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AYANLEKE JULIUS
BBA - F1308 - 0324
BBA PGSM
CREATIVE PROCESS
MG 430
MS. MAUREEN
THEORIES OF CREATIVE AND PROBLEMM SOLVING
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04 - 07 - 2014
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Table of Content
Topics
Pages
Introduction................................................................................................
.................3
Theories of Creativity
Brainstorming................................................................................................
...............4
Six Thinking
Hats............................................................................................................4
-5
IDEAL
Model............................................................................................................
.......5-7
Problem Solving and Decision Making Process
What is Problem
Solving..................................................................................................7
Problem Solving
Matrix...................................................................................................7-8
Problem Solving
Techniques...........................................................................................8-9
Decision Making
Process.................................................................................................9
Complex Problem Solving and Decision
Making.............................................................9-10
Conclusion...................................................................................................
...................10
References..................................................................................................
.....................11

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INTRODUCTION
Much of what people, managers or organisations do is to solve problems
and make decisions. Often, they are "under the gun", stressed and very
short for time. Consequently, when they encounter a new problem or
decision they must make, they react with a decision that seemed to work
before. It is easy with this approach to get stuck in a circle of solving the
same problem over and over again. Therefore, it is often useful to get
used to an organized approach to problem solving and decision making.
However, the following basic guidelines in the paragraphs below will get
you started.

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Theories to Creativity
Brainstorming is the process for generating creative ideas and solutions
through intensive and freewheeling group discussion. Every participant is
encouraged to think aloud and suggest as many ideas as possible, no
matter seemingly how outlandish or bizarre. Analysis, discussion, or
criticism of the aired ideas is allowed only when the brainstorming session
is over and evaluation session begins. See also lateral thinking and
nominal

group

technique.

By

contrast,

brainstorming

provides

freewheeling environment in which everyone is encouraged to participate.

Quirky ideas are welcomed, and many of the issues of group problemsolving are overcome. All participants are asked to contribute fully and
fairly, liberating people to develop a rich array of creative solutions to the
problems they are facing. . It asks that people come up with ideas and
thoughts that can at first seem to be a bit crazy. The idea here is that
some of these ideas can be crafted into original, creative solutions to the
problem you're trying to solve, while others can spark still more ideas.
During brainstorming sessions there should therefore be no criticism of
ideas: You are trying to open up possibilities and break down wrong
assumptions about the limits of the problem. Judgments and analysis at
this stage stunt idea generation. Ideas should only be evaluated at the
end of the brainstorming session. This is the time to explore solutions
further using conventional approaches (Osborn, 1963).
Six Thinking Hat: There are six metaphorical hats and the thinker can
put on or take off one of these hats to indicate the type of thinking being
used. This putting on and taking off is essential. The hats must never be
used to categorize individuals, even though their behaviour may seem to
invite this. When done in group, everybody wear the same hat at the
same time (De Bono, 1985).
White Hat Thinking: This covers facts, figures, information needs and
gaps. I think we need some white hat thinking at this point which means
let us drop the arguments and proposals, and look at the data base.

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Red Hat Thinking: This covers intuition, feelings and emotions. The red hat
allows the thinker to put forward an intuition without any need to justify it.
Putting on the red hat, I think this is a terrible proposal. Usually feelings
and intuition can only be introduced into a discussion if they are
supported by logic. Usually the feeling is genuine but the logic is spurious.
The red hat gives full permission to a thinker to put forward his or her
feelings on the subject at the moment.
Black Hat Thinking: This is the hat of judgment and caution. It is a most
valuable hat. It is not in any sense an inferior or negative hat. The black
hat is used to point out why a suggestion does not fit the facts, the
available experience, the system in use, or the policy that is being
followed. The black hat must always be logical.
Yellow Hat Thinking: This is the logical positive. Why something will work
and why it will offer benefits. It can be used in looking forward to the
results of some proposed action, but can also be used to find something of
value in what has already happened.
Green Hat Thinking: This is the hat of creativity, alternatives, proposals,
what is interesting, provocations and changes.
Blue Hat Thinking: This is the overview or process control hat. It looks not
at the subject itself but at the thinking about the subject. Putting on my
blue hat, I feel we should do some more green hat thinking at this point. In
technical terms, the blue hat is concerned with meta-cognition.
IDEAL Model
This is a model for improving problem solving skills. It is based on
research in the field of problem solving. The components of the approach
are represented by the acronym IDEAL (Bransford, 1993). Where
I = Identify problems and opportunities.
D = Define goals
.E = Explore possible strategies.
A = Anticipate outcomes and act.
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L = Look back and learn.

Identifying Problems And Opportunities: The argument is that one
should identify potential problems and treat them as opportunities to do
something creative. It is just as important actively to look for problems as
simply to respond to them when they become critical or when they are
noticed. Identifying problems and then treating them as opportunities in
the dimension of organisation can lead to the establishment of a strong
competitive advantage by creative application of SWOT matrix.
Defining Goals: Different goals often reflect how people understand a
problem. For example, the problem of lack of strategic direction in the
business could be identified. All concerned might agree that it could
represent an opportunity to do something creative. Defining the goal is
thus a crucial step in moving towards a solution to a problem. In practice
today, people often do not consider alternative goals but move straight to
the exploration of strategies. Under these circumstance, strategies
may well be generated which lead to the solution to a given problem,
but deciding which one to choose then becomes a difficult problem.
Moreover, if goals have not been specified, solution strategies which are
generated may not provide acceptable answers to a problem.
Exploring Possible Strategies: This involves re-analysing goals and
considering options or strategies that might be employed to achieve those
goals. It is easy to consider all the relevant information without
experiencing a strain on short-term memory capacity. As problems
increase in complexity, this becomes more difficult to do. Creating
external representation is an effective way of keeping track on exploring
every possibilities, rather than trying to keep all the information in the
head. This allows them to think more freely about the problem to solve.
There are many ways of recording and analysing a problem: graphs and
Venn diagrams are examples (Heppner, 1989).

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Anticipating Outcomes And Acting: Following the selection of a

strategy, contingency plans should be drawn up and the strategy
implemented. Often, an active role in testing strategies has to be taken
before possible outcomes can be anticipated. The building and testing of a
prototype, for example, can often help anticipate the outcomes of
particular strategies.
Looking Back And Learning: The last component of the IDEAL model is
to look at the effects of the particular strategy and learn from the
experience. When trying to solve a problem the emphasis should be on
finding the first step rather than on trying to find a complete solution
immediately. Having tried out the fi rst step and learned from the
experience, one can then proceed to work through subsequent steps. Test
marketing is a case in point, where the launch of a new product is done on
a gradual basis. Any aspects of the introduction which are less than
satisfactory are corrected before the next stage in the roll-out process.
Problem-Solving and Decision-Making Process
Problem solving is a process in which we perceive and resolve a gap
between a present situation and a desired goal, with the path to the goal
blocked by known or unknown obstacles. In general, the situation is one
not previously encountered, or where at least a specific solution from past
experiences is not known. In contrast, decision making is a selection
process where one of two or more possible solutions is chosen to reach a
desired goal. The steps in both problem solving and decision making are
quite similar. In fact, the terms are sometimes used interchangeably.
These are the steps in Problem solving process:
Problem Solving Matrix
1. Define the Problem
Differentiate fact from opinion
Specify underlying cause
State the problem specifically
determine in which process
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2. Generate Alternative
Solutions

Postpone evaluating
alternative initially
Specify alternatives

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3. Evaluate and Select an

consistent with organisational

goals
Specify short and long term
alternatives
Brainstorm on other ides
4. Implement and Follow up on

Alternative

Solution

the problem lies

Avoiding to solve the problem
without data

Evaluate all alternative

without bias
Evaluate both proven and
positive outcomes
State the selected
alternatives explicitly

Plan and implement a pilot

test of the chosen alternative

Gather feedback from all

affected parties

Establish ongoing measures

and monitoring
Evaluate long term results
based on final solution
Most models of problem solving and decision making include at least four
phases (1) an Input phase in which a problem is perceived and an attempt
is made to understand the situation or problem; 2) a Processing phase in
which alternatives are generated and evaluated and a solution is selected;
3) an Output phase which includes planning for and implementing the
solution; and 4) a Review phase in which the solution is evaluated and
modifications are made, if necessary. Most researchers describe the
problem-solving/decision-making process as beginning with the perception
of a gap and ending with the implementation and evaluation of a solution
to fill that gap.
Problem-Solving Techniques
It is not enough to describe a problem-solving process and to describe
how individuals or group differ in their approach to or use of it. It is also
necessary to identify specific techniques of attending to individual or
group differences. Fortunately, a variety of problem-solving techniques
have been identified to accommodate individual preferences. Some of
these techniques are more individuals oriented, who tend to be more
linear and serial, more structured, more rational and analytical, and more
goal-oriented in their approach to problem solving. Another techniques are
more tailored towards group who demonstrate a preference for an
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approach that is more holistic and parallel, more emotional and intuitive,
more creative, more visual, and more tactual. It is important that
techniques from both categories be selected and used in the problemsolving process (Duemler, 1988).
The following problem-solving techniques focus more on creative, lateral,
or divergent thinking:
A. Brainstorming: attempting to spontaneously generate as many ideas on
a subject as possible; ideas are not critiqued during the brainstorming
process; participants are encouraged to form new ideas from ideas
already stated (Osborn, 1963).
B. Imaging/visualization: producing mental pictures of the total problem or
specific parts of the problem (Wonder, 1984).
C. Incubation: putting aside the problem and doing something else to
allow the mind to unconsciously consider the problem (Osborn, 1963);
E. Outrageous provocation: making a statement that is known to be
absolutely incorrect and then considering it; used as a bridge to a new
idea. Also called inside out (Wonder, 1984).
G. Random word technique: selecting a word randomly from the dictionary
and juxtaposing it with problem statement, then brainstorming about
possible relationships (Beinstock, 1984).
Decision-Making Process
Decision are choices made from two or more alternatives. Decision
making occurs as a reaction to a problem or an opportunity. decision
making happens at all level of the organisation. Knowing how to make
decision is an important part of everyday life. Processes in making
decision:

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1. Define and clarify the issue - does it warrant action? If so, now? Is the
matter urgent, important or both. According to the Pareto principle of
80:20 can be applied in order to know which issue is more urgent and
how much it required. .
2. Gather all the facts and understand their causes.
3. Think about or brainstorm possible options and solutions.
4. Consider and compare the pros and cons of each option - consult if
necessary - it probably will be.
5. Select the best option - avoid vagueness or 'foot in both camps'
compromise.
6. Explain the decision to those involved and affected, and follow up to
ensure proper and effective implementation.
Complex Problems And Decisions
This are use for more difficult problem solving and decision making
involving more than two possible options. Usage of several pros and cons
tables in conjunction, to compare the overall weight or benefits of each
option. In this case, the wording of the options is important.
Also consider that some decisions and challenges are difficult because you
do not have the necessary knowledge or experience, in which case you
need first to decide if the decision or challenge is actually appropriate and
necessary for you at this stage. Some decisions have to be made whether
you are ready or not. Others might not be as pressing as you imagine. Do
not be forced into a change-based decision if having considered the
implications carefully you decides that it is not the best thing to do. The
decision to do nothing different, in the right way for the right reasons, is
often a perfectly good option. Well prepared decisions are easier to make
and to implement, and generally produce the best results.

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Conclusion
In general, there is a need to develop and use a problem-solving and
decision-making process that is both scientific and considerate of
individual differences and viewpoints. While the various techniques has
provided a method used successfully in a wide variety of situations and
individual differences that can influence perspectives and goals related to
problem solving; these differences can be used to identify appropriate
problem-solving techniques used in each step of the problem-solving
process.

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References
Bransford J., and Stein B., (1984). The IDEAL problem solver. New York: W.
H. Freeman.
Beinstock E., (1984). Creative problem solving (Cassette Recording).
Stamford, CT: Walden Tapes.
Duemler D., and Mayer R., (1988). Hidden costs of Reflectiveness: Aspects
of successful scientific reasoning. Journal of Educational Psychology, vol.
80(4), pp 419-423.
De Bono E., (1985).Six Thinking Hats: An Essential Approach to Business
Management. Little, Brown, & Company. ISBN 0-316-17791-1
Heppner P., Neal G., and Larson L., (1984). Problem-solving training as
prevention with college students. Personnel and Guidance Journal, issue
62, pp. 514-519.
Osborn, A. (1963). Applied imagination: 3rd Edn. New York: Scribner.
Rubenstein M., (1986). Tools for thinking and problem solving. Englewood
Cliffs, New Jersey: Prentice-Hall.
Wonder J., and Donovan P., (1984). Whole-brain thinking: Working from
both sides of the brain to achieve peak job performance. New York:
Ballantine Books.

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