A meta-analysis of creativity training in organizational settings

Abstract

Creativity training involves instruction to improve learners' capability related to the generation of new and useful ideas. Although prior meta-analyses have examined training's effectiveness, the studies included are almost solely with children or many organizational samples are excluded. Authors of notable reviews on creativity in organizational settings have noted that they were unable to find adequately conducted and reported studies using genuine intervention designs at the individual, team, or organizational level, raising the question: is creativity training research in organizational settings lacking rigor, visibility, or just lacking? In this meta-analysis, we examine creativity training effectiveness using Kirkpatrick's four levels of evaluation (reactions, learning, behavior, results) and moderators reflecting study rigor and training delivery/content. Results indicate that training is effective overall (g = 0.68) and for learning outcomes (g = 0.73). However, effects are nonsignificant for on-the-job behavior/transfer outcomes (g = 0.34). All moderator analyses were nonsignificant except for timing of outcome evaluation. Studies with a delayed assessment showed a significantly smaller training effect (g = 0.40) than did studies with an immediate assessment (g = 0.86). These results indicate that rigorous creativity training research in organizational settings with behavioral outcomes measured after a delay is lacking. We discuss implications for future research and practical implications for creativity training.