Creativity and problem solving are not different things, creativity is a problem solving process. Creativity begins when you are inspired to tackle a challenge. It evolves into your breakthrough idea for meeting the challenge and ends when you implement the idea. The whole process being the process of innovation.
The creative problem solving process is divided into three distinct phases that includes five to eight steps. The first stage, understanding the problem will determine a clear and effective picture of the area of concern, this is divided into three stages, mess finding, data finding and problem finding. The second phase, idea generation is where many new or unusual ideas are formed. The final stage is planning for action in which the ideas are evaluated and promising ideas are translated into acceptable and practical solutions. Not every problem requires each stage or their tools.
Despite the diversity of tools to support creative thinking, all such tools are based on three simple principals: Attention, Escape and movement.
Plesk (1997)
The Three Components and Stages of Creativity
A number of different creativity models exist, each agrees on the basic process, variations exist mainly in the degree of categorisation. This model consists of a framework for deliberately finding and solving problems then implementing solutions. The circular nature of the model implies a continuous process as ones solution invariably leads to more problems and so on and so on. Each stage of the process contains many thinking tools to facilitate the problem solving process requiring two distinctly different types of thinking; divergent thinking that results in many ideas and convergent thinking resulting in one idea.
STAGE ONE – Understanding the Problem
Sometimes it is only a change in viewpoint that is needed to convert a seemingly tiresome duty into an interesting opportunity. Albert Flanders
| Divergent thinking | Seeking opportunities for problem solving. Examining many details, looking at the mess from many viewpoints. Considering many possible problem statements. |
| Convergent thinking | Establishing a broad, general goal for problem solving. Determining important data to guide problem development. Constructing or selecting a specific problem statement. |
1. Problem Finding
This deals with the question, what is the challenge, opportunity or concern? At this stage, the situation is broad, general and ill defined. The purpose of this stage is the identification and selection of a starting point. Successful completion of the mess finding stage requires visual mapping of general task area. This will establish the full range of possible opportunities by looking at the wider perspective of the task and clarify focus within the task establishing the direction to take. The use of mind maps is an invaluable tool to evaluate this situation.
2a. Fact Finding
Data finding requires seeking as much and as varied information as possible for examining and stating problems. By identifying factors and elements relating to the problem the context, people involved and desired outcomes can be closely examined, ensuring a complete understanding of the problem. Treffinger and Isaksen (1995) identified five different kinds of data that can be generated.
| Information | Feelings | Observations | Impressions | Questions | ||||
| Knowledge | Emotions | Notice | Intuitive guess | Inquiry | ||||
| Facts | Sentiment | Perception | Hunch | Doubt | ||||
| Intelligence | Awareness | Comment | Image | Difficulty | ||||
| Memory | Desire | Watch | Expectation | Uncertainty | ||||
| Recollection | Sensitivity | Regard | Sense | Curiosities | ||||
Facts and data will be, sorted and organised into levels of importance clarifying understanding of the situation. This can be arranged around important themes or issues relating to the problem. This often leads to further generation of data, general challenges or opportunities to be considered. The areas that data can be sorted will be; what we know, what we need to know and what we would like to know.
2b. Problem Definition
“A problem well stated is a problem half solved”.
John Dewey
This stage develops, stimulating and clearly defined problem statements in preparation for the idea generation stage. A problem is a specific gap between what you have and the opportunity to create something new. An effective problem statement will focus on the current understanding of gaps in present reality and a desired future state. The way a problem is stated has a powerful impact upon the ability to stimulate solutions. Avoid negative statements giving reasons not to react, for example; “We don’t have the support”, or “its never been done like that before”. Effective statements invite ideas, state the issue for which you really want ideas, are concise, locate ownership and are free from criteria.
An effective problem statement can be constructed by using the following criteria:
- Using and invitational stem for example. How might I…, in what ways might I…?
- Clearly identifying an owner. I, we, a persons name or group of people.
- Using a verb or action that identifies a specific performance.
- Identifying and object that is the focus of the problem solving activity to be conducted.
STAGE TWO – Generating Ideas
“The best way to have a good idea is to have lots of ideas”.
Linus Pauling
| Divergent | Producing many unusual and varied ideas |
| Convergent | Identifying promising possibilities, alternatives or options. |
3a. Idea Finding
Four principal qualities exist when generating ideas, these are not mutually exclusive, as different problem solving situations will require different qualities. Some situations require a wide range of options, others novel ideas or a change of perspective. These qualities are
| Fluency. | The ability to generate many options. |
| Flexibility. | The ability to generate many different categories of option. |
| Originality. | The ability to generate novel associations. |
| Elaboration. | The ability to add detail to options, make them richer, fuller, or interesting. |
The principals of idea generation are primarily based upon divergent thinking, the process of generating many types of ideas. Effective idea generation requires certain attitudes without which quantity and originality will be limited.
Defer judgement. Idea generation relies upon suspending the analytical and judgemental brain, All ideas no matter how silly or impractical should be listed.
Quantity breeds quality This is dependent upon deferred judgement, more ideas can be generated when evaluation is suspended.
The wilder the idea the betterThe value of wild ideas lies in stimulating unique problem solutions which can be modified.
Combine and improve ideas Most ideas can be combined with one or more other ideas or improved upon by modifying one or more attributes.
Take a break from the problem Intense problem solving is tiring which may inhibit thinking restricting new perspectives and ideas,
Michalko (1998) states “What is important, is people should not memorise specific techniques: rather, they should try to remember the basic principals around which creativity is structured”. The basic principals are:
- Create multiple perspectives about the problem.
- Produce a quantity of ideas.
- Produce variation by introducing random, or unrelated factors provoking new thinking patterns by: making novel combinations, forcing relationships, thinking in opposites or using metaphor or analogy.
- Elaborate on these ideas.
- Evaluate the ideas.
3b. Evaluation and selection
Involves working on promising ideas to analyse, refine and improve them by applying criteria to the ideas examining and strengthening promising ideas. Care in avoiding jumping to conclusions based upon single criteria and hidden motives and improving flawed solutions is important.
“Few ideas are in themselves practical. It is for want of active imagination in their application rather than their means of acquisition that they fail of success”
John Arnold
The quantity of options, quality of options, level of ownership and the demands of the task all influence how ideas can be turned into workable solutions. Failing to establish appropriate criteria through which ideas are evaluated will lead to good ideas being dismissed. Effective decisions require analysis and development using criteria which can be either in the form of implicit and internal or data, constraints or experience. Effective solution finding requires clear and explicit criteria.
The process of evaluation can be simplified by using a number of tools like evaluation matrixes, criteria headings or de Bono’s PMI (plus minus interesting). Whilst rational evaluation systems are necessary the use of intuition should not be overlooked.
STAGE THREE – Solution implementation
| Divergent | Developing criteria for analysing, refining promising possibilities.Considering sources of possible assistance/resistance and possible actions for implementation |
| Convergent | Developing criteria for analysing, refining promising possibilities.Considering sources of possible assistance/resistance and possible actions for implementation |
The final stages of the creative problem solving process require translating interesting and promising ideas into useful acceptable and implementable actions.
4. Action Planning
The end point is seen and the steps that are involved getting there are established in order to motivate people. By anticipating problems likely to arise establishing who will be negatively effected those standing to benefit and methods and timing for introducing the solution. As the old adage says “plan your work and work your plan.
5. Gaining Acceptance
The final stage of the problem solving process is to focus upon generating and identifying key sources of assistance or resistance in the chosen situation and developing action steps for implementing your solutions and overcoming individual and organisational barriers. This will form the basis for any action plans and insure that the solution will be acceptable to you and others, and that you have a careful, thoughtful and practical plan containing specific steps to be taken. Isaksten, Treffinger (1985)
The first phase should be to identify the people, places, objects, times, reasons and actions that might help or hinder implementation. The selling of ideas requires interpersonal skills in order to win support and approval. Implementing solutions without considering important concerns, preparing to overcome them may result having to solve future problems or the possibility of the plan failing.
6. Taking Action
Communicating new ideas so they are accepted by others is known as “diffusion of innovation” This is described by Rogers (1983) as an information exchange occurring as a convergence process involving interpersonal networks. He identified specific attributes of innovations describing the characteristics as: relative advantage, compatibility, complexity, trialability, and observability. Asking questions that are based upon these precepts will assist in examining the effectiveness of the action plan.