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Creativity
Figure 2. The structure of knowledge potential (designed by the author based on Morkvėnas, 2010).
The main characteristic of knowledge is the fact that when combined it creates a great
potential for synergies, resulting in expressions of creativity, irrespective of the type of
knowledge. This combination allows focusing on the management of employee’s fundamental
and exclusive competences and the accumulation of knowledge potential, while organisations
must make a full use of the accumulated knowledge potential and create new knowledge at
the lowest cost. Thus, each person has unique knowledge, i.e. experiences, and unique values.
In the context of direct communication between members of the organisation, this unique
knowledge can be transmitted simultaneously to several persons, and the combination of new
explicit and tacit knowledge enables to develop new ideas, i.e. encourages creativity.
The concept of creativity: researchers’ approach
The phenomenon of creativity is explored by multiple sciences, including the psychology of
creativity, behavioural, social and cognitive psychology, educational science, philosophy,
history, economics, management, cybernetics, etc. Studies look at manifestations of creativity
in daily human activities, artistic, scientific, engineering and other creations, as well as at the
creativity of animal and artificial intelligence.
Contemporary concepts of creativity and creative thinking are associated with works of the
20 th century scientists, such as Ribot (1906), Wallas (1926), Duncker (1945), Jung (1946),
Hadamard (1954), Koestler (1964), Cattell (1965), Horn (1968), Guilford (1968), Simonton
(1975), Newell (1981), Torrance (1987), Taylor (1988), Csikszentmihalyi (1996), Vygotsky
(1999), Amabile (2001), Runco (2004), Cropley (2006), Maslow (2006), Sternberg (2006), J.
Ponomarev (2006). Although the concept of creativity is rather broad and multifaceted,
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