Domestic researchers began to analyze the concept of "Leadership" much later than foreign colleagues - from the late 60's - early 70's of the last century. Their interest in this problem area was reflected in a number of special works of a conceptual nature where leadership was considered in correlation with management.

For example B.D. Parygin^[13] shows some differences between the leader and the manager: The leader is called upon to regulate interpersonal relations in the group - the manager regulates the official relations of the group; Leadership can be ascertained in a microenvironment, i.e. in a small group - management is an element of the macro environment, i.e. it is connected with the whole system of social relations in the organization; Leadership arises spontaneously - the manager is either appointed or elected; Leadership is less stable, it depends to a large extent on the mood of the group – management is a more stable phenomenon; Management of subordinates has a much more specific system of different sanctions - leader does not have any; In leadership the decision-making process is much more complex and mediated by a variety of different circumstances and considerations not necessarily rooted in the group - the manager makes more direct decisions regarding group activities; The sphere of activity of the leader is basically a small group - the scope of the manager is broader, since he represents the social system.

According to I. P. Volkov’s^[14] point of view, management is a process of legal organization of joint activities of collective members, while Leadership is a process of internal socio-psychological organization of communications and activities of members of a small group which is carried out by the leader.

G. M. Andreeva^[15] emphasizes that management is a characteristic of certain members' behavior, while leadership is primarily a social characteristic of the relations in the group in terms of the distribution of roles and subordination.

Most of the domestic authors point to a certain relativity of the differences between management and leadership, stating the existence of a dialectical interconnection and interpenetration of these phenomena, i.e. the manager can simultaneously act as a leader; in turn, leadership under certain conditions is able to grow into management. There is a significant commonality of tasks being solved by the leader and the manager, which brings together the content of their functions. In addition, the moment of similarity between the phenomena of leadership and management is evident in the fact that the vertical section of the corresponding (official and unofficial) relations in the group are represented by positions of domination and subordination.

M. G. Yaroshevsky believed that leadership can be considered as officially sanctioned leadership. The manager is given the right to lead in organizational life in force his official status.^[16] G.S. Nikiforov proposed his concept of psychological support of leaders' professional activity in which the complex approach to selection, psychological preparation, social adaptation, current diagnostics, estimation is realized.^[17] 

R.L. Krichevsky extended the notion of identification upon a mechanism for the influence of the leader on other members of the group. He thought the leader possessed values important for the group; identification is most often unfolded according to those qualities of the person that are most significant for members of the group and are estimated by them; values are exchanged in the process of interaction between the leader and the group; specificity of the leading activities of the group determines the dynamics of the leadership process.^[18]

V. I. Rumyantseva formulated a position that there the leading phenomenological components - structure and functions - are realized and synthesized in the process of leadership. This unity reflects the essence of leadership.^[19]

Many modern Russian authors agree that the ability to make complex decisions in the conditions of data absence distinguishes the leader from the manager. So, Bogach A., Novikova G. believe that their functions vary significantly: The manager - sets goals, is planning, defines priorities, delegates, monitors implementation; The leader - motivates, affects, inspires, leads, gives feedback.^[20]

N. Mroczkowski, A. Tolkachev are sure that the leader must possess the qualities that force other people to be attracted towards him, like a magnet, to dream of friendship with him, to do something for him, to follow him, to help him to perform deeds and achieve grandiose goals.^[21]

R. Gandapas considers the phenomenon of leadership in terms of two components: initiative and determination: how much the leader seeks to change the situation, how much he takes responsibility for himself and for other people, for the situation. If a person lives in a leadership strategy, leadership becomes his second nature.^[22]

Summing up the given concepts it is possible to say that almost all leadership theories are described within the context of an organization in which the key component is the relationship between the leader and his followers. The leader engages with others and creates a connection that raises the level of motivation in both, the leader and the followers.

The Concepts of Creativity

So, we have learned much of leadership's background. But, if we are talking about "creative leadership" and we mean that this particular creative capacity act as the factor that makes the manager the leader, we are to study concepts of creativity.

Bur first of all let’s consider the terms of “creation” and “creativity” because they are supposed synonymous. In part, this overlap of terminology is affected by the ambiguity of English "creativity", translated both as "creativity" and as "perpetration", depending on the context and field of study. But even in the scientific literature, the definition of creativity is widespread not at the procedural aspect (mechanism), but at the aspect of the result (creating a new one).^[23] In such cases, researchers turn to the psychology of creativity, correlating various facts, conclusions or problems with various aspects of creativity, and not only with the perpetration.

Thus, G. Pirov believes that the term "creativity" means both creative activity and ability to fulfill such activity (creativity).^[24] Thus, we’ll take as the basis two generally accepted definitions in psychology, “Creativity is the level of creative endowments, creativity, which constitutes a relatively stable personality characteristic. Initially, creativity was considered as a function of intelligence, and the level of development of intelligence was identified with the level of creativity. Subsequently, it was found that the level of intelligence correlates with creativity to a certain limit, and too high intellect interferes with creativity. At present, creativity is seen as an irreducible function of an integral personality, dependent on the whole complex of its psychological characteristics. Accordingly, the central direction in the study of creativity is the identification of the personal qualities with which it is associated.”^[25] “Creativity is an activity, the result of which is the creation of new material and spiritual values. Being essentially a cultural and historical phenomenon, creativity has a psychological aspect: personal and procedural. It assumes the person's abilities, motives, knowledge, skills thanks to which a product is created, which are distinguished by its novelty, originality, and uniqueness. The study of these personality traits has revealed the important role of imagination, intuition, unconscious components of mental activity, as well as the individual's need for self-actualization, in the disclosure and expansion of his creative capabilities”.^[26]

Of course, creative acts have emerged when the humans appeared. The concept of creativity appeared much later and followed the development of human culture. The beginning of the scientific study of creativity is tightly connected with the name of J. P. Guilford who correlated the physiological response of a person fulfilling a creative task with the ability to comprehend the entire diversity of phenomena of reality, their properties and the connections between them (divergent thinking). ^[27]

He was not alone and many scholars performed the efforts to explore creativity. They took into consideration that creativity depended on being practiced. On that basis Alex Osborn^[28] invented brainstorming - a group creativity technique by which efforts are made to find a conclusion for a specific problem by gathering a list of ideas spontaneously contributed by its members. He had been working on the idea for several years, from 1942 when he had published the book “How to “think up” till 1954 when he had created the Creative Education Foundation (CEF) for the dissemination of this technology.

In the same years, Genrikh Altshuler^[29] started with the “Theory of Inventive Problem Solving”, better known as TRIZ. He discovered the basic laws of the invention and showed that the process of creating is managed. This process requires the correct organization of thinking, overcoming psychological inertia, striving for an ideal solution, resolving a contradiction hidden in any non-standard problem. TRIZ is recognized all over the world and is used to solve creative problems in many areas of human activity.

In 1960 the thought that the extreme elusiveness of new ideas showed that they are not necessarily born as a result of a logical process led Edward de Bono to create a theory of "Lateral thinking".^[30] Lateral thinking is a process of processing information related to creativity and leads to the creation of innovative ideas.

Questions of the development of creativity attracted the close attention of scientists. Various assumptions were made about a decisive role of human qualities. It was obvious that creativity is associated with a person's special ability to use the available information rapidly and in different ways. T. Ribot^[31] in his book "Creative Imagination" singled out that creative imagination is a very important and necessary ability of a person to anticipate future events, to foresee the results of his actions, etc.

Many scientists were interested in the development of the creative potential of the individual. In particular, E. Yakovleva^[32] developed a mechanism for developing creative potential through emotions. The universality of this mechanism lies in the fact that it leads to the development of creative thinking, to the intensification of creative manifestations in various areas of life activity, to the increase in the level of intellectual development, self-respect and to efficiency.

Mario Livio,^[33] an astrophysicist and an author of works that popularize science and mathematics, focuses on curiosity in his latest book. He assumed that as people engaged in increasingly complex of activities; they explore their new environments and acquire fresh knowledge. Curiosity drives them along a path that increases knowledge and involves a well-suited decision process that maximizes learning and facilitates the discovery of causal links. Their inquisitiveness assigns the value to compete tasks based on the potential of these tasks to enable discovery.

QUESTIONS TO CHAPTER I:

1. How is the term “Leadership” understood in modern business?

2. What foreign scholars of the 19th century developed leadership theories?

3.  What styles of Leadership K. Lewin defined?

4. How is the leader characterized in Robert House's theory of Charismatic Leadership?

5. What is Hersey and Blanchard's Situational Leadership style?

6. How can Entrepreneurial Leadership be defined?

7.  What is domestic authors' point of view to the differences between management and leadership?

8. What is the notion of identification by R.L. Krichevsky?

9. What is the difference between the terms of “creation” and “creativity”?

10.  What is “divergent thinking” by P. Guilford?

11.  What is a group creativity technique - brainstorming invented by Alex Osborn?

12.  What are the basic laws of TRIZ?

13.  What are the main ideas of a theory of "Lateral thinking" by Edward de Bono?

14.  What is a mechanism for developing creative potential through emotions?

15.  What is a mechanism for developing creative potential through curiosity?