Building creative self-efficacy via learning goal orientation, creativity job requirement, and team learning behavior: The key to employee creativity

This study examined the antecedents of an individual's creative self-efficacy (CSE) using a sample of 41 semiconductor design teams. Drawing from social cognitive theory, we expected that a dynamic interaction of an individual's learning goal orientation, creativity as a job requirement, and team learning behavior would build CSE. In addition, employing the combinational perspective, we conjectured that consistency among the three antecedents would enhance CSE, and subsequently, creative performance. As predicted, results showed that effects of learning goal orientation and job requirement on CSE were subject to other members' learning behavior. A significant threeway interaction supported the position that individual-contextual congruence facilitates the development of CSE, while incongruence of these factors impedes such development. Implications for theory and human resource practices are discussed in light of these findings.