Creative Problem Solving Style and Individuals' Advice Network Formation and Creative Performance
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
To increase understanding of the relationship between creative problem solving and social networks in organizations, creativity is discussed as a sequential four stage cognitive process and an argument is made that an individual’s degree of preference for each stage, that is, his or her creative process (CPS) style, is an important antecedent to that person’s formation of an advice partner network. One’s CPS style impacts his or her cognitive representation of their task environment and therefore what he or she considers the relevant problem space. How creative process style impacts both the number of weak ties in one’s advice network and the selections of strong tie network advice partners and how both contribute to one’s creative performance are modeled. Social network ties are conceptualized as providing two important resources for creative problem solving performance: content information and process expertise. Testable propositions, possible avenues for future research, and implications for leaders and managers are provided.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it