Measurements of creativity face significant challenges in psychological diagnostics, as it is almost impossible to demonstrate creativity as a personality trait in its manifestations on demand and in a reality-based manner. Many attempts, particularly in the creativity diagnostics of schoolchildren, but also in occupational aptitude diagnostics using formal procedures such as creativity tests, which also included time limits for interindividual comparability and the application of norms, were not necessarily crowned with success. Creativity tests were either oriented towards specific intelligence or thinking models or were designed as process designs. In diagnostic investigations, resourcefulness was most acceptable as a feature criterion when reasonable assessment frameworks existed. It would be advisable to capture creativity assessments indirectly, that is, together with other personality dispositions related to creativity, and to evaluate them as a feature profile and, if necessary, to proceed multimodally, that is, to prepare suitable questions for interviews regarding creativity and to use case studies as a cover story. It would also be sensible to strictly separate creativity assessment in operational practice within the framework of employee evaluation, the “genius determination” in artistic-scientific activities, and the ordinary occupational aptitude diagnostics in applicant selection, and to methodically adapt to different approaches.