Creative Problem Solving Theories - Literature review Example

Creative Problem Solving Theories Name: Institution: Creative Problem Solving Theories Introduction Creative problem solving (CPS) is a technique used in approaching problems or challenges in an artistic and novel manner ((Sivaram & Bhaskara, 2009). This tool helps individuals in redefining problems that they face. Through this process, individuals are able to generate breakthrough ideas and then take appropriate actions on the proposed ideas. Despite the fact that problems are often solved from an individual perspective, the most effective way of providing solutions is through team work in which brainstorming allows for the generation of numerous ideas (Sivaram & Bhaskara, 2009). The presence of these ideas is critical in ensuring that the best possible option is implemented which in certain situations, an effective solution arises from the combination of various solutions (Wolf et al, 2011). The main objective of this paper is to provide a critical comparison and evaluation of the whole brain approach and the Walla’s model of the creative process. Comparison between the whole brain approach and the Walla’s model of creativity Whole brain approach Herrmann (1989) initiated this school of thought and it originated from the split-brain theory that separates the functioning of the brain into the left and right hemispheric processes. According to Herrmann (1989), the separation of the brain into two hemispheres, upper and lower quadrant, is critical in the understanding of how the brain operates to actualize certain decision in a creative manner. This means that the whole brain appears in the form of a metaphoric model, which adopts an A, B, C and D quadrant (Cox, 2013). The upper left quadrant, A, possesses the logical, analytical, qualitative and rational aspects of thinking. This is the factual base of the brain (Polette, 2012). The lower left quadrant of the brain, B, possesses the ability to plan, organize, and enhance focusing on detail and linear thinking. This is the sequential part of the brain that as it ensures the systemization of ideas. The third quadrant, which is the upper right part of the brain, D has the responsibility of the holistic, intuitive, integrative and synthesis of processes (Polette, 2012). The lower right party of the brain, C, is the emotional part of the brain/. It helps in the generation of feelings, kinetic awareness and interpersonal skills. Herrmann (1989) views creativity as necessitating the utilization of thinking processes from all the four quadrants. The hemisphere that defines the brain model is specialized in numerous ways. The physical connection secures integration in the functioning of different parts of the brain. Herrmann uses the left-right theory, the triune theory and the available physical association between the right and left side of the brain (Polette, 2012). The connection that exists between the upper and lower part of the brain help in the development of a correlation of different parts of the brain to ensure that there is a uniform way by which every part plays its specialized role in facilitating creative thinking (Polette, 2012). Inasmuch as an individual may favour the cognitive initiatives associated with a given quadrant of the brain all parts of these hemisphere play an essential role in contributing to the development of everything in a different way (Polette, 2012). For most of the tasks that involve the solution to creative problems, diverse groups must engage different parts of their brains. When every individual is thinking in a similar manner Herrmann (1989) argues that in such a situation, there is no real thinking going on. Walla’s model of the creative process This school of thought divides the process of creative thinking into four stages these stages include, incubation, illumination and verification. At the preparation stage, which is the first stage, an individual must begin by assimilating according to his or her ability (Deb, 2006). This will entail different aspects such as the problem in question, the available knowledge concerning the problem. An understanding of this process and all that it entails is essential in ensuring the success of the creative process of problem solving (Griffin & Morrison, 2010). This process also involves preparation from the generation of a creative solution and this requires an in-depth study of intent thought of the problem in hand. The brain at this point is activated towards a brainstorming initiative. The preparation process involves the activation of the left side of the brain (Griffin & Morrison, 2010). Incubation is the second stage according to Walla’s approach to creative problem solving. It is at times referred to as a germination period where the concerned individuals are allowed to step away from the said problem and engage in some from of initiative that has no relationship with the problem in question (Deb, 2006). The incubation period allows to the problem to sink deep into the conscience of the concerned individuals. As they engage in other activities, they will be able to prepare their minds for some work concerned with generation of solutions (Daft & Lane, 2008). In addition, the stage of incubation also allows an individual to internalize the problem that he or she envisions to illustrate. Incubation allows the activation of the right side of the brain to enable internalization of the problem. The brain is able to make necessary connection between the problem and possible solutions in a free and abundant manner (Daft & Lane, 2008). Illumination stage is the third stage in the creative problem solving process. It involves the generation of possible solutions to an internalized a properly understood problem (Mumford, 2012). It involves the transfer of the possible solutions from the subconscious part of the brain to the conscious part (Deb, 2006). This is referred to as a moment of insight and optimism considering that the individual not only understands the problem in hand but also is able to generate numerous solutions that could be used in tackling these problems (Mumford, 2012). During this stage, brilliant ideas shoot from the mind of the problem solver while performing a given task or when involved in a different activity (Griffin & Morrison, 2010). Verification stage is the last stage according to Walla’s creative thinking approach. During this stage, the ideas that are generated must be taken through a testing process that allows for their validation (Mumford, 2012). This involves assessing the practicality of these solutions from both the theoretical and real life perspective (Mumford, 2012). This is accomplished by finding a connection between the content, the areas of use and the possible effects. The verification stage also involves an assessment of whether the solution initiated in this stage can be used in solving a problem identified in the first stage. This is made possible through an engagement of the left side of the brain (Griffin & Morrison, 2010). One outstanding similarity between the whole brain model and Walla’s model of creative process revolves around the fact that both of them emphasize on the role of the brain the generation of creative solutions (Cox, 2013). The role of the brain not only involves an understanding of the problems at hand but also the generation of the possible solutions to these problems. Herrmann’s perspective of the whole brain approach however, emphasizes on the separation of the brain into different parts, which act independently towards the realization of a given goal (Daft & Lane, 2008). This is considered as different compared to Walla’s creative process of problem solving because Walla’s approach emphasizes on the four stages that which provide effective procedures through which different problems within the society can be understood and solved (Daft & Lane, 2008). Evaluation of the whole brain approach and the Walla’s model of creativity The four-quadrant model that defines the whole brain approach is a representation of the four thinking structures of the brain. According to Herrmann (1989), an individual who favours the first quadrant, A, which is the left cerebral part of the brain, is one who favours logical, analytical information. This part of the brain involves in-depth reasoning prior to the making a decision and the generation of creative solutions to any problem (Sarmento, 2011). An individual who favours the B quadrant of the brain uses a linear approach that is based on organization, planning, adoption of detailed information in a sequential manner (Wolf et al, 2011). This individual values an organized system of thinking that envisions the solution of problems through a systematic approach (Sivaram & Bhaskara, 2009). Any preference for the C-quadrant of the brain involves interpersonal feelings, which are based on emotions. Preference for the D-quadrant in the whole brain approach is often characterized with a holistic approach and conceptualization of thought in the process of generating of solutions to problem (Cox, 2013). In the view of Herrmann (1989), this approach to generation of creative solutions helps in the development of an understanding, the existence of mental diversity and the important role of this form of thinking in not only ensuring effective thinking but also efficient learning (Sarmento, 2011). The collective nature by which these parts of the brain operate helps in the overall functioning of the brain. There is however, the aspect of dominance of different parts the brain that plays a different role in the realization of an intended objective (De, 2013). The realization that creativity is at the core of measuring competency of individuals in a managerial or leadership position is one way of ensuring the generation of practical and valid solutions (Rothenberg & Hausman, 1976). For creativity to be realized, it is important to engage the whole brain. Any organization that is led by creative leaders who possess a higher success rate in terms of generating novel solutions to problems. This is because when the whole brain in generation of solutions they are goal driven, visionary, result oriented and people driven (De, 2013). When compared to Walla’s model of creative thinking, one is able to understand that in the process of engaging the whole brain there are stages, which should be followed to enhance the detection of new information, internalizing the information, generation of new ideas and testing the ideas in terms of their practicality (Deb, 2006). At every stage of creative thinking, it is important that the individuals involved to understand the psychological processes involved in the preparation of knowledge for the next stage of creativity (Mumford, 2012). Different stages of creative thinking according to Walla’s model of problem solving require different motivation that is unique to their personal traits (Griffin & Morrison, 2010). During the preparation stage for instance, convergent thinking is essential since every individual must understand the underlying cultural factors in the process of solving a problem (Daft & Lane, 2008). This is different when it comes to the illumination stage, which requires divergent thinking, possession of general knowledge and an open mind considering that this stage requires the generation of novel solutions to a problem (Rothenberg & Hausman, 1976). The verification process requires checking of relevance ad effectiveness of any novel configuration. This will ensure that the solution generated is appropriate, as it will have to display relevance and effectiveness in handling of the problem (Griffin & Morrison, 2010). The creative process of finding solutions according to Walla’s creative thinking process can only stop on condition that an individual’s meta-cognitive systems indicate the possibility of failure when a given configuration fails (Daft & Lane, 2008). It is also important to note that an individual can always go back through the stages to check on earlier abandoned configurations and restart the process of creative thinking (Sivaram & Bhaskara, 2009). The Walla’s model is important especially when considering the fact that it can kick-start a creative process in the problem solving process (Mumford, 2012). This model can also help in articulating all the problems. During the incubation stage for instance, an individual is able to conceptualize about the problem to ensure that the proposed ideas are those that are well thought and are effective in ensuring that effective solutions can be generated to solve existing problems (Mumford, 2012). Conclusion Creative problem solving (CPS) involves the transformation of an individual’s knowledge through numerous processes to ensure the generation of creative outcomes. CPS develops solutions to all the problems that are defined in the entire process (De, 2013). Whole brain approach and Walla’s model of creative process are examples of approaches that explain CPS. These theories agree that it is important to involve the whole brain in the process of generating creative solutions to problems. One aspect that differentiates these two schools of thought is that the whole brain model view the brain as segmented into four quadrants, which denote different parts of the brain that must be incorporated in the thinking process (Daft & Lane, 2008). Walla’s model views the process as involving four stages that underlie the process of generating solutions to problems (Rothenberg & Hausman, 1976). References Cox, D. (2013). Creative thinking for dummies. Hoboken, N.J: Wiley, pp. 12-18, 24 De, B. A.-L. (2013). Whole BrainŒ Learning In Higher Education: Evidence-Based Practice. Chandos Publishing, pp. 27-38 Deb, T. (2006). Strategic approach to human resource management: Concept, tools and application. New Delhi: Atlantic, pp. 111-126. Daft, R. L., & Lane, P. G. (2008). The leadership experience. Mason, OH: Thomson/South- Western, pp. 123-127 Griffin, W. G., & Morrison, D. (2010). The creative process illustrated: How advertising's big ideas are born. Cincinnati, Ohio: HOW Books, pp. 21-28 Herrmann, N. (1989). The creative brain. Lake Lure, N.C: Brain Books, pp. 100-117 Mumford, M. D. (2012). Handbook of organizational creativity. London: Academic Press, pp. 122-132 Polette, N. (2012). The brain power story hour: Higher order thinking with picture books. Jefferson: McFarland & Co, pp. 87-89 Rothenberg, A., & Hausman, C. R. (1976). The Creativity question. Durham, N.C: Duke University Press, pp. 47-50 Sarmento, A. (2011). Technology for creativity and innovation: Tools, techniques and applications. Hershey, PA: Information Science Reference, pp. 57-67 Sivaram, P. S., & Bhaskara, R. D. (2009). Creative thinking of school students. New Delhi: Discovery Pub. House, pp. 23, 35, 67 Wolf, J. A., Hanson, H., & Moir, M. J. (2011). Organization development in health care: High impact practices for a complex and changing environment. Charlotte, NC: Information Age Pub, pp. 12, 14, 33 Read More

Walla’s model of the creative process This school of thought divides the process of creative thinking into four stages these stages include, incubation, illumination and verification. At the preparation stage, which is the first stage, an individual must begin by assimilating according to his or her ability (Deb, 2006). This will entail different aspects such as the problem in question, the available knowledge concerning the problem. An understanding of this process and all that it entails is essential in ensuring the success of the creative process of problem solving (Griffin & Morrison, 2010).

This process also involves preparation from the generation of a creative solution and this requires an in-depth study of intent thought of the problem in hand. The brain at this point is activated towards a brainstorming initiative. The preparation process involves the activation of the left side of the brain (Griffin & Morrison, 2010). Incubation is the second stage according to Walla’s approach to creative problem solving. It is at times referred to as a germination period where the concerned individuals are allowed to step away from the said problem and engage in some from of initiative that has no relationship with the problem in question (Deb, 2006).

The incubation period allows to the problem to sink deep into the conscience of the concerned individuals. As they engage in other activities, they will be able to prepare their minds for some work concerned with generation of solutions (Daft & Lane, 2008). In addition, the stage of incubation also allows an individual to internalize the problem that he or she envisions to illustrate. Incubation allows the activation of the right side of the brain to enable internalization of the problem.

The brain is able to make necessary connection between the problem and possible solutions in a free and abundant manner (Daft & Lane, 2008). Illumination stage is the third stage in the creative problem solving process. It involves the generation of possible solutions to an internalized a properly understood problem (Mumford, 2012). It involves the transfer of the possible solutions from the subconscious part of the brain to the conscious part (Deb, 2006). This is referred to as a moment of insight and optimism considering that the individual not only understands the problem in hand but also is able to generate numerous solutions that could be used in tackling these problems (Mumford, 2012).

During this stage, brilliant ideas shoot from the mind of the problem solver while performing a given task or when involved in a different activity (Griffin & Morrison, 2010). Verification stage is the last stage according to Walla’s creative thinking approach. During this stage, the ideas that are generated must be taken through a testing process that allows for their validation (Mumford, 2012). This involves assessing the practicality of these solutions from both the theoretical and real life perspective (Mumford, 2012).

This is accomplished by finding a connection between the content, the areas of use and the possible effects. The verification stage also involves an assessment of whether the solution initiated in this stage can be used in solving a problem identified in the first stage. This is made possible through an engagement of the left side of the brain (Griffin & Morrison, 2010). One outstanding similarity between the whole brain model and Walla’s model of creative process revolves around the fact that both of them emphasize on the role of the brain the generation of creative solutions (Cox, 2013).

The role of the brain not only involves an understanding of the problems at hand but also the generation of the possible solutions to these problems. Herrmann’s perspective of the whole brain approach however, emphasizes on the separation of the brain into different parts, which act independently towards the realization of a given goal (Daft & Lane, 2008). This is considered as different compared to Walla’s creative process of problem solving because Walla’s approach emphasizes on the four stages that which provide effective procedures through which different problems within the society can be understood and solved (Daft & Lane, 2008).

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