Training in creative problem solving: Effects on ideation and problem finding and solving in an industrial research organization

Usefulness of the Ideation Principle of Extended Effort in Real World Professional and Managerial Creative Problem Solving*

“…The third general hypothesis, H 3 , has been supported in field experimentation (Basadur, Graen, &Green, 1982, andCohen, Whitmeyer andFunk, 1960) . It should be noted that Rickards, 1975, reported field research which did not support H 3 , but as discussed more completely by Basadur (1979) , this may have been due to an insufficiently short training period prior to idea generation. Both Basadur, et al, and Cohen, et al, used much longer training :periods than Rickards when testing H 3 • They found that higher quality ideas were produced by managers and professionals trained in using extended effort in solving real world problems than their untrained counter parts.…”

“…Both studies involved training in creative problem solving based on a two step thinking process called ideation-evaluation. As described more fully by Basadur, Graen and Green (1982) and Basadur and Finkbeiner (Notes 1 and 2) this is a two step process during which two fundamental kinds of thinking are separated and employed in sequence. The first is ideation, the generation of ideas without judgment; the second is evaluation, the application of judgment to the ideas generated.…”

“…They used the above ideation-evaluation thinking process within a larger thinking process called a "complete process of creative problem solving." This "complete process" is described in Basadur (1982) and Basadur, Graen & Green (1982) . In this "complete process," three steps, problem finding, fact finding and problem definition, precede the idea generation step.…”

A Cross-Level Examination of the Process Linking Transformational Leadership and Creativity: The Role of Psychological Safety Climate

“…According to Amabile's (1983Amabile's ( , 1996 componential model, creative process is a cognitive process fuelled by individuals' motivation, domain-related knowledge and divergent thinking skills leading to creative outcomes. Following these cognitive and motivational focus, scholars have found that training focusing on divergent thinking skills positively related to creative process engagement (Basadur, Graen, & Green, 1982;Scott, Leritz, & Mumford, 2004). However, the cognitive aspect of the creative process has been narrowly defined as the cognition of the problem/task itself and excluded the cognition of the social environment.…”

Facilitating Problem Framing in Project-Based Learning

“…There are many approaches taken to generating such ideas (Dadich, 2014;Dorta, Perez, & Lesage, 2008;Neeley, Lim, Zhu, & Yang, 2013;Verhaegen, Peeters, Vandevenne, Dewulf, & Duflou, 2011). Commonly, problem framing also involves evaluating the ideas generated (Basadur et al, 1982) and considering ideas in light of costs and benefits to arrive at priorities (Morozov et al, 2007).…”