Creative Approaches to Problem Solving: A Framework for Innovation and Change (3rd Revised edition)

Creative Approaches to Problem Solving: A Framework for Innovation and Change (3rd Revised edition)

By: K. Brian Dorval (author), Scott G. Isaksen (author), Donald J. Treffinger (author)Paperback

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Creative Approaches to Problem Solving (CAPS) is a comprehensive text covering the well-known, cited, and used system for problem solving and creativity known as Creative Problem Solving (CPS). CPS is a flexible system used to help individuals and groups solve problems, manage change, and deliver innovation. It provides a framework, language, guidelines, and set of easy-to-use tools for understanding challenges, generating ideas and transforming promising ideas into action. Features and Benefits: - Specific objectives in each chapter for the reader - This provides a clear focus for instruction or independent learning - Practical case study introduced in the beginning of each chapter and then completed as a "rest of the story" toward the end of the chapter - This feature provides an application anchor for the reader - Upgraded mix of graphics - These updated and refreshed graphics include tables, figures, and illustrative images that are designed to provide "pictures" to go along with the word. The aim has been to aid attention, retention, and practical application - Enhanced emphasis on flexible, dynamic process- Enables users to select and apply CPS tools, components, and stages in a meaningful way that meets their actual needs - A framework for problem solving that has been tested and applied across ages, settings, and cultures- Readers can apply a common approach to process across many traditional "boundaries" that have limited effectives. Creative Approaches to Problem Solving has been (and continues to be) used as a core text for faculty who are teaching courses in Creative Problem Solving or Creativity and Innovation as part of an MBA program, or in Education, a course on Creativity (often as a component of certification or endorsement requirements in gifted education). It is also used as a core text for those enrolled in professional development, continuing education, or executive education programmes.

About Author

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 Solving Introduction What is Creativity? Characteristics of Creative People Operations Within the Creative Process Removing Blocks and Barriers Creative Results and Outcomes The Context for Creativity What is Problem Solving? What is a Creative Approach? Linking Creativity and Problem Solving A Framework for Change Putting This Chapter to Work Activities to Guide Reflection and Action Chapter Two: Creative Problem Solving Introduction What is Creative Problem Solving? The Origins and History of CPS Personal Process Activity The CPS Framework Understanding the Challenge Constructing Opportunities Exploring Data Framing Problems Generating Ideas Preparing for Action Developing Solutions Building Acceptance Planning Your Approach Appraising Tasks Designing Process The Heartbeat of CPS Guidelines for Generating Defer Judgment Strive for Quantity Freewheel Seek Combinations Brainstorming Brainstorming is Not the Same as Having a Group Discussion Brainstorming Includes Having Someone Lead the Session Brainstorming Includes Recording All Options Generated Brainstorming Involves Extended Effort Brainstorming Supplements Individual Ideation Guidelines for Focusing Use Affirmative Judgment Be Deliberate Consider Novelty Stay On Course ALUo (Advantages, Limitations, Unique Qualities, and Overcoming Limitations) Identifying the Advantages, Strengths, or Strong Points Identifying Limitations or Areas for Improvement Identifying Unique Qualities Overcoming Limitations Generating and Focusing Lead to Creativity The Tools of CPS Knowledge From Practical Experiences Knowledge Derived From the Literature A Solid and Explicit Conceptual Foundation Exists There is Continuous Research and Development Formal Courses Are Available Courses and Programs Have Been Evaluated Communities Exist to Advance Knowledge Communities Exist to Advance Practice There is a Documented Need There is Experimental Evidence Cps Has Been Widely Applied Putting This Chapter to Work Activities to Guide Reflection and Action Chapter Three: Understanding the Challenge Introduction Understanding the Challenge in a "Nutshell" Input Processing Output What is the Constructing Opportunities Stage? Generating When Constructing Opportunities Opportunity Statements Focusing When Constructing Opportunities Constructing Opportunities - A Sample Application What is the Exploring Data Stage? Generating When Exploring Data Information Impressions Observations Feelings Questions A Tool for Exploring Data: 5WH Focusing When Exploring Data Identify Key Data Exploring Data - A Sample Application What is the Framing Problems Stage? Constructing an Effective Problem Statement Generating In Framing Problems Ladder of Abstraction Focusing When Framing Problems Highlighting Find the Hot Spots Restate the Hot Spots The Rest of the Story Putting This Chapter to Work Activities to Guide Reflection and Action Chapter Four: Generating Ideas Introduction Generating Ideas in a "Nutshell" Input Processing Output What is the Generating Ideas Component and Stage? Points to Remember About Idea Generation The Generating Phase Qualities to Consider When Generating Options Using Generating Tools Brainstorming With Post-Its (R) Brainwriting SCAMPER Forced Fitting Visually Identifying Relationships Imagery Trek Attribute Listing Morphological Matrix Choosing Appropriate Tools Focusing in Generating Ideas Selecting Hits Tool The Rest of the Story Putting This Chapter to Work Activities to Guide Reflection and Action Chapter Five: Preparing for Action Introduction Preparing for Action in a "Nutshell" Input Processing Output What is the Developing Solutions Stage? Generating In Developing Solutions Generating Criteria Focusing in Developing Solutions Choosing Tools for Focusing The Evaluation Matrix Prepare the Matrix Complete the Matrix Interpret the Results Paired Comparison Analysis Put Your Options In the PCA Compare Each Pair of Options Sum the Scores Interpret the Results Summarizing the Developing Solutions Stage What is the Building Acceptance Stage? Level of Involvement Degree of Complexity A Formula for Change Generating in Building Acceptance Generating Sources of Assistance Generate Possible Assisters Generate Possible Resisters Generating Potential Action Steps Identifying and Overcoming Limitations Focusing in Building Acceptance Sequencing Action Steps Planning for Implementation Implementation Checklist Relative Advantage Compatibility Complexity Trialability Observability Other Questions Obtaining Feedback on Your Plan The Rest of the Story Putting This Chapter to Work Activities to Guide Reflection and Action Chapter Six: Planning Your Approach to CPS Introduction Planning Your Approach in a "Nutshell" What is Appraising Tasks? The People and Context Dimension People Context The Content-Method Dimension Content Method What is Designing Process? Required Results From the Process Needed Elements of the Method Desired Involvement and Interaction Constraints From the Context The Rest of the Story Putting This Chapter to Work Activities to Guide Reflection and Action Chapter 7: People as Creative Problem Solvers Introduction Ownership Influence Interest Imagination Some Key Questions About Ownership Diversity Problem Solving Style Orientation to Change The Explorer Style The Developer Style Manner of Processing The External Style The Internal Style Ways of Deciding The Person Style The Task Style Moderate Preferences Working Outside Your Preferences Some Key Questions About Diversity Task Expertise Some Key Questions About Task Expertise Using Information About People When Appraising Tasks Apply Cps Modify the Task Find the Right People Wait or Withdraw The Rest of the Story Putting This Chapter to Work Activities to Guide Reflection and Action Chapter Eight: the Context for CPS Introduction The Environment Conducive to Creativity Support for Creative Productivity Support for People's Efforts Enhance Satisfaction Respond to Change Knowledge Management Are You Ready for Change? Dimensions of the Climate for Creativity Challenge/Involvement Freedom Trust/Openness Idea-Time Playfulness/Humor Conflict Idea-Support Debate Risk-Taking Implications of Understanding Climate History Are You Willing to Manage Change? Are You Able to Move Forward? Using Information About Context When Appraising Tasks Apply CPS Modify the Task Modify the Context Wait or Withdraw The Rest of the Story Putting This Chapter to Work Activities to Guide Reflection and Action Chapter 9: The Role of Content Introduction What is Content? The Role of Content In the System Novelty: What Kind of Novelty Do You Need? Size: How Great An Impact Do You Want? Breadth of Impact Depth of Impact Leverage: Where is the Best Place to Focus Your Energy? Identifying Key Leverage Points Level of Importance Level of Capability Using Your Understanding About Content Apply CPS Modify the Task Adjust Expectations You Hold for CPS Use a Different Method The Rest of the Story Putting This Chapter to Work Activities to Guide Reflection and Action Chapter 10: Cps as a Change Method Introduction What is a Change Method? Being Deliberate About Method CPS as a Change Method Do You Need the Purpose and Unique Qualities of CPS? The CPS Framework The CPS Tools The CPS Language How 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 Methods Apply CPS Combine CPS With Other Method(S) Wait or Withdraw Putting This Chapter to Work Activities to Guide Reflection and Action Chapter 11: Designing Your Way Through CPS Introduction Linking Needs to Process An Example of Matching Process to Need Using Understanding the Challenge Using Generating Ideas Using Preparing for Action Returning to Our Example What is Designing Process? Setting the Scope of CPS Application Designing a Single Session The Session Purpose and Outcome The CPS Component and Stage to Use The Tools to Apply Group Involvement The Plan for the Session Tips for Designing a Single Session Tips for Designing a Single Session Have Other Stages and Tools Ready for Use Designing a Project Application The High-Level Project Plan The Parts of the Project Involving CPS The Involvement of Different People Along the Way Scheduling (People, Time, Locations, Etc) Tips for Designing Project Applications Design Flexibility Into Your Project Plans Plan Links Between Multiple Sessions Design for Extended Effort Designing An Initiative The Goals and Strategies for the Initiative The General Plan for Guiding the Initiative Time-Frames and Outcomes of Projects Plan for How People Will Be Involved Tips for Designing Initiative-Level Application of CPS Keep Your General Plan at a CPS Component Level Design for Consistent Project Outputs Plan for Changing Involvement of People Plan Check-In Points Throughout the Initiative Designing Ways to Involve People Determine Your Level of Use Using CPS At An Individual Level Using CPS At the Group Or Team Level Using CPS At the Organizational Level Clarify People's Roles and Responsibilities Involving Clients Involving Resource-Group Members Involving Facilitators Designing for the Impact of Context Designing for Readiness Designing for Willingness Designing for Ability Designing Your Work Space Some Suggestions for Designing Process Design With Purpose In Mind Design a Straightforward Pathway Through CPS Be Ready to Change Your Plans The Rest of the Story Putting This Chapter to Work Activities to Guide Reflection and Action Chapter 12: Applying CPS Lost Prizes What Did the Participants In the Session Do? What Challenges Did the Participants Face? What Impact Did CPS Have? Creating Computer Software What Did the Project Manager Do? What Challenges Did the Project Manager Face? What Impact Did CPS Have? Developing New Products What Did We Do? What Challenges Did We Face? What Impact Did We Have? Preparing to Apply CPS Prepare the People Prepare the CPS Process Prepare the Topic to Be Addressed Prepare the Working Environment General Suggestions for Getting Started Use CPS Personally to Demonstrate its Effectiveness Demonstrate the Benefits of CPS Use CPS Soon After Reading This Book Continue Your Learning Debrief Your Use of CPS Use the CPS Framework Flexibly Start By Using CPS On Low-Risk Tasks Integrate CPS Into Your Current Activities Find a Sponsor for Your CPS Application Find a Safe Group With Which to Practice Team Up With Someone Who Knows CPS Use Outside Experts to Get Help Additional Resources About Our Organizations The Creative Problem Solving Group, Inc (CPSB) Center for Creative Learning, Inc (CCL) An Invitation Visit Our Web Sites Attend a Course Putting This Chapter to Work Activities to Guide Reflection and Action

Product Details

  • ISBN13: 9781412977739
  • Format: Paperback
  • Number Of Pages: 320
  • ID: 9781412977739
  • weight: 580
  • ISBN10: 1412977738
  • edition: 3rd Revised edition

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