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Although some organizations encourage employees to generate radical ideas by implementing stretch goals, the relationship between stretch goals and radical creativity is complicated. Unfortunately, existing research has not adequately addressed this issue. Therefore, we integrate signaling theory with creativity-related research and propose that the interaction between stretch goals and cognitive flexibility predicts employees' willingness to take risks, thereby influencing their engagement in radical creative activities and ultimately affecting their radical creativity. To test our hypotheses, we conduct two empirical studies. The results suggest that, for employees with high cognitive flexibility, stretch goals increase their willingness to assume risks, thus leading to improved engagement in radical creative activities and enhancing their radical creativity. Conversely, for employees with low cognitive flexibility, stretch goals decrease their willingness to take risks, which hampers their engagement in radical creative activities and their radical creativity. The theoretical contributions and practical implications of this study are also discussed.

Background Meaningful involvement of underserved communities in health research requires consideration of structural, cultural and linguistic diversity. Games offer promising ways to foster engagement with complex topics and create shared language. However, there is limited evidence on the effectiveness of games for enabling meaningful Public Involvement in health research and minimal methodological guidance on how to facilitate games‐based co‐design with underserved groups. This paper evaluated a combined participatory Listening Café and games‐based approach to public involvement, aimed at supporting meaningful conversations about health with community members, reflecting on the process and lessons learned to establish a replicable methodological model for inclusive public involvement in health research. Design We collaborated with community partners from two Family Hubs in Southern England to plan and deliver co‐design sessions. Initial meetings addressed preferred ways of working, event locations, accessibility, ownership of the final product and budgeting. The sessions took place in the community and adopted the Listening Café model, which is a participatory approach for public involvement that builds trust through shared food and informal conversations. The process included three co‐design sessions and a follow‐up 3 months later. Evaluation methods included feedback forms, verbal check‐ins and written reflections from researchers, community partners and community members. Results Through a series of Listening Cafés, we co‐designed the card game, ‘Me: Inside and Out’, to encourage conversations about the challenges of living with health conditions with underserved groups. The game facilitated rich, meaningful conversations, fostered empathy and enabled community members to share their lived experiences. Community members reported feeling heard, valued and more connected from being involved in the co‐design process, playing the game and understanding more about each other. Conclusion A combined participatory Listening Café and games‐based co‐design approach for public involvement can effectively involve underserved communities in health research. Cultural sensitivity, shared ownership and relationship‐building are crucial processes for fostering inclusion. The Listening Café model proved effective in creating safe, informal spaces for dialogue. Researchers can adopt this methodological approach for public involvement to address perceived barriers to involving underserved communities, co‐producing outcomes that reflect the voices of those it aims to serve. Patient or Public Contribution Community partners (Sarah and Julie) supported planning the sessions. Community members attended and contributed to co‐design sessions.

We investigate how generative AI tools function in smart learning by estimating a structural path model that combines the Stimulus–Organism–Response (SOR) framework with Self-Determination Theory (SDT). Using survey data from N = 540 university students and covariance-based SEM, we examine whether perceptions of these tools—usefulness (PU), ease of use (PEU), creative benefit (PCB), and personalization (PP)—align with SDT’s motivational states of perceived autonomy (PA) and perceived competence (PC) and, in turn, relate to creative confidence (CC) and creative engagement (CE). All four perceptions show positive links to PA and PC, with PP exhibiting the largest association with PA. PA precedes PC, indicating a sequential motivational route. At the behavioral level, PC relates more strongly to CC, whereas PA shows a comparatively larger association with CE. In aggregate, the results support integrating SOR with SDT to explain students’ psychological responses to generative AI tools and inform course designs that cultivate autonomy and competence to sustain creative confidence and engagement in smart-learning contexts.

PurposeThe aims of this study were three-fold: to determine the impact of green transformational leadership on creative process engagement, green product innovation and green process innovation; to examine the association of creative process engagement with green product and process innovation and to identify the mediating influence of creative process engagement in the association between green transformational leadership and green process and product innovation.Design/methodology/approachData was collected through a survey questionnaire from 291 middle- and lower-level managers and employees through simple random sampling in four high-tech manufacturing industries situated in Beijing, Shanghai and Shenzhen in China. We examined the data through structural equation modeling using partial least squares to test the study hypotheses.FindingsThe findings unveiled that green transformational leadership and creative process engagement positively influence green product innovation and green process innovation. Similarly, green transformational leadership is positively linked with creative process engagement. The findings further revealed that creative process engagement mediates the impact of green transformational leadership on green process and product innovation. Hence, our findings provide strong support for the role of green transformational leadership and creative process engagement in improving green process and product innovation.Research limitations/implicationsOur sample is limited to China and collected from high-tech manufacturing industries.Practical implicationsDrawing on the componential theory of creativity, the authors suggest that organizational leaders, specifically those who practice green transformational leadership, should increase creative process engagement among subordinates, as it is a crucial intangible resource for green process and product innovation.Social implicationsWe suggest that a combination of green transformational leadership and creative process engagement improves green process and product innovation as well as the environmental performance of a business by eliminating all forms of hazardous material and waste.Originality/valueThis work is one of the earliest empirical studies to evaluate the influence of green transformational leadership on fostering green product and process innovation and the mediating impact of creative process engagement on the linkage among green transformational leadership, green product and process innovation within the manufacturing context.

OrientationCreative engagement is the process of involving employees in creative activities of innovation, creativity and active participation in work. Competence and career development have an impact on employee performance. In addition to this, employee creative engagement has a role in mediating the influence of competence and career development on employee performance.Research purposeThe aim of this study is to test and analyse the influence of competence and career development on employee performance. This study also examines the mediating role of employee creative engagement on the relationship between competence and career development with employee performance.Motivation for the studyThis research provides ideas to improve employee performance and organisational performance. By conducting further research, competency and career development variables are expected to improve employee performance with creative engagement as a mediating variable.Research approach/design and methodThis study applied an explanatory survey method with a cross-section technique from 120 respondents.Main findingsEmployee creative engagement provides a significant mediating role in the influence of competence and career development on employee performance.Practical/managerial implicationsEmployee development policies can consider employee creative engagement in mediating the influence of competence and career development on employee performance.Contribution/value-addCareer development has essentially been proven to enhance employee job performance. This research adds the abstraction that employee creative engagement mediates the influence of competence and career development on employee performance. The value-add can provide policy direction for employee development management.

As AI systems become more integrated into society, the relationship between humans and AI is shifting from simple automation to co-creative collaboration. This evolution is particularly important in education, where human intuition and imagination can combine with AI’s computational power to enable innovative forms of learning and teaching. This study is grounded in the #ppAI6 model, a framework that describes six levels of creative engagement with AI in educational contexts, ranging from passive consumption to active, participatory co-creation of knowledge. The model highlights progression from initial interactions with AI tools to transformative educational experiences that involve deep collaboration between humans and AI. In this study, we explore how educators and learners can engage in deeper, more transformative interactions with AI technologies. The #ppAI6 model categorizes these levels of engagement as follows: level 1 involves passive consumption of AI-generated content, while level 6 represents expansive, participatory co-creation of knowledge. This model provides a lens through which we investigate how educational tools and practices can move beyond basic interactions to foster higher-order creativity. We conducted a systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for reporting the levels of creative engagement with AI tools in education. This review synthesizes existing literature on various levels of engagement, such as interactive consumption through Intelligent Tutoring Systems (ITS), and shifts focus to the exploration and design of higher-order forms of creative engagement. The findings highlight varied levels of engagement across both learners and educators. For learners, a total of four studies were found at level 2 (interactive consumption). Two studies were found that looked at level 3 (individual content creation). Four studies focused on collaborative content creation at level 4. No studies were observed at level 5, and only one study was found at level 6. These findings show a lack of development in AI tools for more creative involvement. For teachers, AI tools mainly support levels two and three, facilitating personalized content creation and performance analysis with limited examples of higher-level creative engagement and indicating areas for improvement in supportive collaborative teaching practices. The review found that two studies focused on level 2 (interactive consumption) for teachers. In addition, four studies were identified at level 3 (individual content creation). Only one study was found at level 5 (participatory co-creation), and no studies were found at level 6. In practical terms, the review suggests that educators need professional development focused on building AI literacy, enabling them to recognize and leverage the different levels of creative engagement that AI tools offer.

PurposeThe purpose of this paper is to draw upon social information processing theory to examine the sequential mediating roles of psychological safety and creative process engagement between participative leadership on creativity.Design/methodology/approachUsing a time-lagged sample of 526 supervisor–subordinate dyads from R&D teams of five enterprises located in the southwest part of China, we tested the theoretical model using structural equation modelling (SEM) as well as with the MPLUS 7.0 software.FindingsResults indicated that participative leadership is positively related to creative process engagement; psychological safety significantly mediates the relationship between participative leadership and creative process engagement; creative process engagement significantly mediates the relationship between psychological safety and employee creativity; psychological safety and creative process engagement sequentially mediates the relationship between participative leadership and creativity.Practical implicationsThe study findings imply that the participative leadership behaviors of managers or supervisor's nurtures employees psychological safety to take risk and promotes employee engagement in creativity relevant ventures leading to creativity.Originality/valueThe findings contribute new knowledge on the relationship between participative leadership and creativity by uncovering the causal chain of a cognitive mechanism (psychological safety) with a behavioral mechanism (creative process engagement).

PurposeUsing a multi-level perspective, the purpose of this paper is to investigate impact of transformational leadership on employees’ creative process engagement and mediating roles of intrinsic motivation, task complexity and innovation support in the process of influence.Design/methodology/approachThis study follows a quantitative method. Using a multi-item survey instrument, a total of 400 questionnaires were distributed among employees of small and medium enterprises registered with the Chittagong Chamber of Commerce and Industry in Bangladesh. Collected data were analyzed using structural equation model as well as factor analysis and path analysis to test the hypotheses and to assess the moderating and mediating effects of the variables.FindingsThe findings reveal that transformational leadership has a significant impact on employees’ creative process engagement. The study further shows that task complexity and support for innovation moderate the relationship between transformational leadership and employees’ creative process engagement.Research limitations/implicationsBased on the premises of interactionist perspectives on creativity, this study integrates multi-level variables to investigate leaders’ influences on followers’ creative process engagement. This study contributes to the existing literature by providing empirical evidence on influence of transformational leadership on employees’ creative process engagement as well as the impact of both individual- and organizational-level variables.Originality/valueThe study adopts a distinct model comprising five different variables to investigate creative process engagement from a multi-level perspective, i.e., creative process engagement and intrinsic motivation at the individual level, task complexity at the unit level, and support for innovation and leadership at the organizational level. This integrated model of using predictors from multiple levels supports the theoretical assumptions that creative process engagement results from the interaction of individual-, group- and organizational-level factors.

Previous research has intensively investigated the positive consequences of creative behaviors while the negative consequences have mostly been neglected. Based on the social comparison theory, the current research investigates coworker envy, workplace ostracism and incivility as the dark sides of creative process engagement, while the focal employee’s helping behavior is suggested to mitigate this negative influence. With a three-wave supervisor-employee matched data from China, our hypothesized mediated moderation framework was examined and confirmed. Specifically, our study found that helping coworkers could moderate the relationship between the focal employee’s creative process engagement and coworker envy. Specifically, this relationship is significantly positive with low levels of helping behaviors but not significant with high levels of helping behaviors. The resulting coworker envy further leads to coworker workplace ostracism and the focal employee’s uncivil behaviors towards coworkers. Furthermore, coworker envy mediated the interactive effect of creative process engagement and helping behaviors on coworker workplace ostracism and the focal employee’s incivility. Theoretical and practical implications have been discussed.