Creative Approaches to Problem Solving

Scott G. Isakson (Ed.D. in Curriculum Planning and Instruction) has more than 38 years of experience studying, teaching, and training in creativity and innovation, since his first formal training in CPS started in 1970 with courses offered by Sid Parnes and Ruth Noller at Buffalo State College. Scott was a participant in the Creative Studies Project (1970-1972) and after graduating, was one of the first to complete a Master of Science in Creative Studies. Early work as a teacher and specialist for the Gifted and Talented allowed him to integrate CPS into the curriculum. Scott joined the faculty of Buffalo State College in 1980, and later became a senior adjunct program associate with the Center for Creative Leadership – providing diverse experience with business organizations. Since the early 1980’s, Scott has worked as a trainer, consultant, and researcher in innovation within organizations. K. Brian Dorval is Founding Partner and President of Think First Serve, Inc., a management training and consulting company specializing in the use of creative-thinking, problem-solving, and performance improvement methods to help groups and organizations figure out new ways to grow. He has more than 23 years of experience helping people, teams, and organizations significantly improve their personal performance and business results. He has delivered more than 450 Creative Problem Solving, management coaching, and performance training sessions for companies in 20 countries around the world. He has also published more than 50 articles, chapters, and books on topics related to creative thinking, problem solving, and performance improvement. In other performance-related areas, he is a USPTA (United States Professional Tennis Association)-certified tennis professional, who specializes in the mental game. He has worked with regionally and nationally ranked junior and college tennis players, as well as adults of varying levels, to improve mental toughness and enhance performance during competition. He conducts research on the topics of creative thinking, problem solving, mental imagery, and sports performance and applies the results to help people, teams, and organizations develop high-performance practices that stimulate growth and success. He is also Head Tennis Professional for Western New York’s Shining Stars adaptive tennis program for children with autism. He holds a master of science degree from Buffalo State College in creativity and innovation (1990). Donald J. Treffinger is director of the Center for Creative Learning in Sarasota, Florida, and editor-in-chief of Parenting for High Potential, NAGC’s quarterly magazine for parents. He has previously served as a member of the faculty at Buffalo State University College, the University of Kansas, and Purdue University. He has been actively involved in NAGC for many years and served as a member of the Board of Directors from 1980 to 1984. Treffinger received the NAGC Distinguished Service Award in 1984 and the E. Paul Torrance Creativity Award in 1995. His primary interests are in the areas of creativity and creative problem solving, the levels-of-service approach to programming for talent development, and problem-solving style. He is the author or coauthor of more than 350 publications, including Creativity and Giftedness. His most recent books are Talent Development: The Levels of Service Approach, the three-volume series Thinking with Standards: Preparing for Tomorrow, and Creative Problem Solving: An Introduction.

• Chapter One: Creative Approaches to Problem SolvingIntroductionWhat is Creativity?Characteristics of Creative PeopleOperations Within the Creative ProcessRemoving Blocks and BarriersCreative Results and OutcomesThe Context for CreativityWhat is Problem Solving?What is a Creative Approach?Linking Creativity and Problem SolvingA Framework for ChangePutting This Chapter to WorkActivities to Guide Reflection and ActionChapter Two: Creative Problem SolvingIntroductionWhat is Creative Problem Solving?The Origins and History of CPSPersonal Process ActivityThe CPS FrameworkUnderstanding the ChallengeConstructing OpportunitiesExploring DataFraming ProblemsGenerating IdeasPreparing for ActionDeveloping SolutionsBuilding AcceptancePlanning Your ApproachAppraising TasksDesigning ProcessThe Heartbeat of CPSGuidelines for GeneratingDefer JudgmentStrive for QuantityFreewheelSeek CombinationsBrainstormingBrainstorming is Not the Same as Having a Group DiscussionBrainstorming Includes Having Someone Lead the SessionBrainstorming Includes Recording All Options GeneratedBrainstorming Involves Extended EffortBrainstorming Supplements Individual IdeationGuidelines for FocusingUse Affirmative JudgmentBe DeliberateConsider NoveltyStay On CourseALUo (Advantages, Limitations, Unique Qualities, and Overcoming Limitations)Identifying the Advantages, Strengths, or Strong PointsIdentifying Limitations or Areas for ImprovementIdentifying Unique QualitiesOvercoming LimitationsGenerating and Focusing Lead to CreativityThe Tools of CPSKnowledge From Practical ExperiencesKnowledge Derived From the LiteratureA Solid and Explicit Conceptual Foundation ExistsThere is Continuous Research and DevelopmentFormal Courses Are AvailableCourses and Programs Have Been EvaluatedCommunities Exist to Advance KnowledgeCommunities Exist to Advance PracticeThere is a Documented NeedThere is Experimental EvidenceCps Has Been Widely AppliedPutting This Chapter to WorkActivities to Guide Reflection and ActionChapter Three: Understanding the ChallengeIntroductionUnderstanding the Challenge in a “Nutshell”InputProcessingOutputWhat is the Constructing Opportunities Stage?Generating When Constructing OpportunitiesOpportunity StatementsFocusing When Constructing OpportunitiesConstructing Opportunities – A Sample ApplicationWhat is the Exploring Data Stage?Generating When Exploring DataInformationImpressionsObservationsFeelingsQuestionsA Tool for Exploring Data: 5WHFocusing When Exploring DataIdentify Key DataExploring Data – A Sample ApplicationWhat is the Framing Problems Stage?Constructing an Effective Problem StatementGenerating In Framing ProblemsLadder of AbstractionFocusing When Framing ProblemsHighlightingFind the Hot SpotsRestate the Hot SpotsThe Rest of the StoryPutting This Chapter to WorkActivities to Guide Reflection and ActionChapter Four: Generating IdeasIntroductionGenerating Ideas in a “Nutshell”InputProcessingOutputWhat is the Generating Ideas Component and Stage?Points to Remember About Idea GenerationThe Generating PhaseQualities to Consider When Generating OptionsUsing Generating ToolsBrainstorming With Post-Its®BrainwritingSCAMPERForced FittingVisually Identifying RelationshipsImagery TrekAttribute ListingMorphological MatrixChoosing Appropriate ToolsFocusing in Generating IdeasSelecting Hits ToolThe Rest of the StoryPutting This Chapter to WorkActivities to Guide Reflection and ActionChapter Five: Preparing for ActionIntroductionPreparing for Action in a “Nutshell”InputProcessingOutputWhat is the Developing Solutions Stage?Generating In Developing SolutionsGenerating CriteriaFocusing in Developing SolutionsChoosing Tools for FocusingThe Evaluation MatrixPrepare the MatrixComplete the MatrixInterpret the ResultsPaired Comparison AnalysisPut Your Options In the PCACompare Each Pair of OptionsSum the ScoresInterpret the ResultsSummarizing the Developing Solutions StageWhat is the Building Acceptance Stage?Level of InvolvementDegree of ComplexityA Formula for ChangeGenerating in Building AcceptanceGenerating Sources of AssistanceGenerate Possible AssistersGenerate Possible ResistersGenerating Potential Action StepsIdentifying and Overcoming LimitationsFocusing in Building AcceptanceSequencing Action StepsPlanning for ImplementationImplementation ChecklistRelative AdvantageCompatibilityComplexityTrialabilityObservabilityOther QuestionsObtaining Feedback on Your PlanThe Rest of the StoryPutting This Chapter to WorkActivities to Guide Reflection and ActionChapter Six: Planning Your Approach to CPSIntroductionPlanning Your Approach in a “Nutshell”What is Appraising Tasks?The People and Context DimensionPeopleContextThe Content-Method DimensionContentMethodWhat is Designing Process?Required Results From the ProcessNeeded Elements of the MethodDesired Involvement and InteractionConstraints From the ContextThe Rest of the StoryPutting This Chapter to WorkActivities to Guide Reflection and ActionChapter 7: People as Creative Problem SolversIntroductionOwnershipInfluenceInterestImaginationSome Key Questions About OwnershipDiversityProblem Solving StyleOrientation to ChangeThe Explorer StyleThe Developer StyleManner of ProcessingThe External StyleThe Internal StyleWays of DecidingThe Person StyleThe Task StyleModerate PreferencesWorking Outside Your PreferencesSome Key Questions About DiversityTask ExpertiseSome Key Questions About Task ExpertiseUsing Information About People When Appraising TasksApply CpsModify the TaskFind the Right PeopleWait or WithdrawThe Rest of the StoryPutting This Chapter to WorkActivities to Guide Reflection and ActionChapter Eight: the Context for CPSIntroductionThe Environment Conducive to CreativitySupport for Creative ProductivitySupport for People’s EffortsEnhance SatisfactionRespond to ChangeKnowledge ManagementAre You Ready for Change?Dimensions of the Climate for CreativityChallenge/InvolvementFreedomTrust/OpennessIdea-TimePlayfulness/HumorConflictIdea-SupportDebateRisk-TakingImplications of Understanding ClimateHistoryAre You Willing to Manage Change?Are You Able to Move Forward?Using Information About Context When Appraising TasksApply CPSModify the TaskModify the ContextWait or WithdrawThe Rest of the StoryPutting This Chapter to WorkActivities to Guide Reflection and ActionChapter 9: The Role of ContentIntroductionWhat is Content?The Role of Content In the SystemNovelty: What Kind of Novelty Do You Need?Size: How Great An Impact Do You Want?Breadth of ImpactDepth of ImpactLeverage: Where is the Best Place to Focus Your Energy?Identifying Key Leverage PointsLevel of ImportanceLevel of CapabilityUsing Your Understanding About ContentApply CPSModify the TaskAdjust Expectations You Hold for CPSUse a Different MethodThe Rest of the StoryPutting This Chapter to WorkActivities to Guide Reflection and ActionChapter 10: Cps as a Change MethodIntroductionWhat is a Change Method?Being Deliberate About MethodCPS as a Change MethodDo You Need the Purpose and Unique Qualities of CPS?The CPS FrameworkThe CPS ToolsThe CPS LanguageHow Confident Am I In Using CPS?What Are the Benefits and Costs of Using CPS?What Are the Benefits of Using CPS?What Are the Costs of Using CPS?Your Options From Exploring MethodsApply CPSCombine CPS With Other Method(S)Wait or WithdrawPutting This Chapter to WorkActivities to Guide Reflection and ActionChapter 11: Designing Your Way Through CPSIntroductionLinking Needs to ProcessAn Example of Matching Process to NeedUsing Understanding the ChallengeUsing Generating IdeasUsing Preparing for ActionReturning to Our ExampleWhat is Designing Process?Setting the Scope of CPS ApplicationDesigning a Single SessionThe Session Purpose and OutcomeThe CPS Component and Stage to UseThe Tools to ApplyGroup InvolvementThe Plan for the SessionTips for Designing a Single SessionTips for Designing a Single SessionHave Other Stages and Tools Ready for UseDesigning a Project ApplicationThe High-Level Project PlanThe Parts of the Project Involving CPSThe Involvement of Different People Along the WayScheduling (People, Time, Locations, Etc)Tips for Designing Project ApplicationsDesign Flexibility Into Your Project PlansPlan Links Between Multiple SessionsDesign for Extended EffortDesigning An InitiativeThe Goals and Strategies for the InitiativeThe General Plan for Guiding the InitiativeTime-Frames and Outcomes of ProjectsPlan for How People Will Be InvolvedTips for Designing Initiative-Level Application of CPSKeep Your General Plan at a CPS Component LevelDesign for Consistent Project OutputsPlan for Changing Involvement of PeoplePlan Check-In Points Throughout the InitiativeDesigning Ways to Involve PeopleDetermine Your Level of UseUsing CPS At An Individual LevelUsing CPS At the Group Or Team LevelUsing CPS At the Organizational LevelClarify People’s Roles and ResponsibilitiesInvolving ClientsInvolving Resource-Group MembersInvolving FacilitatorsDesigning for the Impact of ContextDesigning for ReadinessDesigning for WillingnessDesigning for AbilityDesigning Your Work SpaceSome Suggestions for Designing ProcessDesign With Purpose In MindDesign a Straightforward Pathway Through CPSBe Ready to Change Your PlansThe Rest of the StoryPutting This Chapter to WorkActivities to Guide Reflection and ActionChapter 12: Applying CPSLost PrizesWhat Did the Participants In the Session Do?What Challenges Did the Participants Face?What Impact Did CPS Have?Creating Computer SoftwareWhat Did the Project Manager Do?What Challenges Did the Project Manager Face?What Impact Did CPS Have?Developing New ProductsWhat Did We Do?What Challenges Did We Face?What Impact Did We Have?Preparing to Apply CPSPrepare the PeoplePrepare the CPS ProcessPrepare the Topic to Be AddressedPrepare the Working EnvironmentGeneral Suggestions for Getting StartedUse CPS Personally to Demonstrate its EffectivenessDemonstrate the Benefits of CPSUse CPS Soon After Reading This BookContinue Your LearningDebrief Your Use of CPSUse the CPS Framework FlexiblyStart By Using CPS On Low-Risk TasksIntegrate CPS Into Your Current ActivitiesFind a Sponsor for Your CPS ApplicationFind a Safe Group With Which to PracticeTeam Up With Someone Who Knows CPSUse Outside Experts to Get HelpAdditional ResourcesAbout Our OrganizationsThe Creative Problem Solving Group, Inc (CPSB)Center for Creative Learning, Inc (CCL)An InvitationVisit Our Web SitesAttend a CoursePutting This Chapter to WorkActivities to Guide Reflection and Action

"The authors have assembled a complete illustration of the CPS construct."