Creative Problem Solving in Small Groups: The Effects of Creativity Training on Idea Generation, Solution Creativity, and Leadership Effectiveness

2018 ◽  
Vol 54 (2) ◽  
pp. 453-471 ◽  
Author(s):  
Gerard J. Puccio ◽  
Cyndi Burnett ◽  
Selcuk Acar ◽  
Jo A. Yudess ◽  
Molly Holinger ◽  
...  
Keyword(s):  
Problem Solving ◽  
Small Groups ◽  
Leadership Effectiveness ◽  
Idea Generation ◽  
Creative Problem Solving ◽  
Creativity Training ◽  
Creative Problem

To Classify or Combine: The Effects of Idea Generation Mechanisms on the Novelty and Quantity of Ideas

2019 ◽  
Author(s):  
Senni Kirjavainen ◽  
Katja Hölttä-Otto
Keyword(s):  
Problem Solving ◽  
Idea Generation ◽  
Creative Problem Solving ◽  
Creative Problem ◽  
To Come ◽  
Generation Mechanisms ◽  
Positive Effect

Abstract Idea generation is an integral part of creative problem solving that happens in all businesses developing products — whether they were services or physical products. Idea generation methods have been studied against one another to create an understanding on how to produce most novel and innovative ideas or how to use certain mechanisms such as incubation or analogies in order to promote idea generation. This paper presents a study comparing two idea generation mechanisms used as interventions during an alternate uses test. A group of 61 participants either classified or combined their ideas from the first round of ideation to come up with more ideas on a second round of idea generation. An outcome-based approach was used to evaluate the data and two metrics, quantity and novelty were used to evaluate the resulting ideas per group and round and unique ideas produced after the intervention. The results suggest that at least when ideating alone, it is useful to stop and use some time to either classify or stop, observe and start combining the ideas already produced. Both have a positive effect on idea novelty, but classifying ideas results in significantly higher novelty scores over combining ideas. There was no difference in the novelty of unique ideas between the two groups, but both had a positive effect on novelty of unique ideas. Classifying ideas into categories produced significantly more unique ideas than combining ideas.

Creative Thinking Processes: Managing Innovative Efforts

2019 ◽  
Author(s):  
Michael D. Mumford ◽  
Robert Martin ◽  
Samantha N. Elliott
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Idea Generation ◽  
Problem Definition ◽  
Conceptual Combination ◽  
Creative Problem Solving ◽  
Implementation Planning ◽  
Adaptive Monitoring ◽  
Creative Problem ◽  
Idea Evaluation

Creative thinking is the basis for innovation in firms. And the need for strategy-relevant innovations has generated a new concern with how people go about solving the kinds of problems that call for creative thought. Although many variables influence people’s ability to provide creative problem solutions, it is assumed the ways in which people work with or process knowledge provides the basis for successful creative problem-solving efforts. Additionally, there has been evidence bearing on the processing activities that contribute to creative problem solving. It is noted that at least eight distinct processing activities are involved in most incidents of creative problem solving: (1) problem definition, (2) information gathering, (3) concept selection, (4) conceptual combination, (5) idea generation, (6) idea evaluation, (7) implementation planning, and (8) adaptive monitoring. There are strategies people employ in effective execution of each of these processes, along with contextual variables that contribute to, or inhibit, effective process execution. Subsequently, there are key variables that operate in the workplace that contribute to, or inhibit, effective execution of these processing operations. These observations, of course, lead to implications for management of innovative efforts in firms.

Effects of Creative Problem Solving Training on Communication Behaviors in Small Groups

1990 ◽  
Vol 21 (4) ◽  
pp. 507-521 ◽  
Author(s):  
Roger L. Firestien
Keyword(s):  
Problem Solving ◽  
Small Groups ◽  
Creative Problem Solving ◽  
Communication Behaviors ◽  
Creative Problem

This study investigated tlhe differences in communication behaviors in small groups trained in creative problem solving (CPS) with groups not trained in CPS. Forty groups of five members each were evaluated (22 trained groups and 18 untrained groups). Communication behaviors evaluated were amount of participation, evenness of participation, verbal indications of criticism, verbal indications of support, and verbal and nonverbal indications of humor. Groups were also evaluated on the quantity of ideas generated. Results indicated that groups trained in CPS participated more, criticized ideas less, supported ideas more, exhibited more verbal and nonverbal indications of humor, and produced more ideas than did untrained groups-all at a significant level. Groups trained in CPS did not participate evenly as compared to groups not trained in CPS. This finding is examined in light of the role of the idea recorder in the groups.

Inhibitory Control as a Core Process of Creative Problem Solving and Idea Generation from Childhood to Adulthood

2016 ◽  
Vol 2016 (151) ◽  
pp. 61-72 ◽  
Author(s):  
Mathieu Cassotti ◽  
Marine Agogué ◽  
Anaëlle Camarda ◽  
Olivier Houdé ◽  
Grégoire Borst
Keyword(s):  
Problem Solving ◽  
Inhibitory Control ◽  
Idea Generation ◽  
Creative Problem Solving ◽  
Creative Problem

Creative problem solving and communication behavior in small groups

1988 ◽  
Vol 1 (1) ◽  
pp. 106-114 ◽  
Author(s):  
Roger L. Firestien ◽  
Richard J. McCowan
Keyword(s):  
Problem Solving ◽  
Small Groups ◽  
Communication Behavior ◽  
Creative Problem Solving ◽  
Creative Problem

A Method for Teaching Name Mnemonics

1985 ◽  
Vol 12 (3) ◽  
pp. 156-158 ◽  
Author(s):  
Steven M. Smith
Keyword(s):  
Problem Solving ◽  
Small Groups ◽  
Creative Problem Solving ◽  
Powerful Technique ◽  
Creative Problem

Name mnemonics provide a powerful technique for remembering names. This classroom demonstration teaches students how to construct and use name mnemonics. Students create mnemonics for each other in small groups. Students then describe their name mnemonics to the class. The exercise teaches mnemonics, gives students an experience with group creative problem solving, and ensures that nearly every class member's name will be known to all others in the class.

Psychedelic Agents in Creative Problem-Solving: A Pilot Study

1966 ◽  
Vol 19 (1) ◽  
pp. 211-227 ◽  
Author(s):  
Willis W. Harman ◽  
Robert H. McKim ◽  
Robert E. Mogar ◽  
James Fadiman ◽  
Myron J. Stolaroff
Keyword(s):  
Pilot Study ◽  
Problem Solving ◽  
Small Groups ◽  
Creative Activity ◽  
Creative Problem Solving ◽  
Drug Induced ◽  
Psychedelic Drug ◽  
Preliminary Study ◽  
Creative Problem ◽  
Subjective Reports

Based on the frequently reported similarities between creative and psychedelic (drug-induced, consciousness-expansion) experiences, a preliminary study was conducted to explore the effects of psychedelic agents (LSD-25, mescaline) on creative problem-solving ability. Twenty-seven professionally employed males were given a single psychedelic experience in 1 of 7 small groups ( ns = 3 or 4) following extensive selection and preparatory procedures. This drug-induced problem-solving session was carefully structured with particular focus on establishing Ss' expectancies and a psychosocial milieu conducive to creative activity. Tentative findings based on tests of creativity, on subjective reports and self ratings, and on the utility of problem solutions suggested that, if given according to this carefully structured regimen, psychedelic agents seem to facilitate creative problem-solving, particularly in the “illumination phase.” The results also suggest that various degrees of increased creative ability may continue for at least some weeks subsequent to a psychedelic problem-solving session.

Sign in / Sign up

Export Citation Format

Share Document