An Evidence-Based Review of Creative Problem Solving Tools

Abstract

Creative problem solving (CPS) requires solutions to be useful and original. Typically, its operations span problem finding, idea generation, and critical evaluation. The benefits of training CPS have been extolled in education, industry, and government with evidence showing it can enhance performance. However, although such training schemes work, less is known about the specific tools used. Knowing whether a particular tool works or not would provide practitioners with a valuable resource, leading to more effective training schemes, and a better understanding of the processes involved. A comprehensive review was undertaken examining the empirical support of tools used within CPS. Despite the surprising lack of research focusing on the use and success of specific tools, some evidence exists to support the effectiveness of a small set. Such findings present practitioners with a potential resource that could be used in a standalone setting or possibly be combined to create more effective training programs.

What Is Creativity in Education? A Qualitative Study of International Curricula

“…The creative process is also of great importance. The process begins with taking ideas from initial problem identification (Reiter-Palmon & Robinson, 2009; Vernon et al, 2016) to the idea generation phase (Gilson & Litchfield, 2017; Osborn, 1957). Then, the selection of possibilities by looking at problems through multiple perspectives (Kalyuga et al, 2010), or by establishing new or unexpected connections (Chan et al, 2012; Csikszentmihalyi, 1996; Perry-Smith, 2006) is followed by suggesting alternative solutions to problems (Ritter & Mostert, 2016).…”

“…Another important concept is that of iteration (Amabile & Mueller, 2008; Kaufman & Sternberg, 2010), namely, looking at multiple possibilities before deciding on a final outcome. Finally, ideas are selected for implementation (Vernon et al, 2016). If they are successful, the process is completed; if not, it may require repetition.…”

Problem Solving Incorporated into Blending Learning in Nursing Masters Degree

“…These components were organized into two steps of the method. In the first step, we define the problem framing by expanding our perspective [7]. A very significant part of this involves making sense of a complex situation in which the problem occurs, so we can pinpoint what the problem is.…”

Protocol: Triple Diamond method for problem solving and design thinking. Rubric validation

“…In addition, we believe that the rubric can encourage the application of the framework, facilitating the training of the people involved and guiding on the tasks to be carried out at each stage (Vernon et al, 2016).…”

“…To deal with ambiguous problems, other frameworks have been proposed since 2000. In its simplest versions, three stages are proposed, as in the 3I model (inspiration, ideation, implementation) (IDEO.org, 2012; Tschimmel, 2012;Vernon et al, 2016). The first phase involves identifying the problem or opportunity to work on and a preliminary data collection to know the current state of the situation.…”