How to Be Different?

2018 ◽  
pp. 33-70
Keyword(s):  
Problem Solving ◽  
Business Cycle ◽  
Business Process ◽  
Open Innovation ◽  
Creative Thinking ◽  
New Products ◽  
Corporate Strategies ◽  
Innovative Methods ◽  
Creative Problem ◽  
Problem Solving Process

The innovative methods adopted by firms in the sixth innovation wage (the adoption of a corporate DNA) are mainly based on creative thinking, user innovation, and open innovation. When firms enhance their corporate strategies, they create value through a CTA (Create, Transform, and Apply) business cycle launched by policies focused on creative thinking. In this chapter, the author analyzes the following strategies grounded in creative thinking: Brainstorming, the Osborn-Parnes Creative Problem-Solving Process, SCAMPER, 635 Brainwriting, Lotus Blossom, Laddering, Stop-It Mop-It, Six Thinking Hats, Business Process Re-engineering (BPR), and the Theory of Inventive Problem Solving (TRIZ). Techniques are directed to increase the stakeholders' satisfaction by diminishing the operating risks related to launching new products and services.

Teaching as Creative Problem-Solving

2020 ◽  
pp. 213-216
Author(s):  
Robert DiYanni ◽  
Anton Borst
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Problem Definition ◽  
Assessment Tools ◽  
Creative Problem Solving ◽  
Class Discussions ◽  
Creative Problem ◽  
Problem Solving Process ◽  
Goals And Objectives ◽  
Design And Construction

This concluding chapter argues that teaching requires and exemplifies creative problem-solving. Designing a course and syllabus, aligning exams and assignments with course goals and objectives, planning lectures and class discussions, motivating students, developing grading rubrics and assessment tools, using technology—these and other aspects of teaching require problem definition and problem-solving. The chapter considers how one might implement problem-solving approaches not just in the design and construction of courses but also in how they are being taught. Furthermore, the chapter explores ways in which teachers can cultivate students' ability to experiment, imagine, and reflect. Helping students identify problems worth solving and how the problem-solving process can be molded for them is also discussed. Finally, the chapter considers how teachers can support their critical and creative thinking as they engage in problem-solving activities and projects.

Proses Berpikir Kreatif Siswa Tipe Linguistik dalamPemecahan Masalah Biologi

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Imelda Aisah Sarip ◽  
Kamid Kamid ◽  
Bambang Hariyadi
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Creative Thinking ◽  
Research Data ◽  
Think Aloud ◽  
The Subject ◽  
Thinking Process ◽  
Problem Solving Process ◽  
The Given

The aim of this research is to describe creative thinking process of linguistic type student in biology problem solving. This research is conducted to linguistic intelligence type of subject at SMPN 6 Kota Jambi. SL the subject was selected based on the aim of the research. Data collection is conducted by interview and a modified think aloud method. Data is analyzed based on creative thinking process purposed by Polya.The result of this research shows that SL could find and arrange the given problems and collect data correctly and appropriately. The problem solving steps is done systematically to the end of problem solving process. The last steps problem solving, SL does checking while doing scratching to make sure that the written answers meet her need.

scholarly journals ENHANCING CREATIVITY AND PROBLEM SOLVING SKILLS THROUGH CREATIVE PROBLEM SOLVING IN TEACHING MATHEMATICS

2020 ◽  
Vol 13 (2) ◽  
pp. 270-291 ◽  
Author(s):  
Madihah Khalid ◽  
Supiah Saad ◽  
Siti Rafiah Abdul Hamid ◽  
Muhammad Ridhuan Abdullah ◽  
Hasniza Ibrahim ◽  
...  
Keyword(s):  
Problem Solving ◽  
Quantitative Data ◽  
Creative Thinking ◽  
Creative Problem Solving ◽  
Problem Solving Skills ◽  
Science Technology ◽  
Comparison Groups ◽  
Quasi Experimental ◽  
Creative Problem ◽  
And Mathematics

In recent years, calls to nurture and teach creativity from an early age in schools has intensified. Creativity is something regular in the teaching of arts subjects but is not a common feature in teaching science, technology, engineering and mathematics subjects. However, what really matters, is how the subject is being taught. This research aimed to foster creativity through the teaching of mathematics via problem solving that challenges the solving of problems in a creative manner, which is defined as creative problem solving. This quasi-experimental study investigates changes in students learning of mathematics via creative problem solving. Altogether, 172 Form 1 students forming treatment and comparison groups from four schools in Gombak District area, Malaysia were involved. A mixed qualitative and quantitative data were collected to investigate the effect of the 3 cycles of creative problem solving lessons implemented. Instruments used were Torrance Test of Creative Thinking, a mathematics problem solving test and creativity checklist. This paper will only present the quantitative data obtained. Results show statistically significant increases in scores for most categories of creativity and problem solving tests. This research brought together teachers and researchers in trialling creative problem solving to teach mathematics, to achieve the enhancement of students’ creative thinking and problem solving skills. This coincided with the introduction of Kurikulum Standard Sekolah Menengah with new emphasis to strengthen the quality of science, technology, engineering and mathematics education in general, where higher-order thinking reforms are emphasized.

scholarly journals Pengembangan Daya Kreatif (Creative Power) Melalui Dunia Sekolah: Identifikasi Isu

2017 ◽  
Vol 1 (1) ◽  
pp. 131-175
Author(s):  
Fuad Fachruddin
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Creative Problem Solving ◽  
Creative Teaching ◽  
Creative Behavior ◽  
Creative Leadership ◽  
Creative Power ◽  
Creative Problem ◽  
Constructive Behavior

Setiap insan dianugrahi Yang Maha Penyayang daya kreatif (creative power), yang mengandung beberapa dimensi yaitu berfikir kreatif (creative thinking atau divergent thinking),  perilaku kreatif  (creative behavior) atau perilaku konstruktif  (constructive behavior) dan tindakan atau amaliah kreatif.  Sayang tidak semua orang dapat mengembangkan daya tersebut secara optimal. Pola dan pendekatan mendidik di keluarga, sekolah dan masyarakat acap kali tidak mendukung  pengembangan daya kreatif. Tulisan ini membahas beberapa hal seperti tersebut di muka dan pengembangan daya kreatif melalui dunia sekolah. Dalam mengembangkan daya kreatif peserta didik diperlukan hal atau syarat yang mendukung yaitu guru kreatif yang mencakup pembelajaran kreatif (creative teaching), kepala sekolah yang kreatif (creative leadership) dan lingkungan yang kreatif. Pengembangan daya kreatif dalam kontek bangsa untuk  menyiapkan warga bangsa dalam mengadapi kehidupan yang sangat kompetitif (global). Dalam kontek dunia sekolah, pengembangan daya kreatif dimaksudkan sebagai sebagai salah satu upaya peningkatan mutu pendidikan, karena pengembangan daya akan melahirkan superior learning. Pengembangan daya kreatif peserta didik dapat dilakukan melalui pendekatan atau metoda seperti memecahkan masalah secara kreatif (creative  problem solving),  pembelajaran berbasis masalah,  konsep dan  pendekatan  “limit to reach unlimited (dalam keadaan  terbatas dapat melahirkan karya luar biasa).

Key factors that improve knowledge-intensive business processes which lead to competitive advantage

2019 ◽  
Vol 25 (1) ◽  
pp. 126-143 ◽  
Author(s):  
Selena Aureli ◽  
Daniele Giampaoli ◽  
Massimo Ciambotti ◽  
Nick Bontis
Keyword(s):  
Problem Solving ◽  
Business Processes ◽  
Partial Least Square ◽  
Direct Impact ◽  
Creative Problem Solving ◽  
Content Type ◽  
Creative Problem ◽  
Knowledge Intensive ◽  
Problem Solving Process ◽  
Positive Direct

PurposeThe purpose of this paper is to empirically test the knowledge-intensive process of creative problem-solving and its outcomes.Design/methodology/approachThis study uses survey data from 113 leading Italian companies. To test the structural relations of the research model the authors used the partial least square (PLS) method.FindingsResults show that work design and training have a positive direct impact on creative problem-solving process while organizational culture has a positive impact on both creative problem-solving process and its outcomes. Finally creative problem-solving process has a strong direct impact on its outcomes and this, in turn, on firms’ competitiveness.Practical implicationsThis study suggests that managers must highlight the problem-solving process as it affects a firm’s capability to find creative solutions and therefore its competitiveness. Moreover, the present paper suggests managers should invest in specific knowledge management (KM) practices for enhancing knowledge-intensive business processes.Originality/valueThe present paper fills an important gap in the BPM literature by empirically testing the relationship among KM practices, multistage processes of creative problem-solving and their outcomes, and firms’ competitiveness.

The Role of Incubation in Creative Problem Solving: Within a Collectivistic Cultural Context

2021 ◽  
pp. 108-118
Author(s):  
Rabia Anjum ◽  
Ivan Suneel
Keyword(s):  
Problem Solving ◽  
Cultural Context ◽  
Creative Thinking ◽  
Cultural Psychology ◽  
Cross Cultural ◽  
Future Research ◽  
Creative Problem Solving ◽  
Experimental Conditions ◽  
Significance Level ◽  
Creative Problem

Creative thinking is essential for the progress in education, industry and life in general. Incubation is a widely studied phenomenon in creativity research, referring to leaving a problem aside for a period, to accrue performance on a creative problem. This study investigated the effect of incubation on creative problem-solving by means of a pretest-posttest quasi-experimental design, and remote associates tasks (RATs) were used as a measure of creative problem-solving. For this purpose, a sample of 60 students (22 males, 38 females) was recruited from the population of a private university. They were assigned to a control condition and two different experimental conditions based on the time of onset of incubation. The data collected was analyzed for a significant effect across all conditions by means of a chi-squared test and covariates were inferred by means of Spearman's Rho, with a significance level set at ?<.05. The results did not find an incubation effect in creative problem-solving, and several possible explanations may account for this trend, especially the limited cross-cultural application of measurement tools and theoretical paradigms. The disparity is especially prominent with regards to Pakistan, which is predominantly collectivistic, and the educational system stymies creative thinking. Future research must take into account the relevance of culture in creative problem-solving, and propose solutions to circumvent the dearth of creative potential in developing nations such as Pakistan. Keywords: Incubation, Creative Problem-Solving, Creativity, Remote Associate Tasks, Cross-Cultural Psychology

Sign in / Sign up

Export Citation Format

Share Document