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Creative Problem Solving (creative + problem_solving)

Distribution by Scientific Domains

Business, Economics, Finance and Accounting	57%

Selected Abstracts

Clustering: An Essential Step from Diverging to Converging

CREATIVITY AND INNOVATION MANAGEMENT, Issue 1 2007
Marc Tassoul
Within the context of new product development processes and the Creative Problem Solving (CPS) process, the authors have come to the view that clustering is to be seen as a separate step in the process of diverging and converging. Clustering is generally presented as part of the converging stages, and as such categorized as a selection technique, which in the authors' view does not do justice to this activity. It is about expanding knowledge, about connecting ideas, and connecting ideas to problem statements, functionalities, and values and consequences. It is about building a shared understanding, in other words about ,making sense', an essential creative activity in the development of concepts and, although different from a more freewheeling divergent phase, can be as creative and maybe even more so. Four kinds of clusterings are distinguished: object clustering, morphological clustering, functional clustering and gestalt clustering. Object clustering is mainly aimed at categorizing ideas into an overviewable set of groups of ideas. No special connections are being made, other then looking for similarities. Morphological clustering is used to split up a problem into subproblems after which the ideas generated are considered as subsolutions which can then be combined into concepts. Functional clustering is interesting when different approaches can be chosen to answer some question. It permits a more strategic choice to be made. Gestalt clustering is a more synthesis like approach, often with a more metaphoric and artistic stance. Collage is a good example of such clustering. General guidelines for clustering are: use a bottom-up process of emergence; postpone early rationalisations and verbalisations; start grouping ideas on the basis of feeling and intuition; and use metaphoric names to identify clusters. [source]

Book review: Scenario Visualization: An Evolutionary Account of Creative Problem Solving

AMERICAN JOURNAL OF HUMAN BIOLOGY, Issue 1 2009
Allison B. Kaufman
No abstract is available for this article. [source]

The effects of creative problem solving training on creativity, cognitive type and R&D performance

R & D MANAGEMENT, Issue 1 2002
Ching, Wen Wang
The effects of Creative Problem Solving (CPS) training on creativity, cognitive type, and R&D performance were investigated with 106 R&D workers of a large government,owned manufacturing company in Taiwan. Seventy,one of them volunteered to participate in the CPS training and were divided into three groups. Each group received 12 hours of CPS training and two follow,up training sessions over a one,year long period in a time,series design. The ,Circle Test of the Torrance Test of Creative Thinking', and the ,Myers,Briggs Type Indicator' were administered before and after the CPS training. R&D performance averaged over the past three years before the CPS training and one year after the pretest were obtained from the company. Results showed that participant's scores on fluency and flexibility of ideas were higher after the CPS training. There was also an increase in the number of persons being classified as extrovert or feeling type of cognition. In terms of R&D performance, the participants' number of co,authored service projects increased significantly from pretest to posttest, whereas no such change was observed among those 35 R&D workers who did not participated in the CPS. [source]

Nursing Interventions for a Chronically Ill, Nonadherent Teenager With a Psychiatric Diagnosis

JOURNAL FOR SPECIALISTS IN PEDIATRIC NURSING, Issue 4 2003
Diane Sieben BSN
ISSUES AND PURPOSE To describe the complex care of an adolescent with chronic psychiatric and medical problems. CONCLUSIONS The nonadherent, self-abusing, adolescent was empowered to progress developmentally, as well as medically. PRACTICE IMPLICATIONS A planned team approach helped the adolescent become more developmentally appropriate and independent in self-care. The care plan designed by nursing staff included a change in nursing focus, creative problem solving, team nursing, and utilization of multidisciplinary resources. [source]

E-improvisation: collaborative groupware technology expands the reach and effectiveness of organizational improvisation

KNOWLEDGE AND PROCESS MANAGEMENT: THE JOURNAL OF CORPORATE TRANSFORMATION, Issue 4 2002
Brent McKnight
With today's increasing pace of change, managers who are struggling to continuously adapt and survive are turning to an emerging management technique known as organizational improvisation. This field of management science draws from a metaphor based in improvisational theatre and jazz music and is defined as: The ability to spontaneously recombine knowledge, processes and structure in real time, resulting in creative problem solving that is grounded in the realities of the moment. As part of these changes, organizations are working across great distances and in groups that include diverse constituents such as suppliers, partners and customers. The distance separating these team members poses a problem for improvisation as improvisation relies heavily on interpersonal communication between group members. The collaborative wealth of creativity, innovation and productivity flows in part from this real-time interaction. The increasing distance between group members hampers the effective reach of organizational improvisation. The proposed concept of e-improvisation suggests that the adoption of groupware collaborative software, in particular a peer-to-peer offering called Groove, can extend the reach of improvisation and enhance its effectiveness. Copyright © 2002 John Wiley & Sons, Ltd. [source]

Competence, persistence, and success: The positive psychology of behavioral skill instruction

PSYCHOLOGY IN THE SCHOOLS, Issue 1 2004
Brian K. Martens
Early school failure is a critical factor in the development of peer rejection and antisocial behavior in children. This paper describes three sets of instructional strategies that have been shown to promote high levels of academic competence by arranging frequent opportunities for correct skill practice: (a) teaching children at their instructional level and monitoring progress, (b) teaching children differently as their skills improve, and (c) rewarding success and setting goals. Research is reviewed showing that practicing skills to high levels of fluency leads to retention and endurance, the emergence of new forms of a skill, and creative problem solving. The motivation of children to complete academic tasks through the strategic use of reinforcement is discussed, as are the implications of these strategies for encouraging children to be persistent, self-motivated, life-long learners. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 19,30, 2004. [source]