie française et européenne de son empreinte. Les symposiums proposés à cet occasion, s'arrêteront sur les divers aspects de son oeuvre afin d'éclairer le parcours de cet homme atypique
Creativity is a crucial concept in modern societies that require new ideas to solve problems. Cre... more Creativity is a crucial concept in modern societies that require new ideas to solve problems. Creativity is defined as the capacity to realize a production which is new (or original) and adapted to the constraints of a situation or a domain of expression. At present, some standardized measures allow creative potential to be estimated by evaluating isolated cognitive (e.g.divergent thought) and conative aspects (e.g., creative personality) involved in the expression of this potential. The main purpose of the battery of Evaluation of the Creative Potential (EPoC) is to evaluate divergent / exploratory thinking and convergent / integrative thinking which are both involved in creativity, with the aim of diagnosis (e.g. high creative potential) and description of a creative profile in various domains (verbal, graphic). This profile can be used to direct the development of the creativity in an appropriate way. We will present the results of a new part of the EPoC battery, tests proposed i...
Creativity is a 21st-century skill that is receiving increasing attention in schools.One of the k... more Creativity is a 21st-century skill that is receiving increasing attention in schools.One of the key issues that needs to be solved to facilitate the education of creativity is its’ measurement. There is however ongoing controversy on the measurement of creativity. This is an issue of debate concerning both children, adolescents’ and adults’ creativity. A growing scholarly literature, since the earliest attempts to measure creativity more than a century ago, has not yet resolved this issue. To mention just a few of questions that remain to be resolved, we can cite: 1. What is creativity? 2. Why measure it? 3. How can creativity be measured? 4. Who is the best judge of creative work? These questions will be examined in this chapter and a new tool for the evaluation of creative potential in educational settings will be described.
Exploring Transdisciplinarity in Art and Sciences, 2018
Recent research on creative person has been enriched with a new perspective that brings together ... more Recent research on creative person has been enriched with a new perspective that brings together the study of brain functioning with the analysis of creative mind and creative behaviour. This chapter attempts to contribute to this effort, by reviewing the literature on brain activity and creativity, within the theoretical framework offered by the multivariate approach. According to this approach the multidimensional creative process is conceptualized as the interaction between person-centred factors, such as cognitive abilities, motivational drives, and personality traits, and contextual influences derived from the environment. Using this approach as a unifying theoretical framework, a coherent picture of the neurological phenomenology of creativity is provided. The viewpoint presented in this chapter should motivate investigators to reflect on the creative brain using wide theoretical lenses such as the one offered by the multivariate approach.
Global Business and Organizational Excellence, Jul 1, 2020
Purpose. The aim of the present research was to investigate stable psychological traits of worker... more Purpose. The aim of the present research was to investigate stable psychological traits of workers that are predictive of agility in order to build and validate an inventory to measure the potential for agility of workers. Design/methodology/approach. First, in a qualitative study, we interviewed 11 professionals to identify core dimensions of workforce agility and psychological traits that support each dimension. Second, with a quantitative study, we tested on a sample of 808 workers the psychometric properties of an inventory-the agility index-measuring the traits identified in the first study. Findings. Our qualitative study suggested a set of traits that contribute to workforce agility. Our agility index was found to capture adequately the set of traits-job-related curiosity, active listening, ambiguity tolerance, learning from past mistakes, anticipation and planning, job self-efficacy, risk-taking, and trust-and to predict workforce agility. Research implications. Despite its limitations, the current research sheds light on some important psychological antecedents of workforce agility, which improves our understanding of the workforce agility construct. Practical implications. Managers could use our findings to assess the individual potential for agility when recruiting, training, or guiding employees. Originality/value. In comparison with previous research, our study provides a more precise description of the psychological traits of workers that are associated with agility.
Palgrave Macmillan UK eBooks, 2016
Creativity Research Journal, Jul 3, 2017
HAL (Le Centre pour la Communication Scientifique Directe), 2014
Are individual-level factors necessary for creativity to occur in the workplace ? Using a novel s... more Are individual-level factors necessary for creativity to occur in the workplace ? Using a novel statistical approach, Necessary Condition Analysis, we tested empirically the hypothesis that individual factors (conative factors, drivers, and creative process engagement) were critical to creativity in the workplace, using a sample of 1384 workers in France. We examined three known conative factors of creativity: openness to experience, creative personality, and creative personal identity. We examined three types of drivers: intrinsic motivation, job selfefficacy and creative self-efficacy. Additionally, we examined creative process engagement. We observed that all conative factors were necessary for creativity, even though they each showed small effect sizes. We found a similar small effect size for creative process engagement. We found that creative self-efficacy was a critical driver for creativity: an employee will not be able to achieve high creative performance if he or she does not have strong confidence about his or her creative capacities, regardless of other factors. However, neither job self-efficacy nor intrinsic motivation proved to be necessary for creativity: their absence can be compensated by other factors. Our findings highlight the need to distinguish between what makes a variable "important" or "necessary", in the field of creativity and innovation.
Creativity Theory and Action in Education, 2019
Since Wallas’ (The art of thought. Harcourt, Brace and Company, New York, 1926) four-stage model,... more Since Wallas’ (The art of thought. Harcourt, Brace and Company, New York, 1926) four-stage model, the sequential perspective on the creative process may be questioned. The creative process as a dynamic phenomenon is examined in this chapter. In order to understand how the creative process is dynamic, we start by examining the nature of dynamic processes in other fields such as education, cognitive science, health and social psychology. Based on the understanding of these dynamic processes, we develop hypotheses and observations on the dynamics of the creative process. This approach involves new methods to assess the complexity of the creative process.
Frontiers in Psychology, 2018
Within the literature on creativity in the arts, some authors have focused on the description of ... more Within the literature on creativity in the arts, some authors have focused on the description of the artistic process (
Dunod eBooks, Jan 25, 2023
Behavioral Sciences
Although soft skills training is called for by many scholars and managers, empirical studies on c... more Although soft skills training is called for by many scholars and managers, empirical studies on concrete training programs are scarce and do not always have the methodological rigor that is necessary to draw meaningful conclusions about their impact. In the present research, we investigate the effects of a new soft skills metacognition training program on self-efficacy and adaptive performance. To test these effects, we conducted an experiment with a sample of employees of a large firm (n = 180). The experiment included pre- and post-measurements and a control condition. The results suggested that participating in the training led to an increase in soft skills metacognition, self-efficacy, and four dimensions of adaptive performance, compared to a control condition. Mediation analyses suggested that an increase in soft skills metacognition led to an increase in self-efficacy, which led, in turn, to an increase in adaptive performance. Theoretical and practical implications are discu...
When the notion of soft skills appeared in 1972, one of the main conclusions was that soft skills... more When the notion of soft skills appeared in 1972, one of the main conclusions was that soft skills are essential, but insufficiently observed, known and assessed. Fifty years later, the extensive literature about soft skills still struggles to find agreement on a definition of soft skills, besides their cross-functionality and their opposition to hard skills. These divergences contrast with the consensus about their contribution to work performance. To remedy this apparent paradox and better understand what soft skills are, this article proposes a systematic review of articles and organizational reports dealing with soft skills taxonomies. It also embraces taxonomies of notions that are considered as synonymous with soft skills (generic skills, transversal skills, employability skills, etc.), to delimit the boundaries of this concept. Connecting the resulting soft skills taxonomy with the dimensions of adaptive performance allows us to establish that soft skills play a major role in ...
Le 18 octobre 1911, Alfred Binet mourait à l'âge de 54 ans d'une attaque cérébrale. Cent ... more Le 18 octobre 1911, Alfred Binet mourait à l'âge de 54 ans d'une attaque cérébrale. Cent ans après, des chercheurs de différentes disciplines (histoire, psychologie, philosophie, sciences de l'éducation, sciences cognitives etc.) se réuniront le 18 et 19 octobre 2011 pour rendre hommage à ce savant aux multiples facettes, qui a, incontestablement, marqué la psychologie française et européenne de son empreinte. Les symposiums proposés à cet occasion, s'arrêteront sur les divers aspects de son oeuvre afin d'éclairer le parcours de cet homme atypique
Creativity is a crucial concept in modern societies that require new ideas to solve problems. Cre... more Creativity is a crucial concept in modern societies that require new ideas to solve problems. Creativity is defined as the capacity to realize a production which is new (or original) and adapted to the constraints of a situation or a domain of expression. At present, some standardized measures allow creative potential to be estimated by evaluating isolated cognitive (e.g.divergent thought) and conative aspects (e.g., creative personality) involved in the expression of this potential. The main purpose of the battery of Evaluation of the Creative Potential (EPoC) is to evaluate divergent / exploratory thinking and convergent / integrative thinking which are both involved in creativity, with the aim of diagnosis (e.g. high creative potential) and description of a creative profile in various domains (verbal, graphic). This profile can be used to direct the development of the creativity in an appropriate way. We will present the results of a new part of the EPoC battery, tests proposed i...
Creativity is a 21st-century skill that is receiving increasing attention in schools.One of the k... more Creativity is a 21st-century skill that is receiving increasing attention in schools.One of the key issues that needs to be solved to facilitate the education of creativity is its’ measurement. There is however ongoing controversy on the measurement of creativity. This is an issue of debate concerning both children, adolescents’ and adults’ creativity. A growing scholarly literature, since the earliest attempts to measure creativity more than a century ago, has not yet resolved this issue. To mention just a few of questions that remain to be resolved, we can cite: 1. What is creativity? 2. Why measure it? 3. How can creativity be measured? 4. Who is the best judge of creative work? These questions will be examined in this chapter and a new tool for the evaluation of creative potential in educational settings will be described.
Creativity is a crucial concept in modern societies which require new ideas to solve problems. Cr... more Creativity is a crucial concept in modern societies which require new ideas to solve problems. Creativity is defined as the capacity to realize a production which is new (or original) and adapted to the constraints of a situation or a domain of expression. At present, some standardized measures allow creative potential to be estimated by evaluating isolated cognitive (e.g. divergent thought) and conative aspects (e.g. creative personality) involved in the expression of this potential. The main purpose of the battery of Evaluation of the Creative Potential (EPoC) is to evaluate divergent exploratory thinking and convergent integrative thinking which are both involved in creativity, with the aim of diagnosis (e.g., high creative potential) and description of a creative profile in various domains (verbal, graphic). This profile can be used to direct the development of the creativity in an appropriate way. We will present the results of a new part of the EPoC battery, concerning the fie...