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Creative approaches to problem solving : a framework for innovation and change
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- Corpus ID: 15035441
Creative Approaches to Problem Solving
- S. Isaksen , K. Dorval , D. Treffinger
- Published 2000
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Creative Approaches to Problem Solving A Framework for Innovation and Change
- Scott G. Isaksen - Creative Problem Solving Group, Inc., Norwegian School of Management, Norway
- K. Brian Dorval - Think First Serve, Inc.
- Donald J. Treffinger - Center for Creative Learning, Inc.
- Description
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. Chapter One: Creative Approaches to Problem Solving Introduction
"The authors have assembled a complete illustration of the CPS construct."
This book includes a number of key areas that are relevant to the students studying problem solving as we move into more creative decision making,
The book offers a fun-filled was to teach highly important topics like the generation of ideas in a team, preparing individuals and teams for action, and the essentials of planning and designing ones approach to problem solving.
I will be mainly using these parts of the book for the current IHRM course, but am contemplating a separate workshop on design thinking and creative problem solving that uses the Isaksen, Dorval and Treffinger text as one of the two or three essential texts.
I will be mainly using these parts of the book for the course current course, but am contemplating a separate workshop on design thinking and creative problem solving that uses the Isaksen, Dorval and Treffinger text as one of the two or three essential texts.
Useful information
Seems to have a good overview of CPS in an experiential approach
Hands-on approach to problem solving with strategies that can easily be put into practice.
This book provides very clear and detailed description of each aspect opf a relatively complex model. It is very practical and illustrated with some useful examples. As one would expect the work is very systematic and comprehensive, with useful reflective tasks. The case studies aid understanding, and the tips for getting started are useful. Good web site too.
Recommended text for the Business Methods module. Steps student through problem solving concepts from idea generation to evaluation through to implementation.
Nopt what I expected for use in this class but good generally for a mid level management class. Perhaps in the future.
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Chapter 1 - Creative Approaches to Problem Solving
Chapter 7 - People as Creative Problem Solvers
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The Creative Problem Solver (CPS model): Stages 1 and 2
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- Tim Bills &
- Chris Genasi
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So far we have considered the nature of creativity, why we lose it, how we struggle to regain it, and the steps we can take to foster it once it is recovered. We have heard from effective, creative leaders from all walks of life about their attitudes to creativity and how they have harnessed this powerful tool.
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Bills, T., Genasi, C. (2003). The Creative Problem Solver (CPS model): Stages 1 and 2. In: Creative Business. Palgrave Macmillan, London. https://doi.org/10.1057/9780230001084_6
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Pengaruh Model Pembelajaran Creative Problem Solving (CPS) Berbasis E-LKPD Pendekatan TPACK Terhadap Keterampilan Pemecahan Masalah dan Kreativitas Siswa IPA SMP
Model Creative Problem Solving (CPS) dalam pembelajaran berfokus pada mengajarkan keterampilan pemecahan masalah dan berpikir kreatif. Penelitian ini bertujuan untuk mengeksplorasi efek penerapan Model Pembelajaran Creative Problem Solving (CPS) berbasis E-LKPD dengan pendekatan TPACK terhadap kemampuan siswa dalam memecahkan masalah dan meningkatkan kreativitas mereka dalam mata pelajaran IPA di SMP. Metode penelitian melibatkan review literatur dari jurnal internasional menggunakan perangkat lunak Publish or Perish, diikuti dengan analisis mendalam terhadap artikel yang ditemukan. Hasil studi menunjukkan bahwa menerapkan Model Pembelajaran CPS berbasis E-LKPD dengan pendekatan TPACK secara signifikan meningkatkan kemampuan siswa dalam memecahkan masalah dan juga kreativitas mereka dalam mata pelajaran IPA di SMP. Implikasi dari temuan ini memberikan saran kepada guru dan pihak terkait dalam pendidikan untuk mempertimbangkan penggunaan model pembelajaran inovatif guna meningkatkan keterampilan dan kreativitas siswa dalam memecahkan masalah dalam konteks mata pelajaran IPA.
The Creative Problem Solving (CPS) model in learning focuses on teaching problem solving and creative thinking skills. This research aims to explore the effect of implementing the E-LKPD-based Creative Problem Solving (CPS) Learning Model with the TPACK approach on students' ability to solve problems and increase their creativity in science subjects in junior high school. The research method involves a literature review from international journals using Publish or Perish software, followed by an in-depth analysis of the articles found. The study results show that implementing the E-LKPD-based CPS Learning Model with the TPACK approach significantly increases students' ability to solve problems and also their creativity in science subjects in junior high school. The implications of these findings provide suggestions for teachers and related parties in education to consider using innovative learning models to improve students' skills and creativity in solving problems in the context of science subjects.
Asrori, A., & Suparman. (2019). Analisis Kebutuhan E-LKPD Sesuai Model Problem Based Learning untuk Meningkatkan Kemampuan Berpikir Kreatif. Prosiding Sendika, 5(1)
Endah, D. R. J., Kesumawati, N., & Andinasari, A. (2019). Kemampuan pemecahan masalah matematis berdasarkan self efficacy siswa melalui Logan avenue problem solvingheuristic. JNPM (Jurnal Nasional Pendidikan Matematika), 3(2), 207-222 https://jurnal.ugj.ac.id/index.php/JNPM/article/view/2331
Fitriyah, N., Hariani, S. A., & Fikri, K. 2015. Pengaruh Model Pembelajaran Creative Problem Solving dengan Mind Mapping terhadap Kemampuan Berpikir Kreatif dan Hasil Belajar IPA Biologi. Jurnal Edukasi, 2(2), 44-50. https://jurnal.unej.ac.id/index.php/JEUJ/article/view/4305
Kurnianto, B., & Sarwono, R. (2023). Pengembangan Perangkat Pembelajaran Berbasis TPACK dalam Meningkatkan Aktivitas Belajar dan Kemampuan Pemecahan Masalah Siswa. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 13(3), 210-221. https://ejournal.uksw.edu/scholaria/article/view/7229
Muhali, M. (2021). Pengaruh Implementasi model creative problem solving terhadap peningkatan kemampuan pemecahan masalah, keterampilan proses sains, dan kesadaran metakognisi peserta didik. Lensa: Jurnal Kependidikan Fisika, 9(1), 45-57. http://e-journal.undikma.ac.id/index.php/Lensa/article/view/4261
Nurdin, E., Nayan, D. D., & Risnawati, R. (2020). Pengaruh Pembelajaran Model Creative Problem Solving (CPS) terhadap Kemampuan Berpikir Kritis ditinjau dari Kemampuan Awal Matematis Siswa Sekolah Menengah Atas. Jurnal Gantang, 5(1), 39–49 https://repository.uin-suska.ac.id/24381/
Purnawati, W., Maison, M., & Haryanto, H. (2020). E-LKPD Berbasis Technological Pedagogical Content Knowledge (TPACK): Sebuah Pengembangan Sumber Belajar Pembelajaran Fisika. Tarbawi: Jurnal Ilmu Pendidikan, 16(2), 126-133. https://ejournal.iainkerinci.ac.id/index.php/tarbawi/article/view/665
Putri, R.R., Muhaimin dan Sutrisno. 2021. The Framework Of Technological Pedagogical Content Knowledge On Chemistry Learning Tools Development. Jurnal Pendidikan Sains. Vol 9. 126-136. https://jurnal.unimus.ac.id/index.php/JPKIMIA/article/view/6930
Perrina, R. O., Yurnetti, Y., Hidayati, H., & Sari, S. Y. (2020). Pembuatan perangkat pembelajaran ipa terpadu berbasis model creative problem solving pada materi getaran, gelombang, dan bunyi ipa smp/mts kelas viii. PILLAR OF PHYSICS EDUCATION, 13(2). https://ejournal.unp.ac.id/students/index.php/pfis/article/view/8555
Rahayu, R., Iskandar, S., & Abidin, Y. (2022). Inovasi Pembelajaran Abad 21 dan Penerapannya di Indonesia. Jurnal Basicedu, 6(2), 2099-2104 https://jbasic.org/index.php/basicedu/article/view/2082
Rahma, A. A., & Wicaksono, I. (2023). Efektivitas Model Creative Problem Solving (CPS) terhadap Peningkatan Kemampuan Berpikir Kreatif Siswa pada Materi Kalor. Journal on Education, 5(3), 5668-5679. https://www.jonedu.org/index.php/joe/article/view/1326
Rosmala, A. 2018. Model-model Pembelajaran Matematika. Jakarta: PT Bumi Aksara.
Sari, A. D., Hastuti, S., & Asmiati, A. (2020). Pengembangan Model Creative Problem Solving (CPS) Untuk Meningkatkan Kemampuan Berpikir Reflektif Siswa. Jurnal Cendekia: Jurnal Pendidikan Matematika, 4(2), 1115-1128. https://j-cup.org/index.php/cendekia/article/view/318
Syafitri, R. A., & Tressyalina. (2020). The Importance of the Student Worksheets of Electronic (E-LKPD) Contextual Teaching and Learning (CTL) in Learning to Write Description Text during Pandemic COVID-19. Proceedings of the 3rd International Conference on Language, Literature, and Education (ICLLE 2020). https://www.atlantis-press.com/proceedings/iclle-20/125945953
Triwahyudi, S., Sutrisno dan Yusnaidar., 2021. Pengembangan Perangkat Pembelajaran Berbasis TPACK pada materi kimia SMA. Chempublish Journal. Vol6 No. 1. 46-53 https://mail.online-journal.unja.ac.id/chp/article/view/11679
Triyono, T., Senam, S., Jumadi, J., & Wilujeng, I. (2017). The Effects of Creative Problem Solving-based Learning Towards Students' Creativities. Jurnal Kependidikan: Penelitian Inovasi Pembelajaran, 1(2), 229040. https://www.neliti.com/publications/229040/the-effects-of-creative-problem-solving-based-learning-towards-students-creativi
Waluyo, E., Supiyati, S., & Halqi, M. (2020). Mengembangkan perangkat pembelajaran kalkulus integral berbasis model pengajuan dan pemecahan masalah untuk meningkatkan kemampuan berpikir kreatif mahasiswa. Jurnal Elemen, 6(2), 357- 366 https://www.researchgate.net/profile/Rully-Prahmana/publication/348908327_The_Innovative_Learning_of_Social_Arithmetic_using_Realistic_Mathematics_Education_Approach/links/605ef093458515e834736762/The-Innovative-Learning-of-Social-Arithmetic-using-Realistic-Mathematics-Education-Approach.pdf?_sg%5B0%5D=started_experiment_milestone&origin=journalDetail&_rtd=e30%3D
Wisela, A. Y., Sahidu, H., & Ayub, S. (2020). Pengaruh model pembelajaran creative problem solving (CPS) terhadap kemampuan pemecahan masalah dan hasil belajar fisika. Jurnal Pijar MIPA, 15(1), 27-31. https://pdfs.semanticscholar.org/6c78/6a0fc85666a47955adac332d011d87139f67.pdf
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The purpose of this chapter is to describe what we mean by "creative approaches to prob - lem solving." As a result of reading this chapter, you will be able to do the following: 1. Describe the four basic elements of the system for understanding creativity. 2. Explain what the terms creativity, problem solving, and creative problem solving
Creative approaches to problem solving : a framework for innovation and change by Isaksen, Scott G. Publication date 2011 Topics Problem solving, Group problem solving, Creative thinking ... Pdf_module_version 0.0.23 Ppi 360 Rcs_key 24143 Republisher_date 20230719082755 Republisher_operator [email protected] ...
This chapter describes what the authors mean by " creative approaches to problem solving" and describes the four basic elements of the system for understanding creativity. 1 ! Whether it is considered from the viewpoint of its effect on society, or as one of the expressions of the human spirit, creativity stands out as an activity to be studied, cherished, and cultivated. —Silvano Arieti The ...
Through alternating phases of divergent and convergent thinking, CPS provides a process for managing thinking and action, while avoiding premature or inappropriate judgment. It is built upon a flexible framework that is capable of incorporating many creativity tools and approaches. At the same time that CPS is a structured process, it's also ...
refer voting anonymously. (5+ mins)4. Collate the. results and present them to the group. If there is time and it is appropriate, lead a brief discussion of the implication of the results and/o. he steps to action them. (10+ mins)5. Feed back the results from the session to stakeholders and your wi.
proaches to Pr oblem Solving, Second Edition (Isaksen, Dorval, & Treffinger, 2000). CPS V ersion 6.1™ guides you in using both your creative and critical thinking skills in harmony, on. your own ...
Center for Creative Learning, Inc. Creative Problem Solving Group, Inc. P. O. Box 53169 P. O. Box 648 Sarasota, FL 34232 Orchard Park, NY 14127 941.342.9928 716.667.1324 ... CPS links your natural creativity and problem-solving approaches. It is an easy-to-learn process that can be readily applied by individuals and groups of many ages, in many ...
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 ...
This text provides a comprehensive and contemporary overview and description of Creative Problem Solving (CPS). Accessible and highly practical for a broad base of researchers and practitioners, the book provides a framework, a language, guidelines, and a set of easy-to-use tools for understanding challenges, generating ideas, and transforming promising ideas into action. The authors expand ...
Abstract This chapter presents Alex Osborn's 1953 creative problem-solving (CPS) model as a three-procedure approach that can be deployed to problems that emerge in our everyday lives. The three procedures are fact-finding, idea-finding and solution-finding, with each step carefully informed by both divergent and convergent thinking.
There are many approaches to studying creativity and problem solving, including more than 100 defi nitions of creativity in the literature, for example (Treffi nger, 2000a). We have used the example of a lake to organize and explain many perspectives on the nature and sources of creativity (e.g., Treffi nger, Isaksen, & Firestien, 1983; Treffi ...
move to the next step. This oversight is the responsibility of the problem's owner and the CPS facilitator, who is usually a neutral third party. U sef u lto: SW OT( r ngh, ak p i) yd c . Imagine the Future A th endo fis ag:y uw lv c rb, m "I .W '
• Assumptions and Principles of Creative Problem Solving..... 6 • Divergent and Convergent Thinking: The Dynamic Balance of Creativity..... 7 CPS Model ... FOURSIGHT™ is an innovation assessment instrument that reveals how people approach challenges and how they can perform more effectively as a team to develop innovation
a approach that we have called the Creative Problem Solver (CPS). The CP. model provides a simple way of thinking ab. ut creative problems. It has four stages, as shown in Figure 5.1.If there were a s. ngle magical creativity bullet then we would tell you. T. Bills et al., Creative Business Tim Bills and Chris Genasi 2003.
ns. Whether you'. a student, a parent, or a professional, you face problems and. ughCreative Problem Solv. CreativeEducationFoundation.org [email protected] Phone: +1.508.960.0000. ntsThe Creative Education Foundation (CEF) is deeply grateful to those whose eforts made this guide possi.
Abstract. Design thinking-understanding the human needs related to a problem, re-framing the. problem in human-centric ways, creating many ideas in brainstorming sessions, and adopting a. hands ...
Abstract. Design thinking—understanding the human needs related to a problem, reframing the problem in human-centric ways, creating many ideas in brainstorming sessions, and adopting a hands-on approach to prototyping and testing—offers a complementary approach to the rational problem-solving methods typically emphasized in business schools.
for ethical re!ection in creative problem-solving, as it could only hamper the process. But this common perspective is mistaken, in two directions. First, a key component of ethical re!ection is the exercise of moral imagination, which includes a kind of creative problem-solving (Brown, 2020; Fesmire, 2003; Johnson, 1993, 2014; Weston, 1992, 2007).
Creative Problem Solving (CPS) involves breaking down a problem to understand it, generating ideas to solve the problem and evaluating those ideas to find the most effective solutions. It uses techniques to make the problem solving process engaging and collaborative. The approach was originated by Alex Osborn in the 1940s, and further developed ...
Let's look at each step in detail. Step 1: RECOGNIZE THAT A PROBLEM EXISTS. In order to recognize that a problem exists, you must have some "knowledge" of the situation, the job, the equipment, the product. It is possible to know so little, that you do not know that there is a problem to begin with.
Albert Einstein, Leonardo da Vinci, Thomas Edison and other creative geniuses have always worked in the same way. They do not wait for creative ideas to strike them. Rather they focus on trying to solve a clearly stated, at least in their minds, problem. This approach has been formalized as Creative Problem Solving (CPS). CPS is a simple process
Chapter 4 is analysing and describing in details a large series of tools and approaches to the Creative problem Solving Methodology. The content is enriched by a focus on full descriptions ...
The Creative Problem Solving (CPS) model in learning focuses on teaching problem solving and creative thinking skills. This research aims to explore the effect of implementing the E-LKPD-based Creative Problem Solving (CPS) Learning Model with the TPACK approach on students' ability to solve problems and increase their creativity in science ...