The effect of instructions on problem-solving creativity

The literature is replete with studies that examine the effectiveness of instructions to be creative and to brainstorm on creativity. Most studies, however, have used fairly simple tasks, made the creativity goal highly salient, and were conducted in an experimental environment. Problemcomplexity, goal salience and creativity context may mitigate or reverse the positive influence of instructions on creativity.Study One examined the effect of the two instructions (be creative, brainstorm) separately and combined on the creativity of ideas suggested by students to solve an ill-structured problem solving.A randomised experimental design was used, in which students worked individually ona written business problem, in the classroom. A standard instruction group provided a control tocapture students usual creativity expectations. Responses were rated on novelty, workability andrelevance by two independent industry practitioners. The two instructions had similar effects,enhancing novelty and number of ideas compared to standard, but reduced relevance.Brainstorming yielded slightly more ideas than the 'be creative' instruction. The combinedinstruction produced little difference to the individual instructions.Study Two examined how reading goals (placing the creativity instructions before or after thecase study) or presentation order of instructions (placing the 'be creative' instruction before orafter brainstorming) affected idea creativity. It utilised the same business problem and similardesign as Study One, in a different class of students. Placing creativity instructions before thecase study only enhanced novelty slightly, but presentation order had no observable effect.The findings suggest that: (i) the gist of creativity instructions may influence creative problemsolvinggoals in complex, ill-defined problems; (ii) creativity instructions may cause a noveltyrelevancetrade-off in complex ill-defined problems due to cognitive load limitations; (iii)enhancing the salience of creativity goals in problem-solving does not necessarily enhancenovelty; (iv) creativity context may moderate the effect of creativity instructions; and (v)creativity instructions may induce a promotion regulatory focus. If lecturers would like theirstudents to solve business problems creatively, they should provide creativity instructions andthey establish a creative climate in the classroom. Lecturers should be aware, though, that theresulting solutions may be less relevant to the problem