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role of creativity in problem solving

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What Is Creative Problem-Solving & Why Is It Important?

Business team using creative problem-solving

  • 01 Feb 2022

One of the biggest hindrances to innovation is complacency—it can be more comfortable to do what you know than venture into the unknown. Business leaders can overcome this barrier by mobilizing creative team members and providing space to innovate.

There are several tools you can use to encourage creativity in the workplace. Creative problem-solving is one of them, which facilitates the development of innovative solutions to difficult problems.

Here’s an overview of creative problem-solving and why it’s important in business.

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What Is Creative Problem-Solving?

Research is necessary when solving a problem. But there are situations where a problem’s specific cause is difficult to pinpoint. This can occur when there’s not enough time to narrow down the problem’s source or there are differing opinions about its root cause.

In such cases, you can use creative problem-solving , which allows you to explore potential solutions regardless of whether a problem has been defined.

Creative problem-solving is less structured than other innovation processes and encourages exploring open-ended solutions. It also focuses on developing new perspectives and fostering creativity in the workplace . Its benefits include:

  • Finding creative solutions to complex problems : User research can insufficiently illustrate a situation’s complexity. While other innovation processes rely on this information, creative problem-solving can yield solutions without it.
  • Adapting to change : Business is constantly changing, and business leaders need to adapt. Creative problem-solving helps overcome unforeseen challenges and find solutions to unconventional problems.
  • Fueling innovation and growth : In addition to solutions, creative problem-solving can spark innovative ideas that drive company growth. These ideas can lead to new product lines, services, or a modified operations structure that improves efficiency.

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Creative problem-solving is traditionally based on the following key principles :

1. Balance Divergent and Convergent Thinking

Creative problem-solving uses two primary tools to find solutions: divergence and convergence. Divergence generates ideas in response to a problem, while convergence narrows them down to a shortlist. It balances these two practices and turns ideas into concrete solutions.

2. Reframe Problems as Questions

By framing problems as questions, you shift from focusing on obstacles to solutions. This provides the freedom to brainstorm potential ideas.

3. Defer Judgment of Ideas

When brainstorming, it can be natural to reject or accept ideas right away. Yet, immediate judgments interfere with the idea generation process. Even ideas that seem implausible can turn into outstanding innovations upon further exploration and development.

4. Focus on "Yes, And" Instead of "No, But"

Using negative words like "no" discourages creative thinking. Instead, use positive language to build and maintain an environment that fosters the development of creative and innovative ideas.

Creative Problem-Solving and Design Thinking

Whereas creative problem-solving facilitates developing innovative ideas through a less structured workflow, design thinking takes a far more organized approach.

Design thinking is a human-centered, solutions-based process that fosters the ideation and development of solutions. In the online course Design Thinking and Innovation , Harvard Business School Dean Srikant Datar leverages a four-phase framework to explain design thinking.

The four stages are:

The four stages of design thinking: clarify, ideate, develop, and implement

  • Clarify: The clarification stage allows you to empathize with the user and identify problems. Observations and insights are informed by thorough research. Findings are then reframed as problem statements or questions.
  • Ideate: Ideation is the process of coming up with innovative ideas. The divergence of ideas involved with creative problem-solving is a major focus.
  • Develop: In the development stage, ideas evolve into experiments and tests. Ideas converge and are explored through prototyping and open critique.
  • Implement: Implementation involves continuing to test and experiment to refine the solution and encourage its adoption.

Creative problem-solving primarily operates in the ideate phase of design thinking but can be applied to others. This is because design thinking is an iterative process that moves between the stages as ideas are generated and pursued. This is normal and encouraged, as innovation requires exploring multiple ideas.

Creative Problem-Solving Tools

While there are many useful tools in the creative problem-solving process, here are three you should know:

Creating a Problem Story

One way to innovate is by creating a story about a problem to understand how it affects users and what solutions best fit their needs. Here are the steps you need to take to use this tool properly.

1. Identify a UDP

Create a problem story to identify the undesired phenomena (UDP). For example, consider a company that produces printers that overheat. In this case, the UDP is "our printers overheat."

2. Move Forward in Time

To move forward in time, ask: “Why is this a problem?” For example, minor damage could be one result of the machines overheating. In more extreme cases, printers may catch fire. Don't be afraid to create multiple problem stories if you think of more than one UDP.

3. Move Backward in Time

To move backward in time, ask: “What caused this UDP?” If you can't identify the root problem, think about what typically causes the UDP to occur. For the overheating printers, overuse could be a cause.

Following the three-step framework above helps illustrate a clear problem story:

  • The printer is overused.
  • The printer overheats.
  • The printer breaks down.

You can extend the problem story in either direction if you think of additional cause-and-effect relationships.

4. Break the Chains

By this point, you’ll have multiple UDP storylines. Take two that are similar and focus on breaking the chains connecting them. This can be accomplished through inversion or neutralization.

  • Inversion: Inversion changes the relationship between two UDPs so the cause is the same but the effect is the opposite. For example, if the UDP is "the more X happens, the more likely Y is to happen," inversion changes the equation to "the more X happens, the less likely Y is to happen." Using the printer example, inversion would consider: "What if the more a printer is used, the less likely it’s going to overheat?" Innovation requires an open mind. Just because a solution initially seems unlikely doesn't mean it can't be pursued further or spark additional ideas.
  • Neutralization: Neutralization completely eliminates the cause-and-effect relationship between X and Y. This changes the above equation to "the more or less X happens has no effect on Y." In the case of the printers, neutralization would rephrase the relationship to "the more or less a printer is used has no effect on whether it overheats."

Even if creating a problem story doesn't provide a solution, it can offer useful context to users’ problems and additional ideas to be explored. Given that divergence is one of the fundamental practices of creative problem-solving, it’s a good idea to incorporate it into each tool you use.

Brainstorming

Brainstorming is a tool that can be highly effective when guided by the iterative qualities of the design thinking process. It involves openly discussing and debating ideas and topics in a group setting. This facilitates idea generation and exploration as different team members consider the same concept from multiple perspectives.

Hosting brainstorming sessions can result in problems, such as groupthink or social loafing. To combat this, leverage a three-step brainstorming method involving divergence and convergence :

  • Have each group member come up with as many ideas as possible and write them down to ensure the brainstorming session is productive.
  • Continue the divergence of ideas by collectively sharing and exploring each idea as a group. The goal is to create a setting where new ideas are inspired by open discussion.
  • Begin the convergence of ideas by narrowing them down to a few explorable options. There’s no "right number of ideas." Don't be afraid to consider exploring all of them, as long as you have the resources to do so.

Alternate Worlds

The alternate worlds tool is an empathetic approach to creative problem-solving. It encourages you to consider how someone in another world would approach your situation.

For example, if you’re concerned that the printers you produce overheat and catch fire, consider how a different industry would approach the problem. How would an automotive expert solve it? How would a firefighter?

Be creative as you consider and research alternate worlds. The purpose is not to nail down a solution right away but to continue the ideation process through diverging and exploring ideas.

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Continue Developing Your Skills

Whether you’re an entrepreneur, marketer, or business leader, learning the ropes of design thinking can be an effective way to build your skills and foster creativity and innovation in any setting.

If you're ready to develop your design thinking and creative problem-solving skills, explore Design Thinking and Innovation , one of our online entrepreneurship and innovation courses. If you aren't sure which course is the right fit, download our free course flowchart to determine which best aligns with your goals.

role of creativity in problem solving

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How to Use Creativity in Problem-Solving

role of creativity in problem solving

Using creativity in problem-solving is a dynamic process that involves seeing challenges from unique perspectives, generating novel solutions, and redefining the status quo. It requires going beyond traditional methodologies and employing inventive thinking.

Table of Contents

Techniques such as brainstorming, lateral thinking, and mind mapping can help ignite your creative sparks. By cultivating a culture of creativity, you empower yourself and others to tackle issues innovatively, ensuring that the problem-solving process is effective but also exciting and rewarding.

Understanding the Role of Creativity in Problem-Solving

Creative problem-solving is an approach that combines imagination, innovation, and a broad sense of flexibility to find solutions to problems. It’s about shunning the traditional mindset that restricts our thoughts to only known and accepted techniques and methods. Instead, it encourages thinking outside the box, leveraging all cognitive resources, and pushing beyond the boundaries of standard methodologies to arrive at unique and often more effective solutions.

At the heart of creative problem-solving is the understanding that problems are often not what they initially appear to be. An issue may seem like a stumbling block. Still, with creative problem-solving, it can be transformed into an opportunity for innovation and growth. It’s about not accepting the immediate, apparent problem at face value but delving deeper into uncovering the root cause and addressing that, often leading to a more comprehensive and long-lasting solution.

Stages of Creative Problem-Solving

To appreciate what is creative problem-solving, it is crucial to recognize its critical stages. First is problem identification, which involves understanding the problem from different angles and perspectives. This stage lays the groundwork for the creative process by opening up many possibilities.

Next comes idea generation. This stage is the crux of the creative process, where traditional thinking is left behind, and innovative ideas can flourish. Techniques like brainstorming, free writing, and mind mapping are commonly used to spur creativity and encourage various possible solutions.

Finally, there’s the evaluation and implementation of the solution. This stage involves critically assessing the proposed solutions, selecting the best one, and implementing them. It’s important to remember that the solution’s effectiveness should be evaluated and adjustments made, if necessary, to ensure the problem is resolved.

In essence, creative problem-solving is a process that welcomes innovation, embraces change, and turns problems into opportunities for creative growth. It’s not about finding a solution but about using creativity to discover the best solution. The beauty of creative problem-solving is that honing this skill is possible and can be developed, ultimately leading to better decision-making and problem-solving abilities in all areas of life.

Harnessing Creativity: The First Step in Innovative Problem-Solving

Harnessing creativity is the cornerstone of innovative problem-solving. This involves challenging our usual thought patterns and opening ourselves to new ways of thinking. But how do we activate this creative engine within us? The answer lies in asking the right creative problem-solving questions.

Creative Problem-Solving Questions

Questions are the fuel that ignites the engine of creativity. They challenge our assumptions, expand our perspectives, and drive us to think outside the box. In problem-solving, creative questions can illuminate unseen possibilities and pathways toward innovative solutions.

The first step in harnessing creativity for problem-solving is understanding the problem in-depth. Questions such as “What is the core issue?” or “Why is this a problem?” can help identify the root cause rather than just dealing with symptoms. Understanding the problem at a granular level often reveals unique angles and opportunities for innovative solutions.

Once we deeply understand the problem, it’s time to generate ideas. Here, creative problem-solving questions are designed to push our thinking beyond usual boundaries. Questions like “What if the impossible were possible?” or “How would this problem be solved in a completely different context?” can spark unconventional ideas and unlock creative potential.

The next stage is about evaluating the solutions. Questions such as “What could be the potential impacts of this solution?” or “How can we improve this idea?” ensure we critically assess the proposed solutions from various angles. It’s vital to constructively challenge each idea’s viability, promoting further creativity and refinement.

Finally, we come to the implementation of the chosen solution. Questions like “What resources are needed to execute this solution?” and “What could be potential roadblocks, and how can we overcome them?” enable us to foresee any practical issues and address them proactively, thus ensuring a smooth execution of the solution.

Asking creative problem-solving questions can help unlock our inherent creative capabilities. By harnessing our creativity, we can drive innovative problem-solving and find solutions that are not just effective but also genuinely novel and groundbreaking. These questions are more than just tools; they are the catalysts that transform problems into opportunities for creative innovation.

Person using computer to learn about creativity in problem-solving

The Connection between Creativity and Effective Problem-Solving

Creativity is an invaluable tool in the problem-solving process. It empowers us to develop unique solutions that resolve the issue and provide opportunities for growth and innovation. But how is creativity used in problem-solving? Let’s dive into the nuances of this connection.

At its core, problem-solving is about finding solutions to obstacles or challenges. Traditional problem-solving techniques often focus on logical reasoning and proven methodologies. However, these techniques may only sometimes be sufficient, especially when dealing with complex or unprecedented problems. This is where creativity steps in.

How is Creativity Used in Problem-Solving

Creativity in problem-solving starts with reframing the problem. It prompts us to see beyond the apparent and understand the problem from different perspectives. This is particularly helpful when dealing with intricate issues, as it helps identify underlying patterns and relationships that might not be immediately apparent.

Once the problem is reframed, the next step is idea generation. This is where the power of creativity truly shines. Creative thinking encourages us to break free from conventional thinking patterns and explore a broader spectrum of possibilities. Brainstorming, mind mapping, or even daydreaming can help stimulate creative thoughts and generate innovative ideas.

Creativity also plays a critical role in evaluating and selecting the best solution. It allows us to envision how each potential solution might play out, assess the risks and benefits, and choose the most effective and innovative option.

Finally, creativity is instrumental in the implementation of the solution. It encourages us to think on our feet, adapt to unexpected challenges, and continuously refine the solution until the problem is fully resolved.

Creativity fuels each stage of the problem-solving process, transforming it from a mundane task into an exciting journey of discovery and innovation. So, whether you’re dealing with a minor hiccup or a major hurdle, remember to tap into your creative side. You might be surprised at the great solutions that emerge.

Exploring Techniques for Fostering Creativity in Problem-Solving

In the dynamic and competitive business world, a creative approach to problem-solving can be a significant differentiator. Now businesses require innovative solutions to keep up with rapidly changing environments and customer expectations. Here, we’ll explore techniques for fostering creative problem-solving in business.

How to Use Creative Problem-Solving in Business

Firstly, it’s crucial to cultivate an environment that encourages creativity. An open-minded culture supporting risk-taking and diverse perspectives can significantly enhance creative thinking. This includes welcoming all ideas during brainstorming sessions, regardless of how unconventional they seem, and celebrating successes and learning opportunities from failures.

Secondly, divergent thinking is a powerful tool for creative problem-solving. It involves generating multiple possible solutions to a problem rather than following a linear, logical path. Techniques like brainstorming or lateral thinking can stimulate divergent thinking, leading to more innovative problem-solving.

Another technique uses creative problem-solving frameworks, like the SCAMPER model (Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, Reverse). These frameworks provide structured methods for thinking creatively and can be particularly useful in a business setting.

Also, fostering creativity requires constant learning and development. Encouraging continuous learning, such as attending seminars, workshops, or online courses on creativity and innovation, can significantly enhance creative problem-solving skills. Also, exposure to different industries, cultures, and ways of thinking can provide new perspectives and ideas.

Creativity can also be enhanced by embracing technology. AI and machine learning, for example, can provide insights and patterns that would be hard to spot otherwise, opening new avenues for creative solutions.

Lastly, it’s essential to recognize the power of rest in fostering creativity. Downtime, hobbies, or simple walks in nature can rejuvenate the mind and often lead to ‘Eureka’ moments when least expected.

Fostering creative problem-solving in business is not a one-size-fits-all process. It requires a blend of culture, techniques, learning, technology, and well-being that suits your team’s unique needs and dynamics. However, the rewards – innovative solutions, competitive advantage, and team satisfaction – make it an investment worth making.

role of creativity in problem solving

Case Studies: Successful Implementations of Creativity in Problem-Solving

Applying creativity in problem-solving has led to groundbreaking solutions in various fields. In this context, we will explore several instances of creative problem-solving that resulted in successful and innovative outcomes.

Examples of Creative Problem-Solving

Example 1: accommodation.

Firstly, let’s look at a classic example from the business world: Airbnb. In its early days, the company needed help to gain traction. The founders identified a key issue: the quality of listing photos could have been better, deterring potential renters. In a creative problem-solving move, they hired professional photographers to take pictures of the rentals. This innovative approach significantly improved the appeal of the listings, and the rest is history. Airbnb’s success illustrates how a creative solution can transform a problem into an opportunity.

Example 2: Motor Industry

Next, consider the example of the automobile industry’s Tesla Motors . Confronted with the problem of fossil fuel dependency and its environmental impact, Tesla disrupted the conventional solution of tweaking existing fuel technologies. Instead, they creatively focused on developing high-performance electric vehicles, changing the industry’s perception and leading towards sustainable transportation.

Example 3: Healthcare

Another example can be found in healthcare, particularly in the fight against polio. In the 1950s, the ‘iron lung’ was the primary treatment for polio-induced respiratory failure. It was a cumbersome and expensive solution. Dr. Bjørn Aage Ibsen , confronted with a polio outbreak, creatively proposed a new method: positive pressure ventilation. This involved manually ventilating the patient with a tube inserted into their trachea. This became the precursor to modern mechanical ventilation, demonstrating the impact of creative problem-solving in healthcare.

Example 4: Education Lastly, consider the example from education: the Khan Academy . Recognizing that traditional classroom education could not cater to each student’s pace and learning style, Salman Khan saw an opportunity to teach differently. He used technology creatively to provide free online educational videos, fundamentally transforming the access and delivery of education on a global scale.

In these cases, the key to successful problem-solving was applying creative thinking. These examples of creative problem-solving underscore the power of innovative thinking in transforming challenges into opportunities for growth and advancement. The ability to think creatively in problem-solving is a valuable skill and, in many cases, a game-changer.

Overcoming Obstacles: Dealing with Challenges in Creative Problem-Solving

While creative problem-solving offers incredible potential for innovative solutions, it’s not without its challenges. However, these obstacles can often be overcome with a structured approach, such as the creative problem-solving model (CPS).

Creative Problem-Solving Model

The CPS model, initially developed by Alex Osborn and Sidney Parnes, provides a clear framework for navigating challenges that can arise during creative problem-solving. This model consists of four main steps: Clarify, Ideate, Develop, and Implement.

The first step, ‘Clarify,’ involves identifying the problem accurately and comprehensively. It’s easy to rush into solving a problem based on initial perceptions, which often results in treating symptoms rather than addressing the underlying issue. The CPS model emphasizes the importance of dedicating time to deeply understand the problem before jumping to solutions.

The second step, ‘Ideate,’ is generating various possible solutions. It’s common to experience blocks during this stage, such as sticking to familiar ideas or fearing judgment for unconventional thoughts. This step encourages divergent thinking, pushing past the initial, most apparent ideas to reach more unique and creative solutions.

Next, the ‘Develop’ stage involves converging on the most promising ideas and fleshing them into actionable solutions. Sometimes, the most creative ideas can seem risky or unrealistic. This stage, however, reminds us that these ideas often hold the most potential for innovative solutions and should be explored and developed rather than dismissed.

Finally, ‘Implement’ is about turning the solution into reality. Implementation can face many obstacles, from resistance to change, lack of resources, or unforeseen challenges. But the CPS model treats these not as dead ends but as parts of the problem-solving journey to be creatively overcome.

The creative problem-solving model provides a powerful tool to deal with the challenges of creative thinking. It offers a structured approach that fosters creativity, keeps the problem-solving process on track, and ultimately leads to innovative and effective solutions.

Person reading about creativity in problem-solving

Tools and Strategies for Enhancing Creativity in Problem-Solving

Creative problem-solving is a critical skill in today’s dynamic and complex world. It helps us navigate challenges with innovative and effective solutions. Various tools and strategies can enhance this process. Here, we delve into some of these creative problem-solving tools.

Creative Problem-Solving Tools

Brainstorming.

Brainstorming is the most familiar tool. It’s a freewheeling method to generate many ideas without immediate judgment or criticism. It invites and encourages wild and divergent thoughts, which are later sifted and refined. This tool is particularly effective in groups where diverse perspectives can spark unique ideas.

Mind Mapping

Mind Mapping, another powerful tool, visually represents thoughts and their interconnections. You can reveal unexpected connections by mapping the problem and related ideas and fostering innovative solutions. It’s an excellent tool for complex problems that involve multiple dimensions or for situations where a holistic view is needed.

The SCAMPER Method

The SCAMPER method (Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, Reverse) prompts users to ask specific questions about the problem. Each word in the acronym poses a different way to manipulate and think about the problem, leading to fresh insights and solutions.

Six Thinking Hats Technique

Then there’s the Six Thinking Hats technique by Edward de Bono. This tool urges users to assume different ‘hats’ or roles (like the optimist, devil’s advocate, creative, etc.) during problem-solving. This strategy ensures a comprehensive approach, capturing different perspectives and reducing bias in decision-making.

Alongside these tools, specific strategies can cultivate creativity in problem-solving. Encouraging a culture of openness, where diverse thoughts are valued, can lead to more prosperous, more creative problem-solving. Creating a safe space where risks are welcomed is beneficial, and failures are seen as learning opportunities rather than setbacks.

Moreover, taking regular breaks and engaging in different activities can stimulate creativity. Often, stepping away from a problem allows our subconscious minds to work on it, leading to unexpected insights.

Regularly practicing and using these tools and strategies can dramatically improve creative problem-solving abilities. They stimulate innovative thinking and help structure the process, making it more effective and efficient. By leveraging these creative problem-solving tools, we can transform how we approach problems, turning challenges into opportunities for innovation.

The Future of Creativity in Problem-Solving: Trends and Predictions

As we navigate through a world that is becoming progressively more complex and unpredictable, the importance of creativity in problem-solving cannot be overstated. While still valuable, traditional problem-solving methods often must catch up when dealing with unprecedented challenges. Creativity injects flexibility, innovation, and adaptability into problem-solving, making it a vital skill for the future. Here, we explore some trends and predictions of creativity in problem-solving.

Growing Creative Problem-Solving

Firstly, we will likely see greater recognition of the role of creativity in problem-solving across various sectors. From businesses to education systems, there’s a growing understanding that generating and implementing innovative solutions to problems for survival and growth is crucial. We can see more emphasis on fostering creativity in leadership roles and at all levels.

Tech-Enhanced Creative Solutions

Secondly, technology will continue to play a significant role in enhancing creativity in problem-solving. Advanced technologies like AI and machine learning can provide us with more data and insights, enabling us to understand problems better and develop more creative solutions. At the same time, technology can facilitate the creative problem-solving process through tools that stimulate creative thinking and collaboration.

However, as we increasingly rely on technology, there’s also a danger that we might limit our creativity by depending too much on algorithms and predefined solutions. Therefore, balancing technology and human creativity will be essential to future problem-solving.

Additionally, we expect to see more integration of diverse perspectives in problem-solving. As we face global problems across various fields and cultures, it’s becoming clear that the most creative and effective solutions often come from interdisciplinary and diverse teams.

Dynamic Problem Adaptation

Finally, resilience and adaptability in problem-solving will be emphasized as we move toward a more uncertain future. Creative problem-solving will be less about finding the correct answer and more about continuous learning and adapting to evolving situations.

The future of creativity in problem-solving looks bright, promising, and exciting. By recognizing the importance of creativity and harnessing it effectively, we can equip ourselves to navigate future challenges with innovative and effective solutions.

What is the role of creativity in problem-solving?

Creativity in problem-solving allows for the generation of unique, practical solutions. It involves thinking outside the box, challenging traditional assumptions, and viewing the problem from various perspectives. Creativity is crucial in problem-solving as it fosters innovation and adaptability.

How can creativity be harnessed in problem-solving?

Creativity can be harnessed in problem-solving by promoting a culture that supports risk-taking and values diverse perspectives, employing techniques like divergent thinking and creative problem-solving frameworks, engaging in continuous learning and development, embracing technology, and prioritizing well-being and rest.

What is the connection between creativity and effective problem-solving?

Creativity contributes to effective problem-solving by enabling the generation of numerous possible solutions, encouraging novel perspectives, and fostering flexibility and adaptability. These aspects, in turn, lead to more comprehensive and innovative solutions.

What challenges might one encounter in creative problem-solving?

Challenges in creative problem-solving include rushing to solve the problem without fully understanding it, experiencing blocks during the ideation stage, dismissing seemingly unrealistic or risky ideas, and encountering resistance or unforeseen challenges during the implementation stage.

How might the future of creativity in problem-solving look like?

The future will likely see greater recognition of the role of creativity in problem-solving across various sectors. Technology will play a significant role in enhancing creativity, but maintaining a balance with human creativity will be necessary. Integrating diverse perspectives and emphasis on resilience and adaptability will also characterize future problem-solving.

role of creativity in problem solving

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Article • 10 min read

Creative Problem Solving

Finding innovative solutions to challenges.

By the Mind Tools Content Team

role of creativity in problem solving

Imagine that you're vacuuming your house in a hurry because you've got friends coming over. Frustratingly, you're working hard but you're not getting very far. You kneel down, open up the vacuum cleaner, and pull out the bag. In a cloud of dust, you realize that it's full... again. Coughing, you empty it and wonder why vacuum cleaners with bags still exist!

James Dyson, inventor and founder of Dyson® vacuum cleaners, had exactly the same problem, and he used creative problem solving to find the answer. While many companies focused on developing a better vacuum cleaner filter, he realized that he had to think differently and find a more creative solution. So, he devised a revolutionary way to separate the dirt from the air, and invented the world's first bagless vacuum cleaner. [1]

Creative problem solving (CPS) is a way of solving problems or identifying opportunities when conventional thinking has failed. It encourages you to find fresh perspectives and come up with innovative solutions, so that you can formulate a plan to overcome obstacles and reach your goals.

In this article, we'll explore what CPS is, and we'll look at its key principles. We'll also provide a model that you can use to generate creative solutions.

About Creative Problem Solving

Alex Osborn, founder of the Creative Education Foundation, first developed creative problem solving in the 1940s, along with the term "brainstorming." And, together with Sid Parnes, he developed the Osborn-Parnes Creative Problem Solving Process. Despite its age, this model remains a valuable approach to problem solving. [2]

The early Osborn-Parnes model inspired a number of other tools. One of these is the 2011 CPS Learner's Model, also from the Creative Education Foundation, developed by Dr Gerard J. Puccio, Marie Mance, and co-workers. In this article, we'll use this modern four-step model to explore how you can use CPS to generate innovative, effective solutions.

Why Use Creative Problem Solving?

Dealing with obstacles and challenges is a regular part of working life, and overcoming them isn't always easy. To improve your products, services, communications, and interpersonal skills, and for you and your organization to excel, you need to encourage creative thinking and find innovative solutions that work.

CPS asks you to separate your "divergent" and "convergent" thinking as a way to do this. Divergent thinking is the process of generating lots of potential solutions and possibilities, otherwise known as brainstorming. And convergent thinking involves evaluating those options and choosing the most promising one. Often, we use a combination of the two to develop new ideas or solutions. However, using them simultaneously can result in unbalanced or biased decisions, and can stifle idea generation.

For more on divergent and convergent thinking, and for a useful diagram, see the book "Facilitator's Guide to Participatory Decision-Making." [3]

Core Principles of Creative Problem Solving

CPS has four core principles. Let's explore each one in more detail:

  • Divergent and convergent thinking must be balanced. The key to creativity is learning how to identify and balance divergent and convergent thinking (done separately), and knowing when to practice each one.
  • Ask problems as questions. When you rephrase problems and challenges as open-ended questions with multiple possibilities, it's easier to come up with solutions. Asking these types of questions generates lots of rich information, while asking closed questions tends to elicit short answers, such as confirmations or disagreements. Problem statements tend to generate limited responses, or none at all.
  • Defer or suspend judgment. As Alex Osborn learned from his work on brainstorming, judging solutions early on tends to shut down idea generation. Instead, there's an appropriate and necessary time to judge ideas during the convergence stage.
  • Focus on "Yes, and," rather than "No, but." Language matters when you're generating information and ideas. "Yes, and" encourages people to expand their thoughts, which is necessary during certain stages of CPS. Using the word "but" – preceded by "yes" or "no" – ends conversation, and often negates what's come before it.

How to Use the Tool

Let's explore how you can use each of the four steps of the CPS Learner's Model (shown in figure 1, below) to generate innovative ideas and solutions.

Figure 1 – CPS Learner's Model

role of creativity in problem solving

Explore the Vision

Identify your goal, desire or challenge. This is a crucial first step because it's easy to assume, incorrectly, that you know what the problem is. However, you may have missed something or have failed to understand the issue fully, and defining your objective can provide clarity. Read our article, 5 Whys , for more on getting to the root of a problem quickly.

Gather Data

Once you've identified and understood the problem, you can collect information about it and develop a clear understanding of it. Make a note of details such as who and what is involved, all the relevant facts, and everyone's feelings and opinions.

Formulate Questions

When you've increased your awareness of the challenge or problem you've identified, ask questions that will generate solutions. Think about the obstacles you might face and the opportunities they could present.

Explore Ideas

Generate ideas that answer the challenge questions you identified in step 1. It can be tempting to consider solutions that you've tried before, as our minds tend to return to habitual thinking patterns that stop us from producing new ideas. However, this is a chance to use your creativity .

Brainstorming and Mind Maps are great ways to explore ideas during this divergent stage of CPS. And our articles, Encouraging Team Creativity , Problem Solving , Rolestorming , Hurson's Productive Thinking Model , and The Four-Step Innovation Process , can also help boost your creativity.

See our Brainstorming resources within our Creativity section for more on this.

Formulate Solutions

This is the convergent stage of CPS, where you begin to focus on evaluating all of your possible options and come up with solutions. Analyze whether potential solutions meet your needs and criteria, and decide whether you can implement them successfully. Next, consider how you can strengthen them and determine which ones are the best "fit." Our articles, Critical Thinking and ORAPAPA , are useful here.

4. Implement

Formulate a plan.

Once you've chosen the best solution, it's time to develop a plan of action. Start by identifying resources and actions that will allow you to implement your chosen solution. Next, communicate your plan and make sure that everyone involved understands and accepts it.

There have been many adaptations of CPS since its inception, because nobody owns the idea.

For example, Scott Isaksen and Donald Treffinger formed The Creative Problem Solving Group Inc . and the Center for Creative Learning , and their model has evolved over many versions. Blair Miller, Jonathan Vehar and Roger L. Firestien also created their own version, and Dr Gerard J. Puccio, Mary C. Murdock, and Marie Mance developed CPS: The Thinking Skills Model. [4] Tim Hurson created The Productive Thinking Model , and Paul Reali developed CPS: Competencies Model. [5]

Sid Parnes continued to adapt the CPS model by adding concepts such as imagery and visualization , and he founded the Creative Studies Project to teach CPS. For more information on the evolution and development of the CPS process, see Creative Problem Solving Version 6.1 by Donald J. Treffinger, Scott G. Isaksen, and K. Brian Dorval. [6]

Creative Problem Solving (CPS) Infographic

See our infographic on Creative Problem Solving .

role of creativity in problem solving

Creative problem solving (CPS) is a way of using your creativity to develop new ideas and solutions to problems. The process is based on separating divergent and convergent thinking styles, so that you can focus your mind on creating at the first stage, and then evaluating at the second stage.

There have been many adaptations of the original Osborn-Parnes model, but they all involve a clear structure of identifying the problem, generating new ideas, evaluating the options, and then formulating a plan for successful implementation.

[1] Entrepreneur (2012). James Dyson on Using Failure to Drive Success [online]. Available here . [Accessed May 27, 2022.]

[2] Creative Education Foundation (2015). The CPS Process [online]. Available here . [Accessed May 26, 2022.]

[3] Kaner, S. et al. (2014). 'Facilitator′s Guide to Participatory Decision–Making,' San Francisco: Jossey-Bass.

[4] Puccio, G., Mance, M., and Murdock, M. (2011). 'Creative Leadership: Skils That Drive Change' (2nd Ed.), Thousand Oaks, CA: Sage.

[5] OmniSkills (2013). Creative Problem Solving [online]. Available here . [Accessed May 26, 2022].

[6] Treffinger, G., Isaksen, S., and Dorval, B. (2010). Creative Problem Solving (CPS Version 6.1). Center for Creative Learning, Inc. & Creative Problem Solving Group, Inc. Available here .

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role of creativity in problem solving

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What is creative problem-solving?

Creative problem-solving in action

Table of Contents

An introduction to creative problem-solving.

Creative problem-solving is an essential skill that goes beyond basic brainstorming . It entails a holistic approach to challenges, melding logical processes with imaginative techniques to conceive innovative solutions. As our world becomes increasingly complex and interconnected, the ability to think creatively and solve problems with fresh perspectives becomes invaluable for individuals, businesses, and communities alike.

Importance of divergent and convergent thinking

At the heart of creative problem-solving lies the balance between divergent and convergent thinking. Divergent thinking encourages free-flowing, unrestricted ideation, leading to a plethora of potential solutions. Convergent thinking, on the other hand, is about narrowing down those options to find the most viable solution. This dual approach ensures both breadth and depth in the problem-solving process.

Emphasis on collaboration and diverse perspectives

No single perspective has a monopoly on insight. Collaborating with individuals from different backgrounds, experiences, and areas of expertise offers a richer tapestry of ideas. Embracing diverse perspectives not only broadens the pool of solutions but also ensures more holistic and well-rounded outcomes.

Nurturing a risk-taking and experimental mindset

The fear of failure can be the most significant barrier to any undertaking. It's essential to foster an environment where risk-taking and experimentation are celebrated. This involves viewing failures not as setbacks but as invaluable learning experiences that pave the way for eventual success.

The role of intuition and lateral thinking

Sometimes, the path to a solution is not linear. Lateral thinking and intuition allow for making connections between seemingly unrelated elements. These 'eureka' moments often lead to breakthrough solutions that conventional methods might overlook.

Stages of the creative problem-solving process

The creative problem-solving process is typically broken down into several stages. Each stage plays a crucial role in understanding, addressing, and resolving challenges in innovative ways.

Clarifying: Understanding the real problem or challenge

Before diving into solutions, one must first understand the problem at its core. This involves asking probing questions, gathering data, and viewing the challenge from various angles. A clear comprehension of the problem ensures that effort and resources are channeled correctly.

Ideating: Generating diverse and multiple solutions

Once the problem is clarified, the focus shifts to generating as many solutions as possible. This stage champions quantity over quality, as the aim is to explore the breadth of possibilities without immediately passing judgment.

Developing: Refining and honing promising solutions

With a list of potential solutions in hand, it's time to refine and develop the most promising ones. This involves evaluating each idea's feasibility, potential impact, and any associated risks, then enhancing or combining solutions to maximize effectiveness.

Implementing: Acting on the best solutions

Once a solution has been honed, it's time to put it into action. This involves planning, allocating resources, and monitoring the results to ensure the solution is effectively addressing the problem.

Techniques for creative problem-solving

Solving complex problems in a fresh way can be a daunting task to start on. Here are a few techniques that can help kickstart the process:

Brainstorming

Brainstorming is a widely-used technique that involves generating as many ideas as possible within a set timeframe. Variants like brainwriting (where ideas are written down rather than spoken) and reverse brainstorming (thinking of ways to cause the problem) can offer fresh perspectives and ensure broader participation.

Mind mapping

Mind mapping is a visual tool that helps structure information, making connections between disparate pieces of data. It is particularly useful in organizing thoughts, visualizing relationships, and ensuring a comprehensive approach to a problem.

SCAMPER technique

SCAMPER stands for Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, and Reverse. This technique prompts individuals to look at existing products, services, or processes in new ways, leading to innovative solutions.

Benefits of creative problem-solving

Creative problem-solving offers numerous benefits, both at the individual and organizational levels. Some of the most prominent advantages include:

Finding novel solutions to old problems

Traditional problems that have resisted conventional solutions often succumb to creative approaches. By looking at challenges from fresh angles and blending different techniques, we can unlock novel solutions previously deemed impossible.

Enhanced adaptability in changing environments

In our rapidly evolving world, the ability to adapt is critical. Creative problem-solving equips individuals and organizations with the agility to pivot and adapt to changing circumstances, ensuring resilience and longevity.

Building collaborative and innovative teams

Teams that embrace creative problem-solving tend to be more collaborative and innovative. They value diversity of thought, are open to experimentation, and are more likely to challenge the status quo, leading to groundbreaking results.

Fostering a culture of continuous learning and improvement

Creative problem-solving is not just about finding solutions; it's also about continuous learning and improvement. By encouraging an environment of curiosity and exploration, organizations can ensure that they are always at the cutting edge, ready to tackle future challenges head-on.

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In today's fast-paced and dynamic world, problem-solving has become an indispensable skill. Whether you are a business leader, a student, an entrepreneur, or simply someone navigating the complexities of daily life, the ability to overcome challenges is paramount. One key to effective problem-solving is harnessing creativity.

In this article, we'll explore the concept of harnessing creativity in problem-solving and discuss innovative approaches to tackle various challenges successfully.

Understanding the Link Between Harnessing Creativity and Problem-Solving

Creativity and problem-solving are often perceived as separate domains. However, they are intricately intertwined. Creativity is the fuel that powers innovative problem-solving. When you introduce creativity into the problem-solving process, you open the door to fresh perspectives and unconventional solutions. Here's how it works:

1. Divergent Thinking

Harnessing creativity encourages divergent thinking, which is the ability to consider multiple perspectives and generate a wide range of ideas. This process is particularly valuable when tackling complex problems. Divergent thinking allows you to explore different avenues, identifying potential solutions that may have otherwise gone unnoticed.

2. Out-of-the-Box Solutions

Creative problem-solving involves thinking beyond conventional boundaries. It prompts individuals to look for out-of-the-box solutions that challenge the status quo. This approach can lead to groundbreaking innovations that address problems in new and unexpected ways.

3. Resilience in Problem-Solving

Creativity fosters resilience in problem-solving. When you approach challenges with a creative mindset, you are better equipped to adapt to unexpected obstacles and setbacks. You are more likely to experiment with different approaches and persist until you find a workable solution.

Innovative Approaches to Problem-Solving through Creativity

Now that we understand the importance of creativity in problem-solving , let's explore innovative approaches that can help you harness your creative potential to overcome challenges.

1. Design Thinking

Design thinking is a problem-solving framework that places empathy at its core. It involves empathizing with the end user or the person facing the problem. By deeply understanding their needs, you can design solutions that truly address the issue. This approach encourages creative thinking, as it often requires brainstorming and prototyping to arrive at user-centric solutions.

2. Mind Mapping

Mind mapping is a visual technique that allows you to organize thoughts and ideas in a nonlinear fashion. It's an excellent tool for problem-solving as it helps you see connections between different elements of a problem. This visual approach often leads to creative insights and novel solutions.

3. Brainstorming and Collaboration

Collaborative brainstorming sessions can be a hotbed of creativity. When you bring diverse minds together to tackle a problem, you benefit from different perspectives and experiences. Encourage open, non-judgmental idea sharing in a brainstorming session to stimulate creative problem-solving.

4. Reverse Engineering

Reverse engineering involves breaking down a problem or a solution to its fundamental components. By dissecting an issue, you can better understand its intricacies and explore alternative ways to approach it. This analytical approach can trigger creative problem-solving by revealing hidden opportunities.

5. Storytelling and Scenario Planning

Using storytelling and scenario planning, you can create narratives that explore different outcomes and solutions. This approach encourages creative thinking by visualizing potential scenarios and their consequences. It allows you to anticipate challenges and devise strategies to overcome them.

6. Visual Thinking

Visual thinking is a method that involves using drawings, diagrams, and other visual aids to represent problems and solutions. Visualizing a problem often reveals patterns and relationships that are not apparent through words alone. This technique can unlock new, creative insights.

Case Studies in Creative Problem-Solving

To illustrate the power of creativity in problem-solving, let's delve into a few real-world case studies where innovative approaches led to remarkable solutions:

1. Airbnb: Empathy-Driven Design Thinking

Airbnb, the world's leading online marketplace for lodging and travel experiences, faced a unique problem. They needed to build trust between hosts and guests who were essentially strangers. To address this challenge, they implemented an empathy-driven design thinking approach. They focused on understanding the concerns and needs of both hosts and guests, leading to the creation of a secure platform with user-centric features.

2. SpaceX: Reverse Engineering for Rocket Reusability

SpaceX, Elon Musk's aerospace manufacturer and space transportation company, sought to reduce the cost of space exploration by making rockets reusable. Instead of following conventional engineering approaches, SpaceX employed reverse engineering by disassembling and analyzing the process of rocket launches. This led to the groundbreaking development of the Falcon 9 rocket, which has revolutionized space travel.

3. Tesla: Visual Thinking in Electric Car Design

Tesla, an electric vehicle and clean energy company, used visual thinking as a core part of its design process. By visualizing the electric car as a clean, efficient, and powerful machine, Tesla's team reimagined the possibilities of electric transportation. This approach led to the creation of high-performance electric vehicles that are changing the automotive industry.

Challenges in Harnessing Creativity for Problem-Solving

While harnessing creativity for problem-solving is essential, it comes with its set of challenges. Some of these challenges include:

1. Fear of Failure

Creativity often involves taking risks and embracing the possibility of failure. Many individuals and organizations are risk-averse, which can stifle creative problem-solving. Overcoming the fear of failure is crucial to unlock creative potential.

2. Lack of Resources

Creativity often requires time, resources, and a supportive environment. In organizations, tight budgets and stringent schedules can limit the space for creative problem-solving. Overcoming these constraints may require resource allocation and a cultural shift towards valuing creativity.

3. Resistance to Change

People and organizations can be resistant to change, especially when it comes to unconventional problem-solving approaches. Overcoming this resistance may require effective communication, leadership, and a commitment to demonstrating the value of creative solutions.

Conclusion: Harnessing Creativity for Effective Problem-Solving

In a world marked by constant change and complexity, effective problem-solving is a skill that can set individuals and organizations apart. Harnessing creativity in problem-solving is not just an option; it's a necessity. By embracing innovative approaches like design thinking, mind mapping, brainstorming, and visual thinking, you can unlock your creative potential to overcome challenges.

Real-world examples from companies like Airbnb, SpaceX, and Tesla demonstrate the power of creative problem-solving in achieving remarkable outcomes. However, it's crucial to acknowledge the challenges that come with creativity, such as the fear of failure, resource constraints, and resistance to change. Addressing these challenges head-on is essential for realizing the full potential of creative problem-solving.

In conclusion, by fostering a culture of creativity and incorporating innovative problem-solving methods, individuals and organizations can rise to the occasion and conquer the most complex challenges that come their way. Creativity isn't a luxury; it's a strategic advantage that can drive success in an ever-evolving world.

So, the next time you face a problem, remember to tap into your creative reservoir. You might just discover the innovative solution that changes everything.

About the Author

Awais Ahmed is a passionate writer and expert in the field of personal development, communication, and professional skills. With a background in psychology and a keen interest in human behavior, he is dedicated to helping individuals unleash their full potential and achieve personal and career success.

Continue to: Collaborative Innovation Social Problem-Solving

See also: Simple Ways to Teach Your Child Problem Solving Skills 5 Innovative Companies We Can Take Leadership Lessons From Critical Problem-Solving Skills for a Successful E-Commerce Venture

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  • v.6(2); 2022 Apr

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Creativity in problem solving to improve complex health outcomes: Insights from hospitals seeking to improve cardiovascular care

Amanda l. brewster.

1 Health Policy and Management, School of Public Health, University of California, Berkeley California, USA

Yuna S. H. Lee

2 Health Policy and Management, Columbia Mailman School of Public Health, New York New York, USA

Erika L. Linnander

3 Global Health Leadership Initiative, Yale School of Public Health, New Haven Connecticut, USA

Leslie A. Curry

4 Health Policy and Management, Yale School of Public Health, New Haven Connecticut, USA

Associated Data

Introduction.

Improving performance often requires health care teams to employ creativity in problem solving, a key attribute of learning health systems. Despite increasing interest in the role of creativity in health care, empirical evidence documenting how this concept manifests in real‐world contexts remains limited.

We conducted a qualitative study to understand how creativity was fostered during problem solving in 10 hospitals that took part in a 2‐year collaborative to improve cardiovascular care outcomes. We analyzed interviews with 197 hospital team members involved in the collaborative, focusing on work processes or outcomes that participants self‐identified as creative or promoting creativity. We sought to identify recurrent patterns across instances of creativity in problem solving.

Participants reported examples of creativity at both stages typically identified in problem solving research and practice: uncovering non‐obvious problems and finding novel solutions. Creativity generally involved the assembly of an “ecological view” of the care process, which reflected a more complete understanding of relationships between individual care providers, organizational sub‐units, and their environment. Teams used three prominent behaviors to construct the ecological view: (a) collecting new and diverse information, (b) accepting (rather than dismissing) disruptive information, and (c) employing empathy to understand and share feelings of others.

Conclusions

We anticipate that findings will be useful to researchers and practitioners who wish to understand how creativity can be fostered in problem solving to improve clinical outcomes and foster learning health systems.

1. INTRODUCTION

Improving performance often requires health care teams to employ creativity in problem solving, a key attribute of learning health systems. Creativity is defined the process of generating approaches that are both novel and useful. 1 , 2 Incorporating creativity into problem solving can help to address unique, site‐specific complexities that influence performance in health care, 3 , 4 and to enhance the positive impact of evidence‐based strategies adapted from outside the organization. 5 While some advances in health care can be applied generically across settings, researchers have documented the importance of innovation and adaptation by local implementation teams, 6 , 7 , 8 , 9 and customization to patients and context is a key part of patient‐centered, high‐quality care. 10 These observations from health care cohere with management research from other industries, which posits that when innovation depends on complex contextual information that is difficult to codify and transfer, innovation‐related problem solving needs to occur where that information is held, 11 and by the individuals who have agency to act on these solutions. 12 That is, key innovations must be made by staff located at each implementation site.

Despite the known importance of creativity in problem solving, relatively few studies detail how workers incorporate creativity into problem solving during the natural course of work—in health care or in other industries. 13 Prior research on creative problem solving in the workplace has been largely theoretical, 14 , 15 with some empirical research deriving from industries such as new product development 16 , 17 where novelty is an explicit goal of work. Such research also focuses on creative outcomes while neglecting processes that incorporate creativity as habit and routine, that is, as part of the organizational culture. 18 , 19 , 20 , 21 Detailed studies of front‐line problem solving in the automotive industry provide a useful framework for considering the dimensions of problem solving—including an important distinction between problem definition and generation of solutions 22 —but do not focus on creativity and innovation. More research is needed to better understand how creativity manifests during complex problem solving in health care. 18

Prominent learning and quality improvement models in health care assume that both problem definition and generation of solutions can be important sites of creativity. Models including Lean/Six‐Sigma, 23 the Institute for Healthcare Improvement (IHI) Model for Improvement, 24 the strategic problem‐solving process, 25 and user‐centered design 26 focus on uncovering nonobvious problems through an emphasis on root cause analysis and understanding user experience. More research is needed to understand the process by which creativity manifests when grappling with the complexity and customization that health care demands. 20

Even as more health care organizations seek to become learning organizations by implementing structured improvement interventions, 23 reports of such efforts highlight the fact that these improvement interventions do not always achieve intended results. Health care teams must overcome distinctive and substantial barriers to creativity, including strong hierarchies, aversion to risk, highly specialized professionals, and emphasis on standardization of care to promote reliability and quality. 27 , 28 There can be tension between creativity and health care performance improvement, as health care delivery often seeks to minimize variation, and the core of creativity is enhancing variation. 29 Yet, influencing performance in health care often requires moving beyond stability and the status quo, a process well served by incorporating creativity. 27 Accumulating grounded evidence on how creative problem solving manifests in a variety of health care contexts is important for advancing understanding of this phenomenon. 30

2. QUESTION OF INTEREST

To describe in detail how creativity emerges as health care workers engage in problem solving, we sought to characterize the processes through which creativity emerged in problem solving within hospitals seeking to reduce mortality from acute myocardial infarction (AMI) as part of a 2‐year performance improvement collaborative called leadership saves lives (LSL). Mortality for AMI, now publicly reported and included in the value‐based purchasing bundle, 31 is influenced by components of care delivery that cross multiple boundaries within and outside of the hospital. 32 , 33 One important contributor to lower AMI mortality is clinicians' ability to resolve open‐ended problems through creative thinking. 34 Creative problem solving is especially relevant to AMI care teams working to reduce mortality because of the multifaceted nature of the problem, which spans multiple units and levels of hierarchy within the hospital, and extends past hospital boundaries to pre‐hospital and post discharge systems. Each care setting is unique in numerous important ways, making it essential for teams to develop novel solutions that work in their own contexts (ie, apply creativity).

The LSL collaborative involved 10 hospitals in which AMI care teams engaged in a curriculum designed to foster group learning and problem solving. While teams were encouraged to be creative in their problem solving, the limitations of prior evidence meant that the intervention could not be prescriptive about exactly how creativity was expected to be cultivated. As described elsewhere, 35 participating hospital teams reported increased capacity for learning and problem solving, and their hospitals experienced significant decreases in risk‐stratified mortality rate (RSMR) over the course of the study period, suggesting that these hospitals would be an ideal context for examining multiple instances of creative problem solving and distilling common patterns. We anticipate that findings will be useful to researchers and practitioners who wish to understand how creativity can be fostered in problem solving to improve clinical outcomes.

3.1. Study design and setting

We conducted a qualitative study to understand how creativity was fostered during problem solving in the 10 hospitals that took part in the LSL collaborative from 2014 to 2016. As previously described, 35 hospitals were selected for participation from the membership of the Mayo Clinic Care Network (MCCN), a national group of medical systems committed to quality improvement through collaboration. From the 21 MCCN members (as of January 2014), hospitals were identified as candidates if they met all three eligibility criteria: (a) at least 200 AMI discharges per year to ensure sufficient experience in caring for patients with AMI, (b) average or below average national performance on 30‐day RSMR between January 07, 2009 and June 30, 2012 as reported by Center for Medicare and Medicaid Services (CMS) Hospital Compare in Spring 2014, suggesting opportunity for improvement, and (c) the largest hospital in the system, for hospitals in multihospital systems. From the list of 18 hospitals that met eligibility criteria, random sampling with a purposeful component 36 as used to select hospitals that were diverse in geography and teaching status. The first 10 hospitals were approached to determine receptivity; two declined and were replaced with sites similar in geography and teaching status. Hospital characteristics are presented in Table  1 .

Hospital characteristics (n = 10 hospitals)

3.2. LSL intervention

The LSL intervention, previously described in detail, 37 was implemented from June 2014 to June 2016. LSL was designed to foster reductions in AMI mortality by supporting the implementation of evidence‐based strategies and fostering improvements in domains of organizational culture related to hospital performance. Each hospital established a guiding coalition of approximately 15 staff involved in care of patients with AMI, representing multiple departments, and including senior executives as well as front‐line staff. Guiding coalition members participated in four, 1‐day workshops in which they were coached through a strategic problem‐solving methodology 25 to define a shared problem (ie, RSMR is too high) and objective (ie, reduce RSMR), and then use root cause analysis to generate, implement, and evaluate strategies designed to achieve the defined objective. Erika Linnander led intervention workshops at multiple LSL hospitals, and Erika Linnander and Leslie Curry engaged with guiding coalitions in three annual workshops that convened representatives of all 10 hospitals participating in LSL. LSL coalitions were encouraged to develop strategies that fit their unique contexts, through both tailoring existing evidence‐based practices and introducing completely novel approaches. The evidence‐based practices include monthly meetings with emergency medical services personnel to review AMI cases, identification of both physician and nurse champions for AMI care, nurses dedicated to the catheterization lab (not cross‐staffing from other units), pharmacist rounding on all inpatients with AMI, and creative problem solving. As noted earlier, the intervention did not prescribe specific approaches to cultivate creativity. Guiding coalitions were also encouraged to foster improvements in hospital culture related to AMI performance, focusing on domains of: learning environment, 38 psychological safety, 39 senior management support, 40 commitment to the organization, 41 and time for improvement efforts. 39

3.3. Data collection

We collected qualitative data about the use of creativity in problem solving in LSL hospitals using in‐depth, in‐person interviews 36 at the start of the LSL intervention, and at 6 months and 18 months into the 2‐year intervention. A team of interviewers who included individuals with backgrounds in qualitative research, health care management, and clinical care conducted interviews with staff involved in the guiding coalition as well as other clinicians and hospital executives, using a standardized interview guide ( Data S1 ). The interview guide asked about implementation of creative problem‐solving strategies as part of a broader set of interview questions examining the hospital's experience with LSL. Amanda Brewster and Leslie Curry were members of the team that conducted interviews. Interview participants were aware of the LSL intervention and aware that research was being conducted to understand the process of implementing the LSL intervention as well as its impact. Interviews took place at the hospitals where participants worked, generally in a quiet room. A total of 197 individuals participated in one or more interviews, with 162 interviews at baseline, 118 at 6 months, and 113 at 18 months into the intervention, for a total of 393 interviews (Table  2 ). The number of individual interviewees per hospital ranged from 15 to 26. Interviews lasted approximately 45 minutes and were audiotaped and professionally transcribed. The research procedures were reviewed and determined to be exempt by the Yale University Institutional Research Board.

Interview participant characteristics

3.4. Data analysis

Interview transcripts were analyzed by a 6‐member multidisciplinary team using the constant comparative method of analysis. 42 The current analysis of creative problem solving focused on content in which participants discussed work processes that they self‐identified as creative or promoting creativity, that is, ideas that were both novel and useful. Participants did not have to use the terms “creative” or “creativity” explicitly. Content could be coded as referring to creative problem solving if participants were providing examples in response to the structured interview questions on creative problem solving strategies, or if participants discussed processes for generating novel and useful ideas in response to other interview questions. We considered that participants would be best positioned to assess whether something was creative in the context of their environments, and therefore relied on participants' own judgements regarding novel and useful elements of the phenomenon. Each transcript was coded independently by at least three analysts, with discrepancies reconciled through negotiated consensus. A hybrid coding approach 43 in which we began with a small number of a priori codes based on key LSL program elements and added new codes as additional themes emerged during coding. Iterative coding and analysis occurred across each wave of data collection, with refinement and review by the full team of six analysts, until a final code structure was established and reapplied to the full dataset. We used Atlas.ti to facilitate coding and organization of data. The analysis team included members with diverse perspectives, representing expertise in health services research, management, organizational theory, social work, nursing, medicine, and anthropology. We sought to generate recurrent themes that characterize essential aspects of creative problem solving in hospital contexts, examining instances in which creativity emerged in uncovering nonobvious problems or finding novel solutions.

Across hospitals, participant descriptions of creativity in problem solving generally entailed the use of three prominent behaviors: (a) collecting new and diverse information, (b) accepting (rather than dismissing) disruptive information, and (c) employing empathy (ie, to understand or feel what another person is experiencing from within their frame of reference, that is, the capacity to place oneself in another's position). Each of the three behaviors appeared at times sufficient to advance creative problem solving by fostering a broad, inclusive new view of AMI care, which we term an “ecological view” (Figure  1 ). The following sections detail the three behaviors, followed by the emergent concept of an ecological view of AMI care.

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Object name is LRH2-6-e10283-g001.jpg

Concepts identified as important to creative problem solving. Working from the right‐hand side of the figure, creativity in problem solving was promoted by the assembly of a new, ecological view of AMI care. At least one of three behaviors was typically used by LSL coalitions to foster this ecological view

4.1. Collecting new and diverse information

Collecting new and diverse information was a behavior that routinely contributed to creativity in problem solving for LSL coalitions. Sometimes the new information came from assembling new data or analyzing data in new ways; for example, conducting new analyses of mortality data helped LSL coalitions at several hospitals to expand their conception of their AMI mortality challenges to include non‐STEMI patients (patients with non‐ST segment elevation myocardial infarction). This was a significant shift, as most prior quality improvement efforts had focused exclusively on STEMI patients. As an example, a cardiologist on one hospital's team undertook a close and systematic review of AMI deaths, as part of a root cause analysis recommended in the LSL intervention, and noticed that non‐STEMI care seemed to offer greater opportunities for improvement, explaining:

With STEMI's there was never any waiting… but in non‐STEMIs [there were] delays… STEMI's, they all die after you've revascularized them. You've done everything you could… But the non‐STEMI's are coming in. Somebody thought they were stable, and then they deteriorate which makes you think you've got really more of an opportunity with them. (Hospital J, Physician).

In other cases, new and diverse information came from the LSL coalitions engaging personnel who had not previously been involved in problem solving related to AMI mortality. For example, an emergency medicine physician in one hospital described how input from personnel outside the LSL coalition informed plans for introducing a dedicated cardiology physician assistant (PA) role that would remain on site at all times. After the hospital's LSL coalition coalesced around the idea to add this role, the coalition sought out opinions from different stakeholders elsewhere in the organization, who brought to light a wide range of issues that would need to be worked out in order to successfully implement this solution. A physician on the LSL coalition described:

Then [a senior administrator] presented the other stuff, that I never thought of. Who technically has ownership of that PA?… How does the funding for that position come from everyone, if the revenue goes through one of our different cardiology groups?… I never thought of that. I said, “Give me a body, and have them there 24/7.”…Then the cardiologists say, “Well, it's great. What we do with the PAs when they're not in the cath lab?… That creative problem solving comes from listening to everyone's different opinions, and having the ability to separate me from the project. Taking out my own biases. (Hospital B, Emergency Medicine Physician).

Synthesizing diverse views allowed the team to gain a more accurate understanding of implementation challenges, enhancing the practical utility and likely impact of their ideas.

4.2. Accepting (rather than dismissing) disruptive information

Leveraging new and diverse information sources for creative problem solving typically required a second, distinct behavior: accepting (rather than dismissing) disruptive or unwelcome information. In describing instances where new information contributed to the development of novel and useful solutions, participants routinely described processes to overcome resistance to new information. For example, after the LSL coalition at Hospital J shifted to thinking about non‐STEMI care as a potential problem to address, team members identified another problem: high‐risk non‐STEMIs were difficult to identify. After getting input from other physicians and nurses and reviewing non‐STEMI risk guidelines from the American College of Cardiology, the LSL coalition recommended two major changes to improve care for patients with non‐STEMI AMI: a new protocol to equip nurses to initiate care for inpatients with evolving AMIs, and a new set of algorithms and procedures for attending cardiologists to more consistently review at‐risk cases. These new procedures met with initial resistance from other cardiologists within the hospital, but the opponents “knew that they couldn't just blow it off completely,” according to an LSL coalition member, because the LSL coalition had carefully documented a previously unrecognized pattern of non‐STEMI deaths pointing to the need for change. The LSL coalition helped to engineer this acceptance of information that diverged from prior beliefs by employing data, methodology, and a respected cardiologist as the messenger that would be compelling to the cardiologists.

In other situations, accepting disruptive information involved elevating the weight given to input from frontline personnel lower in the organizational hierarchy. The LSL guiding coalitions included perspectives not traditionally included in hospital process improvement discussions, such as EMS representatives external to the hospital. The perception that these representatives occupied positions that were more peripheral to the hospital and lower in the organizational hierarchy could have set up their perspectives to be dismissed. This risk was exemplified by the concerns of a paramedic on one LSL coalition, who reported initially feeling skeptical about the value he could add to a group that included high status individuals such as cardiovascular surgeons and department heads, who were seen as intimidating. (“I'm like, what's pre‐hospital's role? I mean this is a big, huge hospital system.”) Over time though, this paramedic saw that his perspective was actively accepted, and he was empowered to share his opinions with the group. Intentional emphasis on the importance of EMS by the LSL intervention facilitator aided this effort:

One of the first things [the team facilitator] brought up was the statistics on pre‐hospital, how much they're involved… Then I have [a physician] sitting right next to me, who looks at me and says, “What do you think about it? What can we do to improve the pre‐hospital side of things?” To me that brought me right into the team. (Hospital A, Paramedic).

Although hospital leaders were generally aware of the need to improve pre‐hospital processes, listening to and valuing the input from the EMS representative was key for the LSL coalition at Hospital A to understand the specific problems occurring at the interface of pre‐hospital and hospital care, a situation seen at other LSL hospitals as well. Once the problems had been identified, solutions could be introduced. In the case of Hospital A, the solution was for the hospital to hire an EMS liaison with experience as a paramedic to manage communication between pre‐hospital, emergency department, and other staff from the hospital who need to be activated to care for AMI patients. This solution was so widely recognized as effective in facilitating coordination across these systems that the hospital leadership agreed to fund a second liaison position.

Experience at another hospital illustrated how the hospital's senior management played an important role in getting team members to take new information seriously and thereby spurred creativity in problem solving. As part of the LSL project, this hospital started documenting the wait times for EKG results. These new data showed that slow EKG results routinely delayed AMI care. The EKG wait time measure represented new and disruptive information for the hospital, because EKG wait time had not previously been tracked or understood to delay AMI care. Senior managers within the hospital held firm on the need to substantially reduce EKG wait times, even after multiple barriers to solving this problem were identified: from limitations on which staff could perform EKGs, to transmission of results being slowed by wireless connectivity drops in different parts of the floor, to EKG results being printed in an area where they weren't immediately noticed. The stance of leaders, who were encouraging but very firm about the need to improve on the EKG wait time measure, forced ED teams to develop creative solutions rather than accept the inevitability of delays. The introduction of new, disruptive information about EKG wait times, coupled with active endorsement by multiple managers, represented a departure from previous quality improvement efforts in which teams were seen to resign themselves to the status quo. One manger explained:

[In earlier improvement efforts] I would hear an answer from one team that says, “No. This can't be done.” [Now] I think we have leaders who… are very good at saying, “Why not?” Then when we start looking at “why not,” we often find that, oh yeah, maybe it's possible… If [the leader] says I'm satisfied with, “This can't be done,” then you're not going to have much creative thinking. (Hospital I, Manager).

Taking the data on EKG wait times as a serious indicator of problems led to a variety of creative solutions being implemented in the ED over the course of the LSL project, including training new categories of staff members to perform EKGs, putting existing communication technologies to new uses, establishing a new space where EKGs could be performed when the ED was full, and printing EKGs in a new location, near the physicians who needed to interpret them. The changes were effective: the proportion of at‐risk patients receiving EKGs within the target time of 10 minutes rose from under 30% to 80%.

4.3. Employing empathy

Employing empathy—having problem‐solving staff consciously shift their mindsets to empathize with the experiences of colleagues or patients—was the third behavior regularly observed to foster creative problem solving for LSL coalitions. An example of empathizing with colleagues at referring facilities was reported by participants from Hospital F, which served as a referral center for AMI patients across a large region. As part of the LSL initiative, a nurse from the LSL coalition visited facilities that frequently transferred AMI patients to the hospital and followed the transfer process alongside providers at one referring facilities, which allowed her to experience the frustration of transfers from the referring facility's perspective (ie, empathize). She described the experience as follows:

I got myself involved in [a patient transfer] with their emergency physician, trying to help coordinate the transfer of that patient [from the outlying facility to our hospital]. It was amazing how complicated our system had made it to get a patient transferred. I was able to be that advocate and see it from that view and then experience that frustration from that provider standpoint. (Hospital F, Nurse).

Seeing transfers from the perspective of referring facilities revealed several flaws in the process, which were delaying patient care and led to the development of new approaches to streamline communication with referring facilities.

Another example of empathizing with colleagues was seen at Hospital D, where the director of cardiac services discussed the importance of understanding, in detail, the perspective of EKG technicians in order to address problems with EKG processes. He encouraged his team to go observe the EKG techs at work, to understand “steps to their job” and consider how to help them:

The first part is, don't be afraid to call and say, “I have a problem.” The second part is…go back, and [ask] what does the EKG tech do? They didn't know….[I said] maybe you ought to go with them for a while. You gotta go figure out…what are the steps to their job, and how can we make it more efficient, help them in quality? We learned together. We problem solve together. (Hospital D, Physician).

An example of empathizing with patients motivating creative problem solving was reported by a nurse coordinator explaining what happened when the LSL coalition reviewed the hospital's discharge education materials for patients with AMI. It was clear that the materials were inadequate to help patients effectively discharge (“It was horrid. I can't even believe that's what we were giving patients”). The team knew that improved materials were needed, but felt overwhelmed by the range of options. Ultimately, they took an approach of trying to put themselves in the patient's shoes, which led to the development of a patient education resource that was regarded as the best patient education tool in the hospital:

We just had to sit down and really problem solve and be the patient in the matter. What is going to make a difference? What's going to grab my attention as a patient to better adhere to my discharge instructions and understand them? All the praise goes to [three team members] because they put together the best patient education tools that we have in the hospital. (Hospital F, Nurse).

4.4. Ecological view

While we observed three distinctive behaviors fostering creative problem solving, as described in the sections above, the behaviors tended to accomplish the same thing: the assembly of a broad, inclusive new view of AMI care, which we term an “ecological view.” This ecological view, fostered by teams collecting new and diverse information, accepting (rather than dismissing) disruptive information, and employing empathy, routinely contributed to LSL coalitions creatively uncovering nonobvious problems and finding novel solutions. Figure  1 outlines our concept of how creativity in problem solving was driven by development of an ecological view of the care process.

We adopt the biological metaphor of ecology, which is often used in the study of organizations (Freeman 2006), 44 to connote the development of a shared understanding of AMI care that reflected the relationships among a wide range of different individual care providers, organizational sub‐units, and their environment. Organization scholars commonly analyze populations of organizations in an ecological context. We use the term “ecological view” to describe the emergence of self‐awareness inside the organization of this ecological context, as some of these providers and relationships were previously unknown, or known to only some but not all team members. The ecological view, in turn, infused the problem‐solving process with creativity—allowing team members to see the contours of problems that not previously been identified and to develop novel solutions.

5. DISCUSSION

In instances where creativity emerged during the problem‐solving process within LSL hospitals, a characteristic process was observed in which team members generated an ecological view of the AMI care process, reflecting a more complete understanding of relationships between care providers, organizational sub‐units, and their environment. The ecological view of AMI care sparked teams to define previously unrecognized problems, and to develop novel, tailored solutions. The experiences of the LSL hospitals indicated that identifying nonobvious problems represented an important site of creativity in the problem‐solving process. While our results stem from an initiative to improve AMI mortality, they could apply to initiatives to improve outcomes for other complex conditions involving care that spans disciplines, departments, and organizations, such as stroke, heart failure, and diabetes.

The emergence of the ecological view that supported creativity in problem solving was regularly fostered by at least three different behaviors: collecting new information, accepting disruptive information, and employing empathy. Although the role of the ecological view in creative problem solving was not theorized during the development or delivery of the LSL intervention, several of the LSL intervention components explicitly encouraged behaviors that we observed to promote an ecological view, and could be helpful for other hospitals seeking to promote creativity in problem solving. Specifically, the LSL intervention team facilitated the development of guiding coalitions with diverse membership, advised hospital teams to conduct root cause analyses, which fed the collection of new information, and coached on group processes to promote psychological safety to foster the process of surfacing disruptive information from individuals whose perspectives might not be known. Efforts to encourage empathy were not an intentional component of the LSL intervention although raising awareness of psychological safety could have heightened participants' focus on the feelings of others. Empathy—the exercise of intentionally placing oneself in a new perspective—emerged as an especially powerful tactic to leverage exposure to new information. This is consistent with prior research on problem solving in manufacturing, which identifies advantages of observing, first‐hand, a mechanical part in the situation where it is malfunctioning, as a way of getting richer information. 22 In the context of our study, the immersive quality of exercises in empathy may have provided richer information, and also emotional cues, which enhanced LSL coalition members' motivation to act on novel ideas that would have dissipated in the face of less compelling experiences. Intrinsic motivation has been theorized as an important contributor to individual creativity. 1

The behaviors we identified promoting an ecological view are not new to the quality improvement literature—other commonly used quality improvement models such as Lean and Six Sigma emphasize collection of new data and inclusion of diverse perspectives in understanding variability, waste, and poor performance. 45 , 46 Empathy for end‐users features as a component of the design‐thinking process, which is being used by some health care organizations for quality improvement. 26 Our results, however, provide real‐world examples of how these concepts foster creative problem solving in the context of a quality improvement intervention that targeted an outcome measure influenced by complex processes. While we reported the three behaviors that featured most prominently in participants' descriptions of examples where an ecological view emerged to promote creativity in problem solving during the LSL intervention, it is possible that other behaviors and supporting structures may promote the emergence of an ecological view in different settings. Notably, in the hospitals we studied, these three behaviors depended on support from a critical mass of team members in diverse clinical and managerial roles as well as hospital senior leadership. It is hard to say whether individual clinicians or staff members could enhance their own creative problem‐solving capabilities by applying these behaviors in isolation.

Our results should be interpreted in light of several study limitations. First, with 10 hospitals, our sample was relatively small, although hospitals were selected to be diverse in terms of geography, size, and teaching status, and each hospital tackled several dimensions of AMI care, thus accumulating a larger number of examples of problem solving. Further, the robust, longitudinal qualitative design allowed for deep characterization of the improvement process in each hospital. Second, hospitals in the study were exposed to a leadership development curriculum that encouraged a structured approach to problem solving; the process of creativity in problem solving may proceed differently in hospitals that had not been supported in this way. Third, we were not able to collect data on whether particular interventions introduced by the LSL hospitals were effective, or sustained over time beyond the study period, which prevents us from concluding whether solution quality was improved by creative problem solving in this study. We do know that LSL hospitals reduced AMI RSMR more quickly than the national average over the same time period, 35 suggesting that LSL hospitals did make changes that improved RSMR during the study period.

Our results provide a refined depiction of the creative problem‐solving process based on empirical observations across multiple hospitals. These findings suggest that health systems seeking to promote creative problem solving could encourage the three behaviors we have documented to advance an ecological view of care processes. As exploratory research, these findings point toward several opportunities for further study. First, it would be useful to examine the creative problem‐solving process in a different set of hospitals, working to improve a different outcome, to confirm the generalizability of our findings. A next step could include quantitatively testing the hypothesis that forming an ecological view is indeed constitutive of the creative problem‐solving process, and improves solution quality. Doing this could involve developing a survey‐based measure of the extent to which quality improvement teams have developed an ecological view of their target process, and evaluating the creativity and effectiveness of their solutions.

6. CONCLUSIONS

Creativity is crucial to performance improvement in health care, and evidence from other industries has linked individual traits such as motivation and values, as well as organizational traits such as leadership style, team climate, and decentralized structure to creative performance. 14 , 18 , 47 Seeking to illuminate the process by which creative problem solving occurs in health care, we observed a characteristic process that occurred across different hospitals, in which distinctive patterns of acquiring and processing new information contributed to creativity. These distinctive behaviors can be fostered by health care leaders seeking to improve performance on consequential clinical outcomes, including AMI mortality.

CONFLICT OF INTEREST

The authors declare that they have no conflicts of interest.

Supporting information

Data S1. Qualitative interview guide

ACKNOWLEDGMENTS

Funding for the Leadership Saves Lives (LSL) collaborative and its evaluation was provided through a research grant to Yale University from The Medicines Company, Parsippany, New Jersey. The authors thank the hospitals and guiding coalition members that participated in LSL for their time and dedication.

Brewster AL, Lee YSH, Linnander EL, Curry LA. Creativity in problem solving to improve complex health outcomes: Insights from hospitals seeking to improve cardiovascular care . Learn Health Sys . 2022; 6 ( 2 ):e10283. 10.1002/lrh2.10283 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]

Funding information Medicines Company

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Teaching Creativity and Inventive Problem Solving in Science

  • Robert L. DeHaan

Division of Educational Studies, Emory University, Atlanta, GA 30322

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Engaging learners in the excitement of science, helping them discover the value of evidence-based reasoning and higher-order cognitive skills, and teaching them to become creative problem solvers have long been goals of science education reformers. But the means to achieve these goals, especially methods to promote creative thinking in scientific problem solving, have not become widely known or used. In this essay, I review the evidence that creativity is not a single hard-to-measure property. The creative process can be explained by reference to increasingly well-understood cognitive skills such as cognitive flexibility and inhibitory control that are widely distributed in the population. I explore the relationship between creativity and the higher-order cognitive skills, review assessment methods, and describe several instructional strategies for enhancing creative problem solving in the college classroom. Evidence suggests that instruction to support the development of creativity requires inquiry-based teaching that includes explicit strategies to promote cognitive flexibility. Students need to be repeatedly reminded and shown how to be creative, to integrate material across subject areas, to question their own assumptions, and to imagine other viewpoints and possibilities. Further research is required to determine whether college students' learning will be enhanced by these measures.

INTRODUCTION

Dr. Dunne paces in front of his section of first-year college students, today not as their Bio 110 teacher but in the role of facilitator in their monthly “invention session.” For this meeting, the topic is stem cell therapy in heart disease. Members of each team of four students have primed themselves on the topic by reading selected articles from accessible sources such as Science, Nature, and Scientific American, and searching the World Wide Web, triangulating for up-to-date, accurate, background information. Each team knows that their first goal is to define a set of problems or limitations to overcome within the topic and to begin to think of possible solutions. Dr. Dunne starts the conversation by reminding the group of the few ground rules: one speaker at a time, listen carefully and have respect for others' ideas, question your own and others' assumptions, focus on alternative paths or solutions, maintain an atmosphere of collaboration and mutual support. He then sparks the discussion by asking one of the teams to describe a problem in need of solution.

Science in the United States is widely credited as a major source of discovery and economic development. According to the 2005 TAP Report produced by a prominent group of corporate leaders, “To maintain our country's competitiveness in the twenty-first century, we must cultivate the skilled scientists and engineers needed to create tomorrow's innovations.” ( www.tap2015.org/about/TAP_report2.pdf ). A panel of scientists, engineers, educators, and policy makers convened by the National Research Council (NRC) concurred with this view, reporting that the vitality of the nation “is derived in large part from the productivity of well-trained people and the steady stream of scientific and technical innovations they produce” ( NRC, 2007 ).

For many decades, science education reformers have promoted the idea that learners should be engaged in the excitement of science; they should be helped to discover the value of evidence-based reasoning and higher-order cognitive skills, and be taught to become innovative problem solvers (for reviews, see DeHaan, 2005 ; Hake, 2005 ; Nelson, 2008 ; Perkins and Wieman, 2008 ). But the means to achieve these goals, especially methods to promote creative thinking in scientific problem solving, are not widely known or used. An invention session such as that led by the fictional Dr. Dunne, described above, may seem fanciful as a means of teaching students to think about science as something more than a body of facts and terms to memorize. In recent years, however, models for promoting creative problem solving were developed for classroom use, as detailed by Treffinger and Isaksen (2005) , and such techniques are often used in the real world of high technology. To promote imaginative thinking, the advertising executive Alex F. Osborn invented brainstorming ( Osborn, 1948 , 1979 ), a technique that has since been successful in stimulating inventiveness among engineers and scientists. Could such strategies be transferred to a class for college students? Could they serve as a supplement to a high-quality, scientific teaching curriculum that helps students learn the facts and conceptual frameworks of science and make progress along the novice–expert continuum? Could brainstorming or other instructional strategies that are specifically designed to promote creativity teach students to be more adaptive in their growing expertise, more innovative in their problem-solving abilities? To begin to answer those questions, we first need to understand what is meant by “creativity.”

What Is Creativity? Big-C versus Mini-C Creativity

How to define creativity is an age-old question. Justice Potter Stewart's famous dictum regarding obscenity “I know it when I see it” has also long been an accepted test of creativity. But this is not an adequate criterion for developing an instructional approach. A scientist colleague of mine recently noted that “Many of us [in the scientific community] rarely give the creative process a second thought, imagining one either ‘has it’ or doesn't.” We often think of inventiveness or creativity in scientific fields as the kind of gift associated with a Michelangelo or Einstein. This is what Kaufman and Beghetto (2008) call big-C creativity, borrowing the term that earlier workers applied to the talents of experts in various fields who were identified as particularly creative by their expert colleagues ( MacKinnon, 1978 ). In this sense, creativity is seen as the ability of individuals to generate new ideas that contribute substantially to an intellectual domain. Howard Gardner defined such a creative person as one who “regularly solves problems, fashions products, or defines new questions in a domain in a way that is initially considered novel but that ultimately comes to be accepted in a particular cultural setting” ( Gardner, 1993 , p. 35).

But there is another level of inventiveness termed by various authors as “little-c” ( Craft, 2000 ) or “mini-c” ( Kaufman and Beghetto, 2008 ) creativity that is widespread among all populations. This would be consistent with the workplace definition of creativity offered by Amabile and her coworkers: “coming up with fresh ideas for changing products, services and processes so as to better achieve the organization's goals” ( Amabile et al. , 2005 ). Mini-c creativity is based on what Craft calls “possibility thinking” ( Craft, 2000 , pp. 3–4), as experienced when a worker suddenly has the insight to visualize a new, improved way to accomplish a task; it is represented by the “aha” moment when a student first sees two previously disparate concepts or facts in a new relationship, an example of what Arthur Koestler identified as bisociation: “perceiving a situation or event in two habitually incompatible associative contexts” ( Koestler, 1964 , p. 95).

In this essay, I maintain that mini-c creativity is not a mysterious, innate endowment of rare individuals. Instead, I argue that creative thinking is a multicomponent process, mediated through social interactions, that can be explained by reference to increasingly well-understood mental abilities such as cognitive flexibility and cognitive control that are widely distributed in the population. Moreover, I explore some of the recent research evidence (though with no effort at a comprehensive literature review) showing that these mental abilities are teachable; like other higher-order cognitive skills (HOCS), they can be enhanced by explicit instruction.

Creativity Is a Multicomponent Process

Efforts to define creativity in psychological terms go back to J. P. Guilford ( Guilford, 1950 ) and E. P. Torrance ( Torrance, 1974 ), both of whom recognized that underlying the construct were other cognitive variables such as ideational fluency, originality of ideas, and sensitivity to missing elements. Many authors since then have extended the argument that a creative act is not a singular event but a process, an interplay among several interactive cognitive and affective elements. In this view, the creative act has two phases, a generative and an exploratory or evaluative phase ( Finke et al. , 1996 ). During the generative process, the creative mind pictures a set of novel mental models as potential solutions to a problem. In the exploratory phase, we evaluate the multiple options and select the best one. Early scholars of creativity, such as J. P. Guilford, characterized the two phases as divergent thinking and convergent thinking ( Guilford, 1950 ). Guilford defined divergent thinking as the ability to produce a broad range of associations to a given stimulus or to arrive at many solutions to a problem (for overviews of the field from different perspectives, see Amabile, 1996 ; Banaji et al. , 2006 ; Sawyer, 2006 ). In neurocognitive terms, divergent thinking is referred to as associative richness ( Gabora, 2002 ; Simonton, 2004 ), which is often measured experimentally by comparing the number of words that an individual generates from memory in response to stimulus words on a word association test. In contrast, convergent thinking refers to the capacity to quickly focus on the one best solution to a problem.

The idea that there are two stages to the creative process is consistent with results from cognition research indicating that there are two distinct modes of thought, associative and analytical ( Neisser, 1963 ; Sloman, 1996 ). In the associative mode, thinking is defocused, suggestive, and intuitive, revealing remote or subtle connections between items that may be correlated, or may not, and are usually not causally related ( Burton, 2008 ). In the analytical mode, thought is focused and evaluative, more conducive to analyzing relationships of cause and effect (for a review of other cognitive aspects of creativity, see Runco, 2004 ). Science educators associate the analytical mode with the upper levels (analysis, synthesis, and evaluation) of Bloom's taxonomy (e.g., Crowe et al. , 2008 ), or with “critical thinking,” the process that underlies the “purposeful, self-regulatory judgment that drives problem-solving and decision-making” ( Quitadamo et al. , 2008 , p. 328). These modes of thinking are under cognitive control through the executive functions of the brain. The core executive functions, which are thought to underlie all planning, problem solving, and reasoning, are defined ( Blair and Razza, 2007 ) as working memory control (mentally holding and retrieving information), cognitive flexibility (considering multiple ideas and seeing different perspectives), and inhibitory control (resisting several thoughts or actions to focus on one). Readers wishing to delve further into the neuroscience of the creative process can refer to the cerebrocerebellar theory of creativity ( Vandervert et al. , 2007 ) in which these mental activities are described neurophysiologically as arising through interactions among different parts of the brain.

The main point from all of these works is that creativity is not some single hard-to-measure property or act. There is ample evidence that the creative process requires both divergent and convergent thinking and that it can be explained by reference to increasingly well-understood underlying mental abilities ( Haring-Smith, 2006 ; Kim, 2006 ; Sawyer, 2006 ; Kaufman and Sternberg, 2007 ) and cognitive processes ( Simonton, 2004 ; Diamond et al. , 2007 ; Vandervert et al. , 2007 ).

Creativity Is Widely Distributed and Occurs in a Social Context

Although it is understandable to speak of an aha moment as a creative act by the person who experiences it, authorities in the field have long recognized (e.g., Simonton, 1975 ) that creative thinking is not so much an individual trait but rather a social phenomenon involving interactions among people within their specific group or cultural settings. “Creativity isn't just a property of individuals, it is also a property of social groups” ( Sawyer, 2006 , p. 305). Indeed, Osborn introduced his brainstorming method because he was convinced that group creativity is always superior to individual creativity. He drew evidence for this conclusion from activities that demand collaborative output, for example, the improvisations of a jazz ensemble. Although each musician is individually creative during a performance, the novelty and inventiveness of each performer's playing is clearly influenced, and often enhanced, by “social and interactional processes” among the musicians ( Sawyer, 2006 , p. 120). Recently, Brophy (2006) offered evidence that for problem solving, the situation may be more nuanced. He confirmed that groups of interacting individuals were better at solving complex, multipart problems than single individuals. However, when dealing with certain kinds of single-issue problems, individual problem solvers produced a greater number of solutions than interacting groups, and those solutions were judged to be more original and useful.

Consistent with the findings of Brophy (2006) , many scholars acknowledge that creative discoveries in the real world such as solving the problems of cutting-edge science—which are usually complex and multipart—are influenced or even stimulated by social interaction among experts. The common image of the lone scientist in the laboratory experiencing a flash of creative inspiration is probably a myth from earlier days. As a case in point, the science historian Mara Beller analyzed the social processes that underlay some of the major discoveries of early twentieth-century quantum physics. Close examination of successive drafts of publications by members of the Copenhagen group revealed a remarkable degree of influence and collaboration among 10 or more colleagues, although many of these papers were published under the name of a single author ( Beller, 1999 ). Sociologists Bruno Latour and Steve Woolgar's study ( Latour and Woolgar, 1986 ) of a neuroendocrinology laboratory at the Salk Institute for Biological Studies make the related point that social interactions among the participating scientists determined to a remarkable degree what discoveries were made and how they were interpreted. In the laboratory, researchers studied the chemical structure of substances released by the brain. By analysis of the Salk scientists' verbalizations of concepts, theories, formulas, and results of their investigations, Latour and Woolgar showed that the structures and interpretations that were agreed upon, that is, the discoveries announced by the laboratory, were mediated by social interactions and power relationships among members of the laboratory group. By studying the discovery process in other fields of the natural sciences, sociologists and anthropologists have provided more cases that further illustrate how social and cultural dimensions affect scientific insights (for a thoughtful review, see Knorr Cetina, 1995 ).

In sum, when an individual experiences an aha moment that feels like a singular creative act, it may rather have resulted from a multicomponent process, under the influence of group interactions and social context. The process that led up to what may be sensed as a sudden insight will probably have included at least three diverse, but testable elements: 1) divergent thinking, including ideational fluency or cognitive flexibility, which is the cognitive executive function that underlies the ability to visualize and accept many ideas related to a problem; 2) convergent thinking or the application of inhibitory control to focus and mentally evaluate ideas; and 3) analogical thinking, the ability to understand a novel idea in terms of one that is already familiar.

LITERATURE REVIEW

What do we know about how to teach creativity.

The possibility of teaching for creative problem solving gained credence in the 1960s with the studies of Jerome Bruner, who argued that children should be encouraged to “treat a task as a problem for which one invents an answer, rather than finding one out there in a book or on the blackboard” ( Bruner, 1965 , pp. 1013–1014). Since that time, educators and psychologists have devised programs of instruction designed to promote creativity and inventiveness in virtually every student population: pre–K, elementary, high school, and college, as well as in disadvantaged students, athletes, and students in a variety of specific disciplines (for review, see Scott et al. , 2004 ). Smith (1998) identified 172 instructional approaches that have been applied at one time or another to develop divergent thinking skills.

Some of the most convincing evidence that elements of creativity can be enhanced by instruction comes from work with young children. Bodrova and Leong (2001) developed the Tools of the Mind (Tools) curriculum to improve all of the three core mental executive functions involved in creative problem solving: cognitive flexibility, working memory, and inhibitory control. In a year-long randomized study of 5-yr-olds from low-income families in 21 preschool classrooms, half of the teachers applied the districts' balanced literacy curriculum (literacy), whereas the experimenters trained the other half to teach the same academic content by using the Tools curriculum ( Diamond et al. , 2007 ). At the end of the year, when the children were tested with a battery of neurocognitive tests including a test for cognitive flexibility ( Durston et al. , 2003 ; Davidson et al. , 2006 ), those exposed to the Tools curriculum outperformed the literacy children by as much as 25% ( Diamond et al. , 2007 ). Although the Tools curriculum and literacy program were similar in academic content and in many other ways, they differed primarily in that Tools teachers spent 80% of their time explicitly reminding the children to think of alternative ways to solve a problem and building their executive function skills.

Teaching older students to be innovative also demands instruction that explicitly promotes creativity but is rigorously content-rich as well. A large body of research on the differences between novice and expert cognition indicates that creative thinking requires at least a minimal level of expertise and fluency within a knowledge domain ( Bransford et al. , 2000 ; Crawford and Brophy, 2006 ). What distinguishes experts from novices, in addition to their deeper knowledge of the subject, is their recognition of patterns in information, their ability to see relationships among disparate facts and concepts, and their capacity for organizing content into conceptual frameworks or schemata ( Bransford et al. , 2000 ; Sawyer, 2005 ).

Such expertise is often lacking in the traditional classroom. For students attempting to grapple with new subject matter, many kinds of problems that are presented in high school or college courses or that arise in the real world can be solved merely by applying newly learned algorithms or procedural knowledge. With practice, problem solving of this kind can become routine and is often considered to represent mastery of a subject, producing what Sternberg refers to as “pseudoexperts” ( Sternberg, 2003 ). But beyond such routine use of content knowledge the instructor's goal must be to produce students who have gained the HOCS needed to apply, analyze, synthesize, and evaluate knowledge ( Crowe et al. , 2008 ). The aim is to produce students who know enough about a field to grasp meaningful patterns of information, who can readily retrieve relevant knowledge from memory, and who can apply such knowledge effectively to novel problems. This condition is referred to as adaptive expertise ( Hatano and Ouro, 2003 ; Schwartz et al. , 2005 ). Instead of applying already mastered procedures, adaptive experts are able to draw on their knowledge to invent or adapt strategies for solving unique or novel problems within a knowledge domain. They are also able, ideally, to transfer conceptual frameworks and schemata from one domain to another (e.g., Schwartz et al. , 2005 ). Such flexible, innovative application of knowledge is what results in inventive or creative solutions to problems ( Crawford and Brophy, 2006 ; Crawford, 2007 ).

Promoting Creative Problem Solving in the College Classroom

In most college courses, instructors teach science primarily through lectures and textbooks that are dominated by facts and algorithmic processing rather than by concepts, principles, and evidence-based ways of thinking. This is despite ample evidence that many students gain little new knowledge from traditional lectures ( Hrepic et al. , 2007 ). Moreover, it is well documented that these methods engender passive learning rather than active engagement, boredom instead of intellectual excitement, and linear thinking rather than cognitive flexibility (e.g., Halpern and Hakel, 2003 ; Nelson, 2008 ; Perkins and Wieman, 2008 ). Cognitive flexibility, as noted, is one of the three core mental executive functions involved in creative problem solving ( Ausubel, 1963 , 2000 ). The capacity to apply ideas creatively in new contexts, referred to as the ability to “transfer” knowledge (see Mestre, 2005 ), requires that learners have opportunities to actively develop their own representations of information to convert it to a usable form. Especially when a knowledge domain is complex and fraught with ill-structured information, as in a typical introductory college biology course, instruction that emphasizes active-learning strategies is demonstrably more effective than traditional linear teaching in reducing failure rates and in promoting learning and transfer (e.g., Freeman et al. , 2007 ). Furthermore, there is already some evidence that inclusion of creativity training as part of a college curriculum can have positive effects. Hunsaker (2005) has reviewed a number of such studies. He cites work by McGregor (2001) , for example, showing that various creativity training programs including brainstorming and creative problem solving increase student scores on tests of creative-thinking abilities.

Model creativity—students develop creativity when instructors model creative thinking and inventiveness.

Repeatedly encourage idea generation—students need to be reminded to generate their own ideas and solutions in an environment free of criticism.

Cross-fertilize ideas—where possible, avoid teaching in subject-area boxes: a math box, a social studies box, etc; students' creative ideas and insights often result from learning to integrate material across subject areas.

Build self-efficacy—all students have the capacity to create and to experience the joy of having new ideas, but they must be helped to believe in their own capacity to be creative.

Constantly question assumptions—make questioning a part of the daily classroom exchange; it is more important for students to learn what questions to ask and how to ask them than to learn the answers.

Imagine other viewpoints—students broaden their perspectives by learning to reflect upon ideas and concepts from different points of view.

How Is Creativity Related to Critical Thinking and the Higher-Order Cognitive Skills?

It is not uncommon to associate creativity and ingenuity with scientific reasoning ( Sawyer, 2005 ; 2006 ). When instructors apply scientific teaching strategies ( Handelsman et al. , 2004 ; DeHaan, 2005 ; Wood, 2009 ) by using instructional methods based on learning research, according to Ebert-May and Hodder ( 2008 ), “we see students actively engaged in the thinking, creativity, rigor, and experimentation we associate with the practice of science—in much the same way we see students learn in the field and in laboratories” (p. 2). Perkins and Wieman (2008) note that “To be successful innovators in science and engineering, students must develop a deep conceptual understanding of the underlying science ideas, an ability to apply these ideas and concepts broadly in different contexts, and a vision to see their relevance and usefulness in real-world applications … An innovator is able to perceive and realize potential connections and opportunities better than others” (pp. 181–182). The results of Scott et al. (2004) suggest that nontraditional courses in science that are based on constructivist principles and that use strategies of scientific teaching to promote the HOCS and enhance content mastery and dexterity in scientific thinking ( Handelsman et al. , 2007 ; Nelson, 2008 ) also should be effective in promoting creativity and cognitive flexibility if students are explicitly guided to learn these skills.

Creativity is an essential element of problem solving ( Mumford et al. , 1991 ; Runco, 2004 ) and of critical thinking ( Abrami et al. , 2008 ). As such, it is common to think of applications of creativity such as inventiveness and ingenuity among the HOCS as defined in Bloom's taxonomy ( Crowe et al. , 2008 ). Thus, it should come as no surprise that creativity, like other elements of the HOCS, can be taught most effectively through inquiry-based instruction, informed by constructivist theory ( Ausubel, 1963 , 2000 ; Duch et al. , 2001 ; Nelson, 2008 ). In a survey of 103 instructors who taught college courses that included creativity instruction, Bull et al. (1995) asked respondents to rate the importance of various course characteristics for enhancing student creativity. Items ranking high on the list were: providing a social climate in which students feels safe, an open classroom environment that promotes tolerance for ambiguity and independence, the use of humor, metaphorical thinking, and problem defining. Many of the responses emphasized the same strategies as those advanced to promote creative problem solving (e.g., Mumford et al. , 1991 ; McFadzean, 2002 ; Treffinger and Isaksen, 2005 ) and critical thinking ( Abrami et al. , 2008 ).

In a careful meta-analysis, Scott et al. (2004) examined 70 instructional interventions designed to enhance and measure creative performance. The results were striking. Courses that stressed techniques such as critical thinking, convergent thinking, and constraint identification produced the largest positive effect sizes. More open techniques that provided less guidance in strategic approaches had less impact on the instructional outcomes. A striking finding was the effectiveness of being explicit; approaches that clearly informed students about the nature of creativity and offered clear strategies for creative thinking were most effective. Approaches such as social modeling, cooperative learning, and case-based (project-based) techniques that required the application of newly acquired knowledge were found to be positively correlated to high effect sizes. The most clear-cut result to emerge from the Scott et al. (2004) study was simply to confirm that creativity instruction can be highly successful in enhancing divergent thinking, problem solving, and imaginative performance. Most importantly, of the various cognitive processes examined, those linked to the generation of new ideas such as problem finding, conceptual combination, and idea generation showed the greatest improvement. The success of creativity instruction, the authors concluded, can be attributed to “developing and providing guidance concerning the application of requisite cognitive capacities … [and] a set of heuristics or strategies for working with already available knowledge” (p. 382).

Many of the scientific teaching practices that have been shown by research to foster content mastery and HOCS, and that are coming more widely into use, also would be consistent with promoting creativity. Wood (2009) has recently reviewed examples of such practices and how to apply them. These include relatively small modifications of the traditional lecture to engender more active learning, such as the use of concept tests and peer instruction ( Mazur, 1996 ), Just-in-Time-Teaching techniques ( Novak et al. , 1999 ), and student response systems known as “clickers” ( Knight and Wood, 2005 ; Crossgrove and Curran, 2008 ), all designed to allow the instructor to frequently and effortlessly elicit and respond to student thinking. Other strategies can transform the lecture hall into a workshop or studio classroom ( Gaffney et al. , 2008 ) where the teaching curriculum may emphasize problem-based (also known as project-based or case-based) learning strategies ( Duch et al. , 2001 ; Ebert-May and Hodder, 2008 ) or “community-based inquiry” in which students engage in research that enhances their critical-thinking skills ( Quitadamo et al. , 2008 ).

Another important approach that could readily subserve explicit creativity instruction is the use of computer-based interactive simulations, or “sims” ( Perkins and Wieman, 2008 ) to facilitate inquiry learning and effective, easy self-assessment. An example in the biological sciences would be Neurons in Action ( http://neuronsinaction.com/home/main ). In such educational environments, students gain conceptual understanding of scientific ideas through interactive engagement with materials (real or virtual), with each other, and with instructors. Following the tenets of scientific teaching, students are encouraged to pose and answer their own questions, to make sense of the materials, and to construct their own understanding. The question I pose here is whether an additional focus—guiding students to meet these challenges in a context that explicitly promotes creativity—would enhance learning and advance students' progress toward adaptive expertise?

Assessment of Creativity

To teach creativity, there must be measurable indicators to judge how much students have gained from instruction. Educational programs intended to teach creativity became popular after the Torrance Tests of Creative Thinking (TTCT) was introduced in the 1960s ( Torrance, 1974 ). But it soon became apparent that there were major problems in devising tests for creativity, both because of the difficulty of defining the construct and because of the number and complexity of elements that underlie it. Tests of intelligence and other personality characteristics on creative individuals revealed a host of related traits such as verbal fluency, metaphorical thinking, flexible decision making, tolerance of ambiguity, willingness to take risks, autonomy, divergent thinking, self-confidence, problem finding, ideational fluency, and belief in oneself as being “creative” ( Barron and Harrington, 1981 ; Tardif and Sternberg, 1988 ; Runco and Nemiro, 1994 ; Snyder et al. , 2004 ). Many of these traits have been the focus of extensive research of recent decades, but, as noted above, creativity is not defined by any one trait; there is now reason to believe that it is the interplay among the cognitive and affective processes that underlie inventiveness and the ability to find novel solutions to a problem.

Although the early creativity researchers recognized that assessing divergent thinking as a measure of creativity required tests for other underlying capacities ( Guilford, 1950 ; Torrance, 1974 ), these workers and their colleagues nonetheless believed that a high score for divergent thinking alone would correlate with real creative output. Unfortunately, no such correlation was shown ( Barron and Harrington, 1981 ). Results produced by many of the instruments initially designed to measure various aspects of creative thinking proved to be highly dependent on the test itself. A review of several hundred early studies showed that an individual's creativity score could be affected by simple test variables, for example, how the verbal pretest instructions were worded ( Barron and Harrington, 1981 , pp. 442–443). Most scholars now agree that divergent thinking, as originally defined, was not an adequate measure of creativity. The process of creative thinking requires a complex combination of elements that include cognitive flexibility, memory control, inhibitory control, and analogical thinking, enabling the mind to free-range and analogize, as well as to focus and test.

More recently, numerous psychometric measures have been developed and empirically tested (see Plucker and Renzulli, 1999 ) that allow more reliable and valid assessment of specific aspects of creativity. For example, the creativity quotient devised by Snyder et al. (2004) tests the ability of individuals to link different ideas and different categories of ideas into a novel synthesis. The Wallach–Kogan creativity test ( Wallach and Kogan, 1965 ) explores the uniqueness of ideas associated with a stimulus. For a more complete list and discussion, see the Creativity Tests website ( www.indiana.edu/∼bobweb/Handout/cretv_6.html ).

The most widely used measure of creativity is the TTCT, which has been modified four times since its original version in 1966 to take into account subsequent research. The TTCT-Verbal and the TTCT-Figural are two versions ( Torrance, 1998 ; see http://ststesting.com/2005giftttct.html ). The TTCT-Verbal consists of five tasks; the “stimulus” for each task is a picture to which the test-taker responds briefly in writing. A sample task that can be viewed from the TTCT Demonstrator website asks, “Suppose that people could transport themselves from place to place with just a wink of the eye or a twitch of the nose. What might be some things that would happen as a result? You have 3 min.” ( www.indiana.edu/∼bobweb/Handout/d3.ttct.htm ).

In the TTCT-Figural, participants are asked to construct a picture from a stimulus in the form of a partial line drawing given on the test sheet (see example below; Figure 1 ). Specific instructions are to “Add lines to the incomplete figures below to make pictures out of them. Try to tell complete stories with your pictures. Give your pictures titles. You have 3 min.” In the introductory materials, test-takers are urged to “… think of a picture or object that no one else will think of. Try to make it tell as complete and as interesting a story as you can …” ( Torrance et al. , 2008 , p. 2).

Figure 1.

Figure 1. Sample figural test item from the TTCT Demonstrator website ( www.indiana.edu/∼bobweb/Handout/d3.ttct.htm ).

How would an instructor in a biology course judge the creativity of students' responses to such an item? To assist in this task, the TTCT has scoring and norming guides ( Torrance, 1998 ; Torrance et al. , 2008 ) with numerous samples and responses representing different levels of creativity. The guides show sample evaluations based upon specific indicators such as fluency, originality, elaboration (or complexity), unusual visualization, extending or breaking boundaries, humor, and imagery. These examples are easy to use and provide a high degree of validity and generalizability to the tests. The TTCT has been more intensively researched and analyzed than any other creativity instrument, and the norming samples have longitudinal validations and high predictive validity over a wide age range. In addition to global creativity scores, the TTCT is designed to provide outcome measures in various domains and thematic areas to allow for more insightful analysis ( Kaufman and Baer, 2006 ). Kim (2006) has examined the characteristics of the TTCT, including norms, reliability, and validity, and concludes that the test is an accurate measure of creativity. When properly used, it has been shown to be fair in terms of gender, race, community status, and language background. According to Kim (2006) and other authorities in the field ( McIntyre et al. , 2003 ; Scott et al. , 2004 ), Torrance's research and the development of the TTCT have provided groundwork for the idea that creative levels can be measured and then increased through instruction and practice.

SCIENTIFIC TEACHING TO PROMOTE CREATIVITY

How could creativity instruction be integrated into scientific teaching.

Guidelines for designing specific course units that emphasize HOCS by using strategies of scientific teaching are now available from the current literature. As an example, Karen Cloud-Hansen and colleagues ( Cloud-Hansen et al. , 2008 ) describe a course titled, “Ciprofloxacin Resistance in Neisseria gonorrhoeae .” They developed this undergraduate seminar to introduce college freshmen to important concepts in biology within a real-world context and to increase their content knowledge and critical-thinking skills. The centerpiece of the unit is a case study in which teams of students are challenged to take the role of a director of a local public health clinic. One of the county commissioners overseeing the clinic is an epidemiologist who wants to know “how you plan to address the emergence of ciprofloxacin resistance in Neisseria gonorrhoeae ” (p. 304). State budget cuts limit availability of expensive antibiotics and some laboratory tests to patients. Student teams are challenged to 1) develop a plan to address the medical, economic, and political questions such a clinic director would face in dealing with ciprofloxacin-resistant N. gonorrhoeae ; 2) provide scientific data to support their conclusions; and 3) describe their clinic plan in a one- to two-page referenced written report.

Throughout the 3-wk unit, in accordance with the principles of problem-based instruction ( Duch et al. , 2001 ), course instructors encourage students to seek, interpret, and synthesize their own information to the extent possible. Students have access to a variety of instructional formats, and active-learning experiences are incorporated throughout the unit. These activities are interspersed among minilectures and give the students opportunities to apply new information to their existing base of knowledge. The active-learning activities emphasize the key concepts of the minilectures and directly confront common misconceptions about antibiotic resistance, gene expression, and evolution. Weekly classes include question/answer/discussion sessions to address student misconceptions and 20-min minilectures on such topics as antibiotic resistance, evolution, and the central dogma of molecular biology. Students gather information about antibiotic resistance in N. gonorrhoeae , epidemiology of gonorrhea, and treatment options for the disease, and each team is expected to formulate a plan to address ciprofloxacin resistance in N. gonorrhoeae .

In this project, the authors assessed student gains in terms of content knowledge regarding topics covered such as the role of evolution in antibiotic resistance, mechanisms of gene expression, and the role of oncogenes in human disease. They also measured HOCS as gains in problem solving, according to a rubric that assessed self-reported abilities to communicate ideas logically, solve difficult problems about microbiology, propose hypotheses, analyze data, and draw conclusions. Comparing the pre- and posttests, students reported significant learning of scientific content. Among the thinking skill categories, students demonstrated measurable gains in their ability to solve problems about microbiology but the unit seemed to have little impact on their more general perceived problem-solving skills ( Cloud-Hansen et al. , 2008 ).

What would such a class look like with the addition of explicit creativity-promoting approaches? Would the gains in problem-solving abilities have been greater if during the minilectures and other activities, students had been introduced explicitly to elements of creative thinking from the Sternberg and Williams (1998) list described above? Would the students have reported greater gains if their instructors had encouraged idea generation with weekly brainstorming sessions; if they had reminded students to cross-fertilize ideas by integrating material across subject areas; built self-efficacy by helping students believe in their own capacity to be creative; helped students question their own assumptions; and encouraged students to imagine other viewpoints and possibilities? Of most relevance, could the authors have been more explicit in assessing the originality of the student plans? In an experiment that required college students to develop plans of a different, but comparable, type, Osborn and Mumford (2006) created an originality rubric ( Figure 2 ) that could apply equally to assist instructors in judging student plans in any course. With such modifications, would student gains in problem-solving abilities or other HOCS have been greater? Would their plans have been measurably more imaginative?

Figure 2.

Figure 2. Originality rubric (adapted from Osburn and Mumford, 2006 , p. 183).

Answers to these questions can only be obtained when a course like that described by Cloud-Hansen et al. (2008) is taught with explicit instruction in creativity of the type I described above. But, such answers could be based upon more than subjective impressions of the course instructors. For example, students could be pretested with items from the TTCT-Verbal or TTCT-Figural like those shown. If, during minilectures and at every contact with instructors, students were repeatedly reminded and shown how to be as creative as possible, to integrate material across subject areas, to question their own assumptions and imagine other viewpoints and possibilities, would their scores on TTCT posttest items improve? Would the plans they formulated to address ciprofloxacin resistance become more imaginative?

Recall that in their meta-analysis, Scott et al. (2004) found that explicitly informing students about the nature of creativity and offering strategies for creative thinking were the most effective components of instruction. From their careful examination of 70 experimental studies, they concluded that approaches such as social modeling, cooperative learning, and case-based (project-based) techniques that required the application of newly acquired knowledge were positively correlated with high effect sizes. The study was clear in confirming that explicit creativity instruction can be successful in enhancing divergent thinking and problem solving. Would the same strategies work for courses in ecology and environmental biology, as detailed by Ebert-May and Hodder (2008) , or for a unit elaborated by Knight and Wood (2005) that applies classroom response clickers?

Finally, I return to my opening question with the fictional Dr. Dunne. Could a weekly brainstorming “invention session” included in a course like those described here serve as the site where students are introduced to concepts and strategies of creative problem solving? As frequently applied in schools of engineering ( Paulus and Nijstad, 2003 ), brainstorming provides an opportunity for the instructor to pose a problem and to ask the students to suggest as many solutions as possible in a brief period, thus enhancing ideational fluency. Here, students can be encouraged explicitly to build on the ideas of others and to think flexibly. Would brainstorming enhance students' divergent thinking or creative abilities as measured by TTCT items or an originality rubric? Many studies have demonstrated that group interactions such as brainstorming, under the right conditions, can indeed enhance creativity ( Paulus and Nijstad, 2003 ; Scott et al. , 2004 ), but there is little information from an undergraduate science classroom setting. Intellectual Ventures, a firm founded by Nathan Myhrvold, the creator of Microsoft's Research Division, has gathered groups of engineers and scientists around a table for day-long sessions to brainstorm about a prearranged topic. Here, the method seems to work. Since it was founded in 2000, Intellectual Ventures has filed hundreds of patent applications in more than 30 technology areas, applying the “invention session” strategy ( Gladwell, 2008 ). Currently, the company ranks among the top 50 worldwide in number of patent applications filed annually. Whether such a technique could be applied successfully in a college science course will only be revealed by future research.

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  • Shari L. Britner ,
  • Laura L. Carruth ,
  • Brian A. Williams ,
  • John L. Pecore ,
  • Robert L. DeHaan , and
  • Christopher T. Goode
  • Elizabeth Ambos, Monitoring Editor
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  • A Belief System at the Core of Learning Science
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  • Brian A. Couch ,
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  • Promoting Student Creativity and Inventiveness in Science and Engineering
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  • Sally G. Hoskins ,
  • David Lopatto , and
  • Leslie M. Stevens
  • Diane K. O'Dowd, Monitoring Editor
  • Embedding Research-Based Learning Early in the Undergraduate Geography Curriculum Journal of Geography in Higher Education, Vol. 35, No. 3
  • Jared L. Taylor ,
  • Karen M. Smith ,
  • Adrian P. van Stolk , and
  • George B. Spiegelman
  • Debra Tomanek, Monitoring Editor
  • IFAC Proceedings Volumes, Vol. 43, No. 17
  • Critical and Creative Thinking Activities for Engaged Learning in Graphics and Visualization Course
  • Creativity Development through Inquiry-Based Learning in Biomedical Sciences

Submitted: 31 December 2008 Revised: 14 May 2009 Accepted: 28 May 2009

© 2009 by The American Society for Cell Biology

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Intelligence, Creativity, and Wisdom pp 225–249 Cite as

Intelligence, Creativity, and Wisdom: A Case for Complex Problem Solving?

  • Florian Krieger 4 &
  • Samuel Greiff 5  
  • First Online: 28 June 2023

311 Accesses

This chapter covers the roles that intelligence, creativity, and wisdom play during problem solving as an integral competency that is needed to master challenges in the twenty-first century. We suggest that problem solving requires a set of skills that are strongly intertwined with all three concepts: intelligence, creativity, and wisdom.

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Krieger, F., Greiff, S. (2023). Intelligence, Creativity, and Wisdom: A Case for Complex Problem Solving?. In: Sternberg, R.J., Kaufman, J.C., Karami, S. (eds) Intelligence, Creativity, and Wisdom. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-26772-7_10

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Why Creative Problem Solving Requires Both Convergent and Divergent Thinking

When it comes to developing creative ideas, often we are given platitudes, like “turn the problem upside down” and “think outside the box,” that sound nice but aren’t exactly helpful. Fortunately, by using the proven method of Creative Problem Solving (CPS), anyone can innovate.

What is Creative Problem Solving?

According to influential CPS educator Ruth Noller, CPS is best understood as a combination of its three parts :

Creative — specifies elements of newness, innovation and novelty

Problem — refers to any situation that presents a challenge, offers an opportunity or represents a troubling concern

Solving —  means devising ways to answer, to meet or to satisfy a situation by changing self or situation While there exist many different methods of implementing CPS, a majority promote two distinct methods of thought: convergent and divergent thinking. While you might have come across these terms before, read below for a refresher!

Convergent and Divergent Thinking

Convergent thinking embraces logic to identify and analyze the best solution from an existing list of answers. It’s important to note that this method leaves no room for uncertainty — answers are either right or wrong. Because of this, the more knowledge someone has of a subject, the more accurately they are able to answer clearly defined questions. In contrast, divergent thinking involves solving a problem using methods that deviate from commonly used or existing strategies. In this case, an individual creates many different answers using the information available to them. Often, solutions produced by this type of thinking are unique and surprising.

The Best of Both Worlds

When it comes to solving the types of problems that regularly arise in the STEM (science, technology, engineering and mathematics) fields, it is sometimes assumed that convergent thinking should be avoided. On the surface, this makes sense, as complex problems often require novel solutions. Is there anything wrong with solely embracing divergent thinking strategies? Simply put, the answer is yes. Using divergent thinking on its own might produce unique solutions, but in extreme cases, these might not be grounded in reality. For example, let’s say you want to create a vehicle that runs using clean energy. Without using convergent thinking to first understand the problem, a great deal of time could be wasted trying solutions that have no chance of working. Powering a vehicle using cotton candy or mustard will do nothing, beyond making a mess. Instead, using convergent thinking to first identify a promising area to explore (biodiesel, hydrogen, electricity, etc.), will prevent a lot of frustration and loss of time. While this is of course an extreme example, it shows the importance of combining both divergent and convergent methods of thinking to solve complicated problems. See if you can encourage the children in your own life to embrace both modes of thinking, to help them invent the future!

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the role of creativity in problem solving at work

The Role Of Creativity In Problem-Solving At Work

‘Creativity is the lifeblood of problem-solving in the workplace.’

This statement captures the essence of the critical role that creativity plays in solving problems at work. In today’s fast-paced and ever-changing business environment, organizations are constantly faced with complex challenges that require innovative solutions. While traditional problem-solving techniques may be effective, they often do not provide the agility and flexibility needed to address these challenges.

Creativity, on the other hand, offers a fresh perspective and an unconventional approach to problem-solving that can lead to breakthrough solutions.

The importance of creativity in problem-solving at work cannot be overstated. In fact, research has shown that organizations that value and foster creativity are more likely to be successful in the long run. Moreover, creativity has been linked to improved employee engagement, job satisfaction, and overall organizational performance.

This article will explore the benefits of creativity in problem-solving at work, techniques for fostering creativity in the workplace, and the challenges that organizations may face in implementing a creative problem-solving approach. Ultimately, the goal of this article is to provide insights and practical strategies for organizations and individuals looking to harness the power of creativity to solve complex problems in the workplace.

Key Takeaways

  • Creativity is a critical factor in problem-solving at work, and it can lead to breakthrough solutions and improved organizational performance.
  • Fostering a culture of innovation involves encouraging risk-taking, experimentation, and challenging assumptions to think outside the box.
  • Effective workplace communication and team building exercises are essential for building a productive and engaged workforce.
  • Resistance to change and lack of resources are common challenges in implementing solutions, but acknowledging underlying concerns and investing in creative problem-solving solutions can help overcome these constraints.

Understanding the Importance of Creativity in Problem-Solving at Work

The significance of creativity in problem-solving at work can be comprehended by acknowledging its potential to bring forth innovative solutions and enhance organizational performance. Creativity can be linked to productivity by enabling employees to think outside the box and come up with unique solutions to complex problems. When individuals are encouraged to think creatively, they are more likely to produce solutions that are not only efficient but also effective. This can help organizations to stand out from their competitors and gain a competitive advantage in the market.

Fostering creativity in remote work environments can be particularly challenging, but it is essential for maintaining a high level of organizational performance. Remote workers may feel isolated and disconnected from the company culture, which can hinder their ability to think creatively. However, by providing opportunities for remote workers to collaborate and engage with one another, organizations can create a culture of creativity and innovation that transcends physical boundaries.

This can lead to increased job satisfaction, better problem-solving skills, and ultimately, improved organizational performance.

Benefits of Creativity in Problem-Solving at Work

Innovation and creativity are key drivers of success in problem-solving at work. By embracing unconventional solutions, organizations can discover new ways to address challenges and differentiate themselves from competitors.

Encouraging risk-taking and experimentation can also lead to breakthroughs and foster a culture of innovation.

Furthermore, promoting a positive work environment that values creativity can inspire employees to think outside the box and contribute to the growth of the organization.

Finding Unconventional Solutions

To discover unconventional solutions, exploring alternative perspectives and thinking outside the box is essential. Brainstorming techniques have been proven to be effective in generating creative ideas and encouraging non-linear thinking. By gathering a diverse group of individuals with different backgrounds and experiences, brainstorming sessions can lead to unique solutions that may not have been thought of otherwise.

Furthermore, encouraging participants to challenge assumptions and explore ideas that may seem unconventional can lead to breakthrough solutions.

In addition to brainstorming techniques, thinking outside the box can also involve taking a different approach to problem-solving. This can include experimenting with new methods, technologies, or even unconventional sources of inspiration. By being open to exploring new possibilities, individuals can develop a mindset that is more conducive to generating creative solutions.

Ultimately, finding unconventional solutions requires a willingness to take risks, challenge assumptions, and approach problems from a variety of angles. By embracing a creative and imaginative approach, individuals can discover innovative solutions that may have otherwise been overlooked.

Encouraging Risk-Taking and Experimentation

Encouraging individuals to take risks and experiment can lead to the discovery of innovative solutions. Risk management is a crucial aspect of problem-solving in the workplace, but it should not stifle creativity.

By providing employees with the freedom to try out new ideas and approaches, organizations can create a culture that fosters innovative thinking. This can help employees feel more engaged and invested in their work, leading to better outcomes for the organization as a whole.

At the same time, it is important to balance risk-taking with effective risk management strategies. This involves identifying potential risks and putting measures in place to mitigate them.

Encouraging experimentation should not mean blindly pursuing every idea without considering potential consequences. Instead, organizations should create an environment that encourages individuals to take calculated risks and learn from both their successes and failures. By doing so, organizations can foster a culture of creativity and innovation that drives growth and success.

Promoting a Positive Work Culture

Fostering a positive work culture is essential for building a productive and engaged workforce, which in turn can lead to exponential growth and expansion within an organization.

One of the key ways to promote a positive work culture is through effective workplace communication. This means creating an environment where employees feel comfortable sharing ideas, providing feedback, and asking for help when needed. It also means encouraging open and honest communication between team members, departments, and management.

By promoting effective communication, employees are more likely to feel valued and supported, leading to increased job satisfaction and a higher level of engagement.

Another way to promote a positive work culture is through team building exercises. These exercises can take many forms, such as group outings, team-building workshops, or even just informal get-togethers. The goal of these exercises is to build trust, promote collaboration, and enhance communication between team members.

When employees feel like they are part of a cohesive team, they are more likely to work together to solve problems and achieve common goals. By promoting a positive work culture through effective communication and team building, organizations can create an environment where employees feel valued, engaged, and motivated to succeed.

Techniques for Fostering Creativity in the Workplace

Effective techniques for enhancing creativity in the workplace are essential for organizations seeking innovative solutions to complex problems.

Brainstorming techniques are one such method that can be used to foster creativity. Brainstorming sessions involve gathering a group of individuals to generate ideas and solutions to a specific problem. This technique allows for a free flow of ideas and encourages participants to build on each other’s suggestions. This can lead to new and innovative ideas that may not have been considered otherwise.

Another technique for fostering creativity in the workplace is through creative thinking exercises. These exercises involve using various prompts or stimuli to stimulate creative thinking. For example, one exercise may involve asking employees to come up with as many uses for a paperclip as possible. This exercise encourages individuals to think outside of the box and can lead to unique and innovative solutions to problems.

Implementing these techniques can help organizations cultivate a culture of innovation and creativity, leading to more effective problem-solving and overall success.

Overcoming Challenges in Fostering Creativity

In the pursuit of fostering creativity in the workplace, managers and leaders often face obstacles that hinder their progress. These obstacles include resistance to change, lack of resources, and managing creative tension.

Resistance to change can result in a reluctance to try new things, while a lack of resources can limit the tools and materials available for creative work. Managing creative tension can also be a challenge, as it involves balancing conflicting ideas and perspectives.

Despite these challenges, it is possible to overcome them and foster a workplace culture that encourages creativity and innovation.

Resistance to Change

Resistance to change is a common challenge in problem-solving at work and can hinder the implementation of creative solutions. Employees may resist change due to fear of the unknown, lack of trust in the proposed solution, or a preference for the status quo.

To overcome this resistance, it is necessary to address skepticism and provide a clear rationale for the proposed solution. This can involve providing data and evidence to support the solution’s effectiveness and highlighting the potential benefits for the organization and employees. Additionally, involving employees in the problem-solving process can increase their sense of ownership and investment in the solution, making them more likely to support and advocate for its implementation.

It is also important to acknowledge that resistance to change is a natural human response and may be rooted in deeper psychological factors. For example, employees may feel a loss of control or identity if their current way of working is disrupted. Addressing these underlying concerns can help to overcome resistance and promote a more positive and collaborative problem-solving process.

Ultimately, fostering a culture of openness, trust, and continuous learning can help to reduce resistance to change and promote the implementation of creative solutions.

Lack of Resources

One of the most common constraints in implementing solutions is the proverbial ‘lack of resources’, which can pose significant challenges to problem-solving in organizations.

Resource allocation and budget constraints can often limit an organization’s ability to allocate the necessary funds required to implement innovative problem-solving solutions. This can be especially true when organizations are dealing with complex problems that require a significant amount of resources to solve.

Resource allocation can be a balancing act for organizations, as they must weigh the benefits of investing in problem-solving solutions against the potential costs of investing in those solutions. This can be particularly challenging for organizations that have tight budget constraints or limited resources.

However, organizations that are able to overcome these challenges and invest in creative problem-solving solutions are often rewarded with increased efficiency and productivity, as well as improved customer satisfaction and employee engagement.

Therefore, it is essential for organizations to recognize the importance of resource allocation and budget constraints in problem-solving and to invest in solutions that can help them overcome these challenges.

Managing Creative Tension

Effective management of creative tension can lead to improved decision-making and innovation in organizations. Creativity is often sparked by discomfort, and embracing this discomfort can lead to breakthrough solutions.

However, managing creative tension can be a delicate balancing act. On one hand, too much tension can create a toxic work environment and hinder productivity. On the other hand, too little tension can lead to complacency and stagnation.

Team dynamics play a crucial role in managing creative tension. It is important for team members to feel comfortable expressing their ideas and challenging each other’s assumptions, while also maintaining respect and professionalism.

Leaders can foster an environment of healthy creative tension by encouraging open communication, providing constructive feedback, and recognizing and rewarding innovative ideas.

By managing creative tension effectively, organizations can tap into the full potential of their teams and drive meaningful change.

Implementing a Creative Problem-Solving Approach in Your Workplace

Implementing a creative problem-solving approach in the workplace can be facilitated by encouraging brainstorming sessions and utilizing techniques such as mind mapping or lateral thinking. Brainstorming exercises can help employees generate new ideas and perspectives, while collaborative problem solving can help them work together to find solutions. By fostering a culture of creativity and innovation, organizations can overcome challenges and seize opportunities.

One effective technique for implementing a creative problem-solving approach is mind mapping. This involves creating a visual representation of ideas, using branches and sub-branches to explore different possibilities. Another technique is lateral thinking, which involves approaching problems from unexpected angles and breaking free from conventional thinking patterns. By incorporating these techniques into their problem-solving strategies, organizations can unleash the full potential of their employees and achieve sustainable success.

Frequently Asked Questions

How does creativity in problem-solving differ across different industries.

Industry-specific approaches to problem-solving may vary depending on the nature of the business, but cross-functional collaboration is a common strategy to promote creativity. Creative problem-solving can lead to innovative solutions and competitive advantages in any industry.

Can creativity in problem-solving be taught or is it an innate skill?

The debate over whether creativity in problem-solving is innate or can be taught through creativity training is ongoing. While some argue for nature, others believe nurture plays a crucial role in developing and enhancing creative problem-solving skills.

What are some common misconceptions about creativity in problem-solving in the workplace?

Common misconceptions about creativity in problem-solving at work include the belief that it’s reserved for certain roles or industries , or that it’s only valuable for big, groundbreaking ideas. However, benefits include improved adaptability and innovation, while drawbacks may include resistance to change and lack of practical application.

How can companies measure the impact of creativity in problem-solving on their bottom line?

To measure the impact of creativity in problem-solving on ROI, companies can implement creative strategies and use metrics such as increased productivity, revenue, and customer satisfaction. These metrics offer objective evidence of the effectiveness of creative problem-solving.

Are there any potential downsides or risks to relying heavily on creativity in problem-solving at work?

Balancing creativity and efficiency is crucial in problem-solving at work. However, potential drawbacks of overreliance on creativity include inefficiency, lack of structure and difficulty in implementation.

In conclusion, creativity plays a vital role in problem-solving at work. It enables individuals to think outside the box and come up with innovative solutions to complex challenges. Creativity is beneficial in the workplace as it fosters collaboration, improves productivity, and enhances job satisfaction.

Organizations can foster creativity by creating a supportive environment, promoting diversity, and providing employees with the necessary tools and resources. However, fostering creativity is not without its challenges, and organizations must overcome resistance to change, fear of failure, and a lack of resources.

In essence, fostering creativity in problem-solving is like planting a seed. It requires nurturing, support, and patience, but the rewards are bountiful.

Organizations that embrace creativity in their problem-solving approach are more likely to thrive and succeed in today’s competitive business landscape. Therefore, it is essential that organizations prioritize creativity and innovation in their workplace culture to achieve long-term success.

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role of creativity in problem solving

Creativity is a must for problem-solving. It helps individuals to think differently and find imaginative solutions that may not be apparent. Reference data shows that creative thinking can generate new ideas and uncover unique solutions . It can also make individuals more adaptable and flexible in finding solutions.

Creativity is not only for art! It can be used in various domains, including problem-solving. Incorporating creativity into the problem-solving process allows individuals to unleash their potential and come up with novel solutions . So, it’s important to prioritize and nurture creativity in problem-solving processes. Don’t let creativity’s advantages pass you by. Embrace it and use your imagination to tackle challenges in impactful ways.

Understanding Creativity

Creativity is key to problem-solving. It can bring new perspectives and creative solutions . Thinking outside the box can help unravel complex problems. According to the article “The Role of Creativity in Problem-Solving,” creativity is an invaluable asset. It allows individuals to break away from conventional thinking and generate new ideas.

Recognizing creativity’s power is the key to understanding it. Creative thinking involves combining different ideas, concepts, and experiences. This leads to creating innovative solutions. The reference article states that creative problem-solving requires exploring unconventional approaches and embracing uncertainty. Problems should be seen as opportunities for growth instead of obstacles.

Creativity also makes individuals flexible and adaptive. People with creative problem-solving skills are able to think quickly and come up with solutions in the face of uncertainty. Moreover, creativity encourages collaboration and cooperation. Individuals can share ideas and engage in interdisciplinary approaches. Understanding creativity’s importance in problem-solving helps individuals navigate complex challenges and drive meaningful innovation.

How Creativity Enhances Problem-Solving

Creativity is key to problem-solving; it provides unique and innovative solutions. Thinking outside the box helps generate fresh ideas and perspectives. According to the article The Role of Creativity in Problem-Solving , creativity helps break free from conventional thinking patterns.

  • By being creative, individuals can explore alternative solutions that may not have been considered originally.
  • Creative problem-solving involves imagination and exploration. This process encourages divergent thinking, which generates multiple ideas and evaluates different possibilities.
  • Creativity also fosters adaptability and flexibility. Thinking creatively allows individuals to modify their problem-solving methods when faced with obstacles or changing circumstances.

Moreover, creativity in problem-solving empowers individuals to challenge conventional norms. This approach encourages an innovative and unconventional problem-solving process, leading to breakthrough solutions. Famous innovators such as Thomas Edison, Albert Einstein, and Steve Jobs are examples of how creativity can revolutionize fields and pioneer new technologies.

Techniques and Strategies for Creative Problem-Solving

Tap into creative problem-solving and unlock new possibilities! Brainstorming, mind mapping, analogical thinking, reverse thinking, and divergent thinking are all techniques to generate innovative solutions. To make the most of creative problem-solving, a culture of creativity should be fostered with necessary resources and support. An open, curious mindset is key to explore multiple perspectives and push the boundaries of traditional methods. Committing to continuous learning and improvement is the way to become a more effective problem-solver and drive innovation in personal and professional life. Start applying these techniques and strategies today to discover innovative solutions that can propel you forward!

Examples of Creativity in Problem-Solving

Creativity is a key factor in problem-solving. It allows individuals to think differently and come up with novel solutions. When faced with a challenge, creative thinkers look at it from various angles with their unique views and experiences.

For instance, connecting different concepts or ideas is a form of creativity in problem-solving. From design thinking to other areas, combining elements from different disciplines produces groundbreaking products or services.

Moreover, divergent thinking encourages exploring multiple solutions. Instead of focusing on one answer, this approach permits more flexibility to find a creative solution.

Failure is another element of creativity in problem-solving. It gives individuals the opportunity for growth and improvement. Taking risks and experimenting with different approaches is part of this process.

Creativity is not just applicable to one field or profession, it is present in scientific research, business innovation, and everyday life. A study by Amabile and colleagues (1993) revealed that creativity not only helps to solve problems but also increases job satisfaction and motivation. This underscores the significance of fostering creativity in problem-solving.

Benefits of Developing Creative Problem-Solving Skills

Developing creative problem-solving skills offers numerous advantages. It enables individuals to tackle complex issues from many angles, allowing them to think outside the box and come up with unique solutions. Also, critical thinking skills are improved as people learn to break down intricate situations into manageable parts.

Benefits include:

  • Innovation: Creative problem-solving fosters fresh ideas.
  • Productivity: When tackling tough problems, finding efficient solutions boosts productivity.
  • Resilience: Developing these skills enables adaptation to changing circumstances.
  • Collaboration: Brainstorming and teamwork are promoted.
  • Decision-making: Multiple perspectives are considered for well-informed decisions.
  • Personal growth: Self-confidence and personal growth are improved.

In addition, creative problem-solving skills provide a competitive edge in various fields. To enhance these skills, it’s important to be exposed to different perspectives, engage in creative activities, and consistently challenge oneself. Developing a growth mindset and embracing failure for learning can also be beneficial.

How to Foster and Enhance Creativity in Problem-Solving

Creativity is a must in problem-solving. To get the most out of it, follow this 5-step guide.

  • Step 1: Stimulate creativity. Provide a workspace that’s comfortable and flexible. This includes open areas, natural elements, and colors.
  • Step 2: Promote diversity. Different perspectives and expertise can lead to a wider range of ideas. Everyone should be heard and valued.
  • Step 3: Divergent thinking. Generate several ideas without judging them. Welcome wild ideas with techniques like brainstorming, mind mapping, and free association.
  • Step 4: Learn and improve. Explore new fields, acquire cross-disciplinary knowledge, and engage in activities that broaden perspectives. Attend workshops, trainings, and pursue hobbies.
  • Step 5: Value creativity. Recognize and reward inventive solutions – whether successful or not. Encourage experimentation, learn from failures, and provide platforms for showcasing creative solutions.

To cultivate creativity in problem-solving, create an environment that supports innovation and embraces diversity. Promote divergent thinking, continuous learning, and a culture that values and rewards creativity. With these steps, individuals and teams can unlock their creative potential and approach problems with fresh perspectives.

Creativity plays an essential role in problem-solving. It helps individuals think outside the box and identify new perspectives. This can lead to advancements and more efficient solutions.

Creativity also encourages open-mindedness and flexibility in thinking. This allows for exploration of various solutions and uncovering of innovative ideas.

In addition, creativity promotes collaboration and teamwork. By encouraging diverse perspectives, individuals can leverage each other’s strengths for more effective problem-solving.

To enhance creativity, individuals can use tools like brainstorming and mind mapping. They can also create an environment that fosters creativity, such as encouraging risk-taking and offering resources for experimentation. By doing this, individuals can tap into their creative potential and approach problem-solving in a more effective manner.

Some Facts About The Role of Creativity in Problem-Solving:

  • ✅ Creativity is a valuable tool for entrepreneurs in problem-solving, allowing for the discovery of novel strategies and optimal solutions. (Source: Entrepreneur)
  • ✅ To harness creativity, it is important to improve creativity in oneself and others, give oneself more time to think, embrace boredom, talk to others with different perspectives, and seek inspiration from unconventional sources. (Source: Entrepreneur)
  • ✅ Creativity is crucial in solving problems, as it helps ask the right questions, find “out of the box” ideas, and define new ways of doing things. (Source: MBA Knowledge Online)
  • ✅ Creative problem-solving involves exploring potential solutions even when the problem is not clearly defined, fostering creativity and fueling innovation and growth. (Source: Harvard Business School)
  • ✅ Cultivating a culture of creativity and collaboration, embracing challenges, and exposing oneself to diverse perspectives are vital for nurturing creative potential and driving societal progress. (Source: Pilgrim Soul)

FAQs about The Role Of Creativity In Problem-Solving

What is the role of creativity in problem-solving.

Creativity plays an indispensable role in problem-solving by allowing for the discovery of novel strategies and breaking through conventional barriers. It expands the range of possibilities and helps find optimal and practical solutions to difficult problems.

How can creativity help in shifting perspective?

Creativity helps shift perspective by encouraging divergent thinking and cognitive flexibility. It allows individuals to think beyond traditional thought patterns and explore multiple potential solutions, leading to new angles and insights.

How can exchanging ideas with others stimulate creativity?

Talking to others with different perspectives can stimulate creativity by exposing individuals to diverse ideas and experiences. It opens up new avenues for creative problem-solving and can lead to the discovery of original ideas and approaches.

Why is creativity important in leadership and business?

Creativity is important in leadership and business as it fosters innovation, facilitates adaptation to change, and fuels growth. It helps leaders and entrepreneurs find unique strategies, identify hidden opportunities, and develop practical solutions to business problems.

How can businesses foster a culture of creativity?

Businesses can foster a culture of creativity by providing space for innovation, encouraging the exchange of ideas, and establishing an environment of psychological safety and free idea-sharing. This helps boost the collective creative potential of employees and promotes innovation and growth.

Can you provide an example of creative problem-solving?

Cracks in metallic ships led to the development of a creative solution in the form of ultrasounds. Initially used to detect material failures, ultrasounds later became a lifesaving method in medicine. This example demonstrates how creative problem-solving can result in the creation of new devices and services with wide-ranging applications.

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Harmony in Creativity: The Interplay of Art and Design in Shaping Perspectives, Problem-Solving, and Resilience self.__wrap_b(":R16cirlm:",1)

Sanja Bojanić

Is the differentiation between art and design a harbinger of discord or a gateway to groundbreaking survival patterns in the future? Are we interpreters of the world or its narrators? What role do art and design play in enhancing our crisis resilience? One thing is clear: navigating what lies ahead will require a combination of focused and creatively open problem-solving strategies.

The precondition of any creative process is always in our experience. Moreover, the first manifestation of the living dynamics and the collector of our past and future knowledge is experience. Every narrative about our neuroplasticity and creation ability begins with analysing experience. This experience can last just a few seconds and already shape our perceptions. Think of any auditive perception that combines concepts stored in our memory to form new associations and create new forms , not only sounds but songs or poems. Throughout life, we constantly perceive, create, and recreate the world.

Nevertheless, creativity as such and as a process often is grasped within activities that differ in their scope and aim. Their classifications and disciplinary categorizations profile and organize this same world we are creating and in which we are immersed. In line with the American philosopher and educational reformer John Dewey : "Experience in its vital form is experimental, an effort to change the given. It is characterized by projection, by reaching forward into the unknown." Dewey proclaimed these sentences over a hundred years ago, concluding them with a salient connection of a learning by doing philosophy and a future perspective of education.

There are always two possible paths: • open-ended creation and • the need to solve challenges creatively

Embracing this two-way highway of creativity, imperatively taking care of our current context, the aim is not to oppose art and design vulgarly but to understand these different yet matching creative endeavours. Do they differ in purposes, processes, or intents? How much of their difference has been made in fashionable routine?

.css-11vpmk2{max-width:248px;font-size:1.625rem;line-height:1.875rem;font-family:Milo W04 Black;color:#404649;position:relative;margin-left:auto;margin-right:0;}@media (min-width:768px){.css-11vpmk2{max-width:580px;font-size:2.125rem;line-height:2.5rem;margin:0 auto;}}.css-11vpmk2:before{content:"";width:77px;height:7px;background:#404649;position:absolute;top:-20px;} "Art makes us uncomfortable." .css-1epfo5z{display:block;max-width:248px;margin-left:auto;font-size:0.6875rem;margin-top:20px;}@media (min-width:768px){.css-1epfo5z{max-width:580px;margin:20px auto 0 auto;}} Sanja Bojanić

If art (a Western concept from the late eighteenth century) is a form of creative expression primarily focused on conveying emotions, ideas, and aesthetics, what happens with design epitomizing and objectifying these same emotions, ideas, and aesthetics?

Engaged arts' critical thinking or ethical stance reaches into the unknown and scrutinizes the commodification of things. Through thought-provoking and innovative expressions, such artworks can inspire viewers to examine their assumptions and perspectives. Questioning authority or grasping the ends of meaning, like Joseph Beuys in his performance How to Explain Pictures to a Dead Hare reveals our fragility. As a matter of interpretation, artworks encourage us to think critically about power structures and how they influence our lives. By addressing moral dilemmas, social injustices, and ethical concerns, they shed light on inequality, discrimination, and human rights abuses , urging viewers to confront these problems and advocate for positive change. The artist's freedom of expression is a central aspect of art , and there are minimal restrictions on the creative process. On the viewer's side, there is an invitation to decode, situate, and shift the lenses of our biases; challenge our assumptions; embrace different perspectives, and step outside our comfort zones. Art makes us uncomfortable.

Conversely, design follows a more structured and iterative process representing " the conscious and intuitive effort to impose meaningful order ." On the side of convergent thinking, design's awareness of the world is in its materiality and ubiquity. Following our behaviours and desires closely: "Design is really an act of communication," Don Norman famously announced . The design communicates and creates conventions by channeling them through standardizing systems of signs, symbols, or icons. It also defines the form and function of devices that shape and articulate our daily routines. Indeed, design intervenes in the world of meaning, visual representations, and attitudes we create, trapping our intuitions. Design knows how to do it, as its research includes disciplines essential for studying our behaviour. In a 1977 experiment by Richard E. Nisbett and Timothy D. Wilson , famous for investigating the halo effect, the study participants had to memorize pairs of words such as "ocean" and "moon." Later, they were asked to choose between different detergent brands, and "Tide" among them. The results showed that the brand "Tide," which had a semantic link to the memorized word pair, was chosen more often than others. When asked why they chose "Tide," the study participants cited other reasons, such as brand reputation or familiarity with the product, demonstrating the power of the design mechanisms.

A few points in structuring interpretative and communicational means of creativity can help compare art and design briefly as they both address our subjective experiences and translate them into various disciplinary expressions.

• Our capacity for error and learning is a dynamic and essential aspect of personal growth, collective progress, and the continuous evolution of society.

Interpretative : Art encourages exploration and experimentation, and mistakes are bound to happen in this process. Perceived as valuable learning experiences rather than failures, they provide insights into what works and what does not. Creating art is often an iterative process in which iteration allows for refinement and improvement, with lessons learned from previous attempts contributing to the evolution of the artwork. Some artists deliberately incorporate elements of "mistakes" into their work, turning them into defining features of their style. This acceptance of imperfection can free artists from the fear of making errors and allow them to embrace their creative instincts fully.

Communicational : Similarly, design is not static. It evolves with changes in technology, user behaviour, and societal needs. Designers must stay adaptable and open to learning to stay relevant and create solutions that meet the evolving requirements of users and clients. Their iterations are bound to prototyping to test and identify potential flaws, errors, or areas of improvement. User feedback is crucial in many design disciplines, such as user experience (UX) and user interface (UI) design . As a problem-solving methodology emphasizing empathy, creativity, and iterative thinking, the design thinking approach embraces failure as a natural part of the process.

• We often progress by facing and overcoming constraints , which make us resist or build resilience in an unfamiliar setting.

Interpretative : Art can offer solace and a sense of connection despite its ability to provoke discomfort. When we encounter art that reflects our struggles, fears, or imperfections, we may find comfort in knowing that we are not alone in our human experience. For many, artistic interpretation is a way to express their emotions, thoughts, and experiences. It allows us to break free from societal norms and expectations, providing a sense of liberation and empowerment.

Communicational : Designers assess real-world performance. By analysing user data and feedback, they gain valuable insights into how their design is being used and where it can be improved. Ethics and responsibility are deeply involved in their work as they need to communicate ethical mistakes made in the past, such as creating products that unintentionally harm users or perpetuate harmful stereotypes. An awareness of these issues informs ethical design practices and fosters a more responsible and mindful approach to design.

• Understanding and tolerating ambiguity indeed advance our brain's neuroplasticity projecting us into the unknown.

Interpretative : Art often elicits complex emotions and feelings that may not have a straightforward explanation. By exploring and understanding these emotions, individuals can enhance their emotional intelligence, crucial for interpersonal relationships and empathy. As viewers engage with art, they are encouraged to consider various perspectives and possibilities; thus, grappling with ambiguity enhances cognitive flexibility and openness to new ideas. Arts boost divergent thinking, a cognitive process that generates multiple ideas or solutions to a problem. Embracing ambiguity nurtures this thinking, fostering creativity and innovation in various domains of life.

Communicational : Designers may receive ambiguous briefs from their clients or face constraints requiring creative problem-solving solutions. Tunning the language that develops ideas that cater to a broader audience and enhance their understanding of human behaviour represents the user-centered process. Even if designers often engage in divergent thinking in the early stages of design, which involves generating numerous ideas, possibilities, and solutions, they need to converge an approach that narrows down multiple ideas or options to find the best solution or answer to a specific problem.

"The most effective among us are those who can toggle between modes of thought, harnessing the expansive potential of divergence and the focused efficiency of convergence. " Sanja Bojanić

Both art and design often require striking a balance between divergent and convergent thinking. While divergent thinking sparks openness and uneasiness and fuels the creativity of self-expression, convergent thinking brings focus and refinement to the creative process, leading to effective but also ethical solutions. This balance offers profound insights into the nature of problem-solving and creativity. Making decisions, deriving solutions, and applying knowledge effectively are critical in areas that demand precision and accuracy. Nevertheless, rationality would suffer without fostering innovation and nurturing new ideas essential to discovery.

The most effective among us are those who can toggle between these modes of thought, harnessing the expansive potential of divergence and the focused efficiency of convergence. Educators can foster environments that cultivate both types of thinking, students can become more versatile thinkers, and professionals can apply this dual approach to drive innovation and adapt to changing environments. Ultimately, a society that values and develops convergent and divergent thinking is better equipped to evolve and survive.

The UNESCO Chair Fellowship

Every year, the UNESCO Chair in Anticipation and Transformation awards a digital UNESCO Chair Fellowship . The Fellows are offered the opportunity to collaborate with the team at the UNESCO Chair at Eurac Research's Center for Advanced Studies delving into shared interests and emphasizing UNESCO's global priorities outlined in its 2022-2029 strategy.

Sanja Bojanić

Prof. Sanja Bojanić , Ph.D. is a researcher immersed in philosophy of culture with an overarching commitment to comprehend contemporary forms of gender, racial and class practices, which underpin social and affective inequalities specifically increased in the current societal and political contexts. She expanded and tailored her interests as a graduate student at the University of Paris 8 in Hypermedia Studies and obtained her Ph.D. at Centre d'Etudes féminines et d'etude de genre. This process ultimately led to interdisciplinary research based on experimental artistic practices, queer studies, and particularities of Affect Theory. Her research and scientific work are fostered through various projects. Author and Editor of several books and manuals, she published over forty peer-reviewed papers on topics related to her field of expertise. Sanja Bojanić is a UNESCO Chair Fellow 2023 at the Center for Advanced Studies at Eurac Research.

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This content is licensed under a Creative Commons Attribution 4.0 International license .

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How Co-Leaders Succeed

  • David Lancefield

role of creativity in problem solving

Seven strategies for performing this role with integrity, intelligence, and positivity.

Co-leadership, where an executive, department, or team leadership role is shared, can result in more creative and strategic problem solving and wiser decision making. But it can also lead to unhealthy game playing in the pursuit of dominance and positioning for the next role, resulting in organizational misalignment, inertia, and confusion. It doesn’t have to be this way. You don’t have to become a political animal who spends their days looking to outmaneuver their co-leader. Instead, perform this role with integrity, canniness, and positivity, recognizing that it will feel uncomfortable at times. These seven strategies will increase your chances of making your co-leadership a success.

We often associate leadership with an individual, but there are situations where the top positions are shared — along with the responsibilities, decisions, and accountability that comes with them. A lot of focus has been on the ups and downs of high-profile co-CEOs and co-founders — think Salesforce, Netflix, Goldman Sachs , Oracle, SAP, and Warby Parker . But co-leadership is also practiced within business units, divisions, and projects, especially after acquisitions, when there’s a perceived need for representation of both groups.

role of creativity in problem solving

  • David Lancefield is a  catalyst, strategist, and coach  for leaders. He’s advised more than 40 CEOs and hundreds of executives, was a senior partner at Strategy&, and is a guest lecturer at the London Business School. Find him on LinkedIn (@davidclancefield) or at  davidlancefield.com , where you can sign up for his free “Mastering Big Moments”  workbook .

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AI helps boost creativity in the workplace but still can't compete with people's problem-solving skills, study finds

  • Artificial intelligence is disrupting professional workplaces with systems like ChatGPT and Gemini.
  • A study found that people mistrust AI for the wrong reasons while trusting it for tasks where it might mess up.
  • AI boosts performance in creative tasks but performs poorly in problem-solving, the study found.

Insider Today

Artificial intelligence is coming to change your workplace .

The rapidly evolving technology has already started to disrupt day-to-day activities in professional settings, and leaders at the forefront of the AI revolution have been clear about how they hope to implement systems like ChatGPT and Gemini into the mainstream workflow.

But while many employees may be cautiously skeptical about the impending AI overhaul, a recent study found that people are actually mistrustful of artificial intelligence for the wrong reasons while frequently trusting in the technology for tasks it's more likely to mess up.

The September 2023 study, which is titled " How People Can Create—and Destroy—Value with Generative AI ," was spearheaded by François Candelon, the managing director and senior partner at consulting company Boston Consulting Group.

The study's findings are back in the news this week after Candelon sat down with the Wall Street Journal's Executive Insights podcast to discuss generative AI in the workplace.

Candelon partnered with talent from top universities like MIT, Wharton, Harvard Business School, and the University of Warwick, and used his consulting company's own employees to execute the experiment, which he told The Journal was inspired by his desire to figure out how humans and AI can work together to help businesses.

The more than 750 study participants were given real tasks, including "creative product innovation" assignments. The participants were instructed to use OpenAI tool GPT-4 to help them with tasks like pitching the shoe concepts to their boss, coming up with focus group questions, and executing a successful social media rollout, Candelon said.

The study found that people using AI faired much better than those working without it when it came to creative product innovation tasks. About 90% of the participants improved their performance when using AI for any task involving ideation and content creation.

Participants also converged on a performance level that was 40% higher than those working on the same task without GPT-4, according to the study.

The most benefits were seen when people didn't try to change or improve the technology's output suggestions, accepting GPT-4's suggestions as is, the study found.

But there are still some tasks where humans have the edge. People's problem-solving skills far outweigh the help offered by AI, Candelon said.

The study found that generative AI actually persuaded several participants to accept GPT's misleading output, even when they had been briefed on the possibility of wrong answers.

Participants who used AI for problem-solving tasks performed 23% worse than those who didn't use the tool at all, according to the study.

The "double-edged sword" that is generative AI, with its "relatively uniform output," can also reduce a group's diversity of thought by 41%, the study found.

But Candelon stressed to The Journal that AI is exceedingly powerful and, ultimately, unavoidable.

"There is this famous quote saying that humans won't get replaced by AI. They will get replaced by humans using AI," he told the outlet.

Candelon said the study shows that data will become even more important with generative AI in the workplace, forcing people to revisit their workflows and figure out places for human and AI collaboration.

role of creativity in problem solving

Watch: AI will drive personalization, not creativity, says Roku's VP of growth marketing, Sweta Patel

role of creativity in problem solving

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  1. What is Creative Problem-Solving

  2. How Does Creativity Help Solve Problems?

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COMMENTS

  1. What Is Creative Problem-Solving & Why Is It Important?

    Creative problem-solving helps overcome unforeseen challenges and find solutions to unconventional problems. Fueling innovation and growth: In addition to solutions, creative problem-solving can spark innovative ideas that drive company growth.

  2. How to Use Creativity in Problem-Solving

    Using creativity in problem-solving is a dynamic process that involves seeing challenges from unique perspectives, generating novel solutions, and redefining the status quo. It requires going beyond traditional methodologies and employing inventive thinking. Table of Contents Understanding the Role of Creativity in Problem-Solving

  3. PDF Creative Problem Solving

    What is CPS? Creative Problem Solving is a proven method for approaching a problem or challenge in an imaginative and innovative way. It's a process that helps people re-define the problems they think they face, come up with breakthrough ideas and then take action on these new ideas all with the same innovative spirit.

  4. Creative Problem Solving

    Creative problem solving (CPS) is a way of solving problems or identifying opportunities when conventional thinking has failed. It encourages you to find fresh perspectives and come up with innovative solutions, so that you can formulate a plan to overcome obstacles and reach your goals.

  5. When Breaking the Rules Relates to Creativity: The Role of Creative

    If individual creativity involves thinking out of the box (Shin & Zhou, ), and the "box" symbolizes the standard rules and procedures, it follows that deviating from these rules and procedures or even breaking them, may lead to creative solutions.

  6. How to improve your creativity and problem-solving skills

    Creative problem-solving will help teams to generate innovation - from uncovering new approaches to problems, developing new products, or improving existing processes. St George's, University of London Managing Innovation: Learning to Prototype for Business

  7. The science behind creativity

    Psychologists and neuroscientists are uncovering new details about what it means to be creative and how to nurture that skill. "Creativity is of incredible real-world value," Kounios said. "The ultimate goal is to figure out how to enhance it in a systematic way."

  8. What is Creative Problem-Solving?

    An introduction to creative problem-solving. Creative problem-solving is an essential skill that goes beyond basic brainstorming. It entails a holistic approach to challenges, melding logical processes with imaginative techniques to conceive innovative solutions. As our world becomes increasingly complex and interconnected, the ability to think ...

  9. Creativity and Problem Solving

    Creativity and Problem Solving Published: Jan 24, 2019 Modified: Apr 04, 2022 ... Most employees, whether independently or working in teams, want to move immediately to identifying solutions, so a key role as a leader of a team will be to hold the person or group back until it has thoroughly studied the problem or situation. Problem sensing ...

  10. Harnessing Creativity in Problem-Solving

    Creativity fosters resilience in problem-solving. When you approach challenges with a creative mindset, you are better equipped to adapt to unexpected obstacles and setbacks. You are more likely to experiment with different approaches and persist until you find a workable solution. Innovative Approaches to Problem-Solving through Creativity

  11. Think Outside the Box: The Role of Creativity in Problem-Solving

    Creativity is often associated with artistic expression or imaginative thinking, but it's also a powerful tool for problem-solving. When we approach problems with a creative mindset,...

  12. Intelligence and Creativity in Problem Solving: The Importance of Test

    Creative problem solving processes often involve an interactive relationship between imagining, sketching, and evaluating the result of the sketch ... has long been considered to play a role in creative processes that goes beyond the mere generation of a series of ideas as in creativity tasks (Wallas, 1926, ...

  13. Creativity in problem solving to improve complex health outcomes

    Despite the known importance of creativity in problem solving, relatively few studies detail how workers incorporate creativity into problem solving during the natural course of work—in health care or in other industries. 13 Prior research on creative problem solving in the workplace has been largely theoretical, 14 , 15 with some empirical ...

  14. Teaching Creativity and Inventive Problem Solving in Science

    Creativity is an essential element of problem solving ( Mumford et al., 1991; Runco, 2004) and of critical thinking ( Abrami et al., 2008 ). As such, it is common to think of applications of creativity such as inventiveness and ingenuity among the HOCS as defined in Bloom's taxonomy ( Crowe et al., 2008 ). Thus, it should come as no surprise ...

  15. Intelligence, Creativity, and Wisdom: A Case for Complex Problem Solving?

    Introduction. This chapter covers the roles that intelligence, creativity, and wisdom play during problem solving as an integral competency that is needed to master challenges in the twenty-first century. We suggest that problem solving requires a set of skills that are strongly intertwined with all three concepts: intelligence, creativity, and ...

  16. The creative imperative: The role of creativity, creative problem

    Creative problem solving Creative insight 1. Introduction Sustainability, widely understood to embody "development that meets the needs of the present without compromising the ability of future generations to meet their own needs" ( World Commission on Environment and Development, 1987, p.43), is a many-pronged and multifaceted, complex challenge.

  17. Why Creative Problem Solving Requires Both Convergent and Divergent

    Solving — means devising ways to answer, to meet or to satisfy a situation by changing self or situation While there exist many different methods of implementing CPS, a majority promote two distinct methods of thought: convergent and divergent thinking. While you might have come across these terms before, read below for a refresher!

  18. The Role of Creativity in Problem-solving and Innovation

    The role of creativity in problem-solving and innovation cannot be overstated. As a powerful catalyst for generating novel ideas and driving societal progress, creativity is an invaluable asset in our rapidly evolving world. By understanding the cognitive processes involved and nurturing our creative potential, we can harness the power of ...

  19. The Role Of Creativity In Problem-Solving At Work

    Creativity is a critical factor in problem-solving at work, and it can lead to breakthrough solutions and improved organizational performance. Fostering a culture of innovation involves encouraging risk-taking, experimentation, and challenging assumptions to think outside the box.

  20. Promoting Creativity at Work: The Role of Problem-Solving Demand

    We propose that problem-solving demand (PSD) is an important job attribute for employees' creative performance. Applying job design theory, we examined the relationship between PSD and employee creativity. The theorised model was tested with data obtained from a sample of 270 employees and their supervisors from three Chinese organisations.

  21. All Creativity is Problem Solving

    In fairness, he did go on to point out one other difference: creativity is concerned with and measured by its originality, whereas problem solving is only concerned with and measured by its effectiveness. There is even a difference, Dr. Repasky told me, between "big C" Creativity and "little c" creativity.

  22. 8

    In this chapter, after reviewing definitions of key terms, I examine research evidence concerning the role of each of these kinds of knowledge in supporting mathematical problem solving. Definitions. An important first step is to define key terms such as problem, problem solving, and mathematical problem solving. What Is a Problem?

  23. The Role of Creativity in Problem-Solving

    Watch on Creativity is a must for problem-solving. It helps individuals to think differently and find imaginative solutions that may not be apparent. Reference data shows that creative thinking can generate new ideas and uncover unique solutions. It can also make individuals more adaptable and flexible in finding solutions.

  24. Harmony in Creativity: The Interplay of Art and Design in Shaping

    Embracing ambiguity nurtures this thinking, fostering creativity and innovation in various domains of life. Communicational: Designers may receive ambiguous briefs from their clients or face constraints requiring creative problem-solving solutions. Tunning the language that develops ideas that cater to a broader audience and enhance their ...

  25. How Co-Leaders Succeed

    Summary. Co-leadership, where an executive, department, or team leadership role is shared, can result in more creative and strategic problem solving and wiser decision making. But it can also lead ...

  26. AI Boosts Creativity, Can't Match People's Problem-Solving Skills: Study

    AI helps boost creativity in the workplace but still can't compete with people's problem-solving skills, study finds. Generative AI is coming to change your workplace. Artificial intelligence is ...