integrated creative problem solving

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What Is Creative Problem-Solving & Why Is It Important?

• 01 Feb 2022

One of the biggest hindrances to innovation is complacency—it can be more comfortable to do what you know than venture into the unknown. Business leaders can overcome this barrier by mobilizing creative team members and providing space to innovate.

There are several tools you can use to encourage creativity in the workplace. Creative problem-solving is one of them, which facilitates the development of innovative solutions to difficult problems.

Here’s an overview of creative problem-solving and why it’s important in business.

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What Is Creative Problem-Solving?

Research is necessary when solving a problem. But there are situations where a problem’s specific cause is difficult to pinpoint. This can occur when there’s not enough time to narrow down the problem’s source or there are differing opinions about its root cause.

In such cases, you can use creative problem-solving , which allows you to explore potential solutions regardless of whether a problem has been defined.

Creative problem-solving is less structured than other innovation processes and encourages exploring open-ended solutions. It also focuses on developing new perspectives and fostering creativity in the workplace . Its benefits include:

• Finding creative solutions to complex problems : User research can insufficiently illustrate a situation’s complexity. While other innovation processes rely on this information, creative problem-solving can yield solutions without it.
• Adapting to change : Business is constantly changing, and business leaders need to adapt. Creative problem-solving helps overcome unforeseen challenges and find solutions to unconventional problems.
• Fueling innovation and growth : In addition to solutions, creative problem-solving can spark innovative ideas that drive company growth. These ideas can lead to new product lines, services, or a modified operations structure that improves efficiency.

Creative problem-solving is traditionally based on the following key principles :

1. Balance Divergent and Convergent Thinking

Creative problem-solving uses two primary tools to find solutions: divergence and convergence. Divergence generates ideas in response to a problem, while convergence narrows them down to a shortlist. It balances these two practices and turns ideas into concrete solutions.

2. Reframe Problems as Questions

By framing problems as questions, you shift from focusing on obstacles to solutions. This provides the freedom to brainstorm potential ideas.

3. Defer Judgment of Ideas

When brainstorming, it can be natural to reject or accept ideas right away. Yet, immediate judgments interfere with the idea generation process. Even ideas that seem implausible can turn into outstanding innovations upon further exploration and development.

4. Focus on "Yes, And" Instead of "No, But"

Using negative words like "no" discourages creative thinking. Instead, use positive language to build and maintain an environment that fosters the development of creative and innovative ideas.

Creative Problem-Solving and Design Thinking

Whereas creative problem-solving facilitates developing innovative ideas through a less structured workflow, design thinking takes a far more organized approach.

Design thinking is a human-centered, solutions-based process that fosters the ideation and development of solutions. In the online course Design Thinking and Innovation , Harvard Business School Dean Srikant Datar leverages a four-phase framework to explain design thinking.

The four stages are:

• Clarify: The clarification stage allows you to empathize with the user and identify problems. Observations and insights are informed by thorough research. Findings are then reframed as problem statements or questions.
• Ideate: Ideation is the process of coming up with innovative ideas. The divergence of ideas involved with creative problem-solving is a major focus.
• Develop: In the development stage, ideas evolve into experiments and tests. Ideas converge and are explored through prototyping and open critique.
• Implement: Implementation involves continuing to test and experiment to refine the solution and encourage its adoption.

Creative problem-solving primarily operates in the ideate phase of design thinking but can be applied to others. This is because design thinking is an iterative process that moves between the stages as ideas are generated and pursued. This is normal and encouraged, as innovation requires exploring multiple ideas.

Creative Problem-Solving Tools

While there are many useful tools in the creative problem-solving process, here are three you should know:

Creating a Problem Story

One way to innovate is by creating a story about a problem to understand how it affects users and what solutions best fit their needs. Here are the steps you need to take to use this tool properly.

1. Identify a UDP

Create a problem story to identify the undesired phenomena (UDP). For example, consider a company that produces printers that overheat. In this case, the UDP is "our printers overheat."

2. Move Forward in Time

To move forward in time, ask: “Why is this a problem?” For example, minor damage could be one result of the machines overheating. In more extreme cases, printers may catch fire. Don't be afraid to create multiple problem stories if you think of more than one UDP.

3. Move Backward in Time

To move backward in time, ask: “What caused this UDP?” If you can't identify the root problem, think about what typically causes the UDP to occur. For the overheating printers, overuse could be a cause.

Following the three-step framework above helps illustrate a clear problem story:

• The printer is overused.
• The printer overheats.
• The printer breaks down.

You can extend the problem story in either direction if you think of additional cause-and-effect relationships.

4. Break the Chains

By this point, you’ll have multiple UDP storylines. Take two that are similar and focus on breaking the chains connecting them. This can be accomplished through inversion or neutralization.

• Inversion: Inversion changes the relationship between two UDPs so the cause is the same but the effect is the opposite. For example, if the UDP is "the more X happens, the more likely Y is to happen," inversion changes the equation to "the more X happens, the less likely Y is to happen." Using the printer example, inversion would consider: "What if the more a printer is used, the less likely it’s going to overheat?" Innovation requires an open mind. Just because a solution initially seems unlikely doesn't mean it can't be pursued further or spark additional ideas.
• Neutralization: Neutralization completely eliminates the cause-and-effect relationship between X and Y. This changes the above equation to "the more or less X happens has no effect on Y." In the case of the printers, neutralization would rephrase the relationship to "the more or less a printer is used has no effect on whether it overheats."

Even if creating a problem story doesn't provide a solution, it can offer useful context to users’ problems and additional ideas to be explored. Given that divergence is one of the fundamental practices of creative problem-solving, it’s a good idea to incorporate it into each tool you use.

Brainstorming

Brainstorming is a tool that can be highly effective when guided by the iterative qualities of the design thinking process. It involves openly discussing and debating ideas and topics in a group setting. This facilitates idea generation and exploration as different team members consider the same concept from multiple perspectives.

Hosting brainstorming sessions can result in problems, such as groupthink or social loafing. To combat this, leverage a three-step brainstorming method involving divergence and convergence :

• Have each group member come up with as many ideas as possible and write them down to ensure the brainstorming session is productive.
• Continue the divergence of ideas by collectively sharing and exploring each idea as a group. The goal is to create a setting where new ideas are inspired by open discussion.
• Begin the convergence of ideas by narrowing them down to a few explorable options. There’s no "right number of ideas." Don't be afraid to consider exploring all of them, as long as you have the resources to do so.

Alternate Worlds

The alternate worlds tool is an empathetic approach to creative problem-solving. It encourages you to consider how someone in another world would approach your situation.

For example, if you’re concerned that the printers you produce overheat and catch fire, consider how a different industry would approach the problem. How would an automotive expert solve it? How would a firefighter?

Be creative as you consider and research alternate worlds. The purpose is not to nail down a solution right away but to continue the ideation process through diverging and exploring ideas.

Continue Developing Your Skills

Whether you’re an entrepreneur, marketer, or business leader, learning the ropes of design thinking can be an effective way to build your skills and foster creativity and innovation in any setting.

If you're ready to develop your design thinking and creative problem-solving skills, explore Design Thinking and Innovation , one of our online entrepreneurship and innovation courses. If you aren't sure which course is the right fit, download our free course flowchart to determine which best aligns with your goals.

About the Author

What is Integrative Thinking? A Key to Creative Problem-Solving

In the realm of navigating complex problems and making decisions that stand out with innovation and creativity, there exists a formidable tool – integrative thinking.

This article invites you to delve into the profound world of integrative thinking, where we will uncover its essence, explore the common obstacles that can obstruct its path, illuminate the remarkable benefits it bestows, and guide you on the journey to nurture and master this indispensable skill.

Join us on this transformative expedition as we unravel the potential of integrative thinking, forever altering the way you confront intricate challenges.

What is Integrative Thinking?

Integrative thinking transcends the label of a mere problem-solving technique; it embodies a cognitive approach that plunges into the realm of intellectual synthesis.

At its core, it involves the art of harmonizing ideas and concepts that may initially appear opposing or even contradictory.

The ultimate goal?

Crafting a solution that stands as a testament to innovation and originality. This approach liberates us from the constraints of binary choices, celebrating the rich tapestry of paradox.

Common Obstacles to Integrative Thinking

Rigid thinking .

One of the primary obstacles to integrative thinking is a rigid mindset .

When individuals adhere stubbornly to familiar solutions and established patterns of thought, it can hinder the creative process.

To truly embrace integrative thinking, it’s crucial to break free from the confines of rigid mental frameworks and be open to exploring new ideas and alternative approaches.

Fear of ambiguity 

A prevalent hurdle that often arises is the discomfort with ambiguity and uncertainty.

It’s human nature to seek clear-cut, definitive solutions, shying away from the enigmatic territories of ambiguity.

However, integrative thinkers willingly wade into these nebulous waters, unafraid of the complexities that they hold.

They understand that within the realms of ambiguity lie fertile grounds for the birth of creative synthesis and the emergence of innovative solutions .

Time pressure 

The demand for integrative thinking can sometimes clash with the swift pace of decision-making in many scenarios.

Integrative thinking thrives on the luxury of time and deep reflection, qualities that may seem at odds with the hurried nature of modern decision-making.

When faced with time pressure, individuals often gravitate towards quick, binary choices, leaving behind the nuanced exploration required for integrative thinking.

Tackling this challenge may entail creating environments conducive to thoughtful consideration or finding innovative ways to prioritize the integrative thinking process, even within the confines of time constraints.

Benefits of Integrative Thinking

Creative problem-solving .

Integrative thinkers possess remarkable skills for delving into the realm of creative problem-solving.

They excel at crafting solutions that transcend the boundaries of conventional thinking, breaking free from the shackles of established norms and restrictions.

With a keen ability to synthesize diverse and even opposing ideas, integrative thinkers breathe life into innovative solutions that breathe fresh air into the world of problem-solving.

Enhanced decision-making 

The integrative thinking approach casts a wide net, encompassing a broader range of factors and perspectives.

This holistic consideration leads to decisions that are not only more informed but also inherently robust.

When faced with complex choices, integrative thinkers have the capacity to navigate the intricate web of possibilities, resulting in decisions that stand the test of scrutiny and time.

Conflict resolution

In the turbulent waters of conflicting viewpoints and opposing stances, integrative thinking emerges as a potent tool for resolution.

Its ability to harmonize seemingly irreconcilable differences and uncover common ground makes it invaluable in situations fraught with conflict.

Integrative thinkers act as mediators, weaving together the threads of disparate ideas to create a tapestry of understanding and consensus.

Improved leadership 

Beyond its immediate problem-solving applications, integrative thinking also bestows upon individuals enhanced leadership capabilities.

In a world marked by rapid change and uncertainty, adaptability and visionary thinking are essential qualities for effective leadership .

Integrative thinking nurtures these attributes, equipping leaders with the agility and foresight needed to navigate the ever-evolving landscapes of their domains.

How to Develop Integrative Thinking Skills

Diverse perspectives .

At the core of integrative thinking lies a fundamental principle – the eagerness to explore diverse perspectives and engage with a multitude of opinions.

It’s a proactive endeavor that involves connecting with individuals hailing from diverse backgrounds, disciplines, and life journeys.

This deliberate act serves as a conduit to expand the horizons of your thinking, ushering in a rich mosaic of ideas and experiences that breathe depth and creativity into your problem-solving journey. 

Question assumptions

Integrative thinkers possess a remarkable skill – the ability to systematically challenge their assumptions and preconceived notions.

They embrace a mindset that is in a constant state of inquiry, forever echoing the question, “What if things don’t have to be this way?”.

This persistent probing question serves as a potent catalyst for liberating their thoughts from the shackles of conventional wisdom.

It propels them into uncharted territories of thinking, where innovation thrives, and the exploration of alternative paths is not just encouraged but passionately pursued.

Practice mindfulness

Nurturing mindfulness and self-awareness stands as a crucial pillar of integrative thinking.

It’s a practice that beckons individuals to keep their minds open to the influx of new ideas, resist the allure of knee-jerk reactions, and embrace the ever-precious present moment.

Mindfulness becomes the guiding light that allows individuals to take a step back from automated responses, offering them the opportunity to delve deeper into the intricate nuances of any given problem.

It’s a transformative practice that extends an invitation to clarity and a profound understanding of the multifaceted complexities that define the challenges we face.

Scenario planning 

Integrative thinkers excel at considering multiple scenarios and potential outcomes before making decisions.

They engage in scenario planning, meticulously exploring various paths that may unfold in response to their choices.

This forward-thinking approach equips them with the foresight needed to make robust and resilient decisions in an ever-changing world.

Collaboration 

Collaboration is at the heart of integrative thinking.

Recognizing the power of collective wisdom and diverse viewpoints, integrative thinkers actively seek out collaboration with others.

They understand that the fusion of ideas generated through collaborative efforts can lead to groundbreaking solutions that transcend individual capabilities.

Integrative thinking isn’t just a cognitive skill; it’s a mindset that fuels innovation and sparks creativity.

When you open yourself to complexity and actively strive to unite conflicting ideas, you unlock the potential of integrative thinking.

It becomes a powerful tool for confronting challenges head-on, making well-informed decisions, and confidently navigating the intricate landscape of the contemporary world.

While both involve cognitive processes, integrative thinking focuses on synthesizing opposing ideas, whereas critical thinking involves analyzing and evaluating information.

Yes, integrative thinking is a skill that can be cultivated through practice and a willingness to explore diverse perspectives.

Integrative thinking is valuable across various fields, including business, science, politics, and the arts. It’s especially beneficial in situations requiring creative problem-solving and innovation.

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Creative Problem Solving

What is creative problem solving.

Creative problem solving (CPS) is a process that design teams use to generate ideas and solutions in their work. Designers and design teams apply an approach where they clarify a problem to understand it, ideate to generate good solutions, develop the most promising one, and implement it to create a successful solution for their brand’s users.  

© Creative Education Foundation, Fair Use

Why is Creative Problem Solving in UX Design Important?

Creative thinking and problem solving are core parts of user experience (UX) design. Note: the abbreviation “CPS” can also refer to cyber-physical systems. Creative problem solving might sound somewhat generic or broad. However, it’s an ideation approach that’s extremely useful across many industries.  

Not strictly a UX design-related approach, creative problem solving has its roots in psychology and education. Alex Osborn—who founded the Creative Education Foundation and devised brainstorming techniques—produced this approach to creative thinking in the 1940s. Along with Sid Parnes, he developed the Osborn-Parnes Creative Problem Solving Process. It was a new, systematic approach to problem solving and creativity fostering.  

Osborn’s CPS Process.

© IdeaSandbox.com, Fair Use

The main focus of the creative problem solving model is to improve creative thinking and generate novel solutions to problems. An important distinction exists between it and a UX design process such as design thinking. It’s that designers consider user needs in creative problem solving techniques, but they don’t necessarily have to make their users’ needs the primary focus. For example, a design team might trigger totally novel ideas from random stimuli—as opposed to working systematically from the initial stages of empathizing with their users. Even so, creative problem solving methods still tend to follow a process with structured stages. 

What are 4 Stages of Creative Problem Solving?

The model, adapted from Osborn’s original, typically features these steps:  

Clarify: Design teams first explore the area they want to find a solution within. They work to spot the challenge, problem or even goal they want to identify. They also start to collect data or information about it. It’s vital to understand the exact nature of the problem at this stage. So, design teams must build a clear picture of the issue they seek to tackle creatively. When they define the problem like this, they can start to question it with potential solutions.  

Ideate: Now that the team has a grasp of the problem that faces them, they can start to work to come up with potential solutions. They think divergently in brainstorming sessions and other ways to solve problems creatively, and approach the problem from as many angles as they can.  

Develop: Once the team has explored the potential solutions, they evaluate these and find the strongest and weakest qualities in each. Then, they commit to the one they decide is the best option for the problem at hand.  

Implement: Once the team has decided on the best fit for what they want to use, they discuss how to put this solution into action. They gauge its acceptability for stakeholders. Plus, they develop an accurate understanding of the activities and resources necessary to see it become a real, bankable solution.  

What Else does CPS Involve?

© Interaction Design Foundation, CC BY-SA 4.0

Two keys to the enterprise of creative problem solving are:  

Divergent Thinking

This is an ideation mode which designers leverage to widen their design space when they start to search for potential solutions. They generate as many new ideas as possible using various methods. For example, team members might use brainstorming or bad ideas to explore the vast area of possibilities. To think divergently means to go for:  

Quantity over quality: Teams generate ideas without fear of judgment (critically evaluating these ideas comes later). 

Novel ideas: Teams use disruptive and lateral thinking to break away from linear thinking and strive for truly original and extraordinary ideas.  

Choice creation: The freedom to explore the design space helps teams maximize their options, not only regarding potential solutions but also about how they understand the problem itself.  

Author and Human-Computer Interactivity Expert, Professor Alan Dix explains some techniques that are helpful for divergent thinking:  

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Convergent Thinking

This is the complementary half of the equation. In this ideation mode, designers analyze, filter, evaluate, clarify and modify the ideas they generated during divergent thinking. They use analytical, vertical and linear thinking to isolate novel and useful ideas, understand the design space possibilities and get nearer to potential solutions that will work best. The purpose with convergent thinking is to carefully and creatively:  

Look past logical norms (which people use in everyday critical thinking). 

Examine how an idea stands in relation to the problem.  

Understand the real dimensions of that problem.    

Professor Alan Dix explains convergent thinking in this video:  

What are the Benefits of Creative Problem Solving?

Design teams especially can benefit from this creative approach to problem solving because it:  

Empowers teams to arrive at a fine-grained definition of the problem they need to ideate over in a given situation.  

Gives a structured, learnable way to conduct problem-solving activities and direct them towards the most fruitful outcomes.  

Involves numerous techniques such as brainstorming and SCAMPER, so teams have more chances to explore the problem space more thoroughly.  

Can lead to large numbers of possible solutions thanks to a dedicated balance of divergent and convergent thinking.  

Values and nurtures designers and teams to create innovative design solutions in an accepting, respectful atmosphere.  

Is a collaborative approach that enables multiple participants to contribute—which makes for a positive environment with buy-in from those who participate.  

Enables teams to work out the most optimal solution available and examine all angles carefully before they put it into action.  

Is applicable in various contexts—such as business, arts and education—as well as in many areas of life in general.  

It’s especially crucial to see the value of creative problem solving in how it promotes out-of-the-box thinking as one of the valuable ingredients for teams to leverage.   

Watch as Professor Alan Dix explains how to think outside the box:  

How to Conduct Creative Problem Solving Best?

It’s important to point out that designers should consider—and stick to—some best practices when it comes to applying creative problem solving techniques. They should also adhere to some “house rules,” which the facilitator should define in no uncertain terms at the start of each session. So, designers and design teams should:  

Define the chief goal of the problem-solving activity: Everyone involved should be on the same page regarding their objective and what they want to achieve, why it’s essential to do it and how it aligns with the values of the brand. For example, SWOT analysis can help with this. Clarity is vital in this early stage.  Before team members can hope to work on ideating for potential solutions, they must recognize and clearly identify what the problem to tackle is.  

Have access to accurate information: A design team must be up to date with the realities that their brand faces, realities that their users and customers face, as well as what’s going on in the industry and facts about their competitors. A team must work to determine what the desired outcome is, as well as what the stakeholders’ needs and wants are. Another factor to consider in detail is what the benefits and risks of addressing a scenario or problem are—including the pros and cons that stakeholders and users would face if team members direct their attention on a particular area or problem.   

Suspend judgment: This is particularly important for two main reasons. For one, participants can challenge assumptions that might be blocking healthy ideation when they suggest ideas or elements of ideas that would otherwise seem of little value through a “traditional” lens. Second, if everyone’s free to suggest ideas without constraints, it promotes a calmer environment of acceptance—and so team members will be more likely to ideate better. Judgment will come later, in convergent thinking when the team works to tighten the net around the most effective solution. So, everyone should keep to positive language and encourage improvisational tactics—such as “yes…and”—so ideas can develop well.  

Balance divergent and convergent thinking: It’s important to know the difference between the two styles of thinking and when to practice them. This is why in a session like brainstorming, a facilitator must take control of proceedings and ensure the team engages in distinct divergent and convergent thinking sessions.  

Approach problems as questions: For example, “How Might We” questions can prompt team members to generate a great deal of ideas. That’s because they’re open-ended—as opposed to questions with “yes” or “no” answers. When a team frames a problem so freely, it permits them to explore far into the problem space so they can find the edges of the real matter at hand.  

UX Strategist and Consultant, William Hudson explains “How Might We” questions in this video:  

Use a variety of ideation methods: For example, in the divergent stage, teams can apply methods such as random metaphors or bad ideas to venture into a vast expanse of uncharted territory. With random metaphors, a team prompts innovation by drawing creative associations. With bad ideas, the point is to come up with ideas that are weird, wild and outrageous, as team members can then determine if valuable points exist in the idea—or a “bad” idea might even expose flaws in conventional ways of seeing problems and situations.  

Professor Alan Dix explains important points about bad ideas:  

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What Special Considerations Should Designers Have for CPS?

Creative problem solving isn’t the only process design teams consider when thinking of potential risks. Teams that involve themselves in ideation sessions can run into problems, especially if they aren’t aware of them. Here are the main areas to watch:  

Bias is natural and human. Unfortunately, it can get in the way of user research and prevent a team from being truly creative and innovative. What’s more, it can utterly hinder the iterative process that should drive creative ideas to the best destinations. Bias takes many forms. It can rear its head without a design team member even realizing it. So, it’s vital to remember this and check it. One team member may examine an angle of the problem at hand and unconsciously view it through a lens. Then, they might voice a suggestion without realizing how they might have framed it for team members to hear. Another risk is that other team members might, for example, apply confirmation bias and overlook important points about potential solutions because they’re not in line with what they’re looking for.  

Professor Alan Dix explains bias and fixation as obstacles in creative problem solving examples, and how to overcome them:  

Conventionalism

Even in the most hopeful ideation sessions, there’s the risk that some team members may slide back to conventional ways to address a problem. They might climb back inside “the box” and not even realize it. That’s why it’s important to mindfully explore new idea territories around the situation under scrutiny and not merely toy with the notion while clinging to a default “traditional” approach, just because it’s the way the brand or others have “always done things.”   

Dominant Personalities and Rank Pulling

As with any group discussion, it’s vital for the facilitator to ensure that everyone has the chance to contribute. Team members with “louder” personalities can dominate the discussions and keep quieter members from offering their thoughts. Plus, without a level playing field, it can be hard for more junior members to join in without feeling a sense of talking out of place or even a fear of reprisal for disagreeing with senior members.  

Another point is that ideation sessions naturally involve asking many questions, which can bring on two issues. First, some individuals may over-defend their ideas as they’re protective of them. Second, team members may feel self-conscious as they might think if they ask many questions that it makes them appear frivolous or unintelligent. So, it’s vital for facilitators to ensure that all team members can speak up and ask away, both in divergent thinking sessions when they can offer ideas and convergent thinking sessions when they analyze others’ ideas.  

Premature Commitment

Another potential risk to any creativity exercise is that once a team senses a solution is the “best” one, everyone can start to shut off and overlook the chance that an alternative may still arise. This could be a symptom of ideation fatigue or a false consensus that a proposed solution is infallible. So, it’s vital that team members keep open minds and try to catch potential issues with the best-looking solution as early as possible. The key is an understanding of the need for iteration—something that’s integral to the design thinking process, for example.   

Overall, creative problem solving can help give a design team the altitude—and attitude—they need to explore the problem and solution spaces thoroughly. Team members can leverage a range of techniques to trawl through the hordes of possibilities that exist for virtually any design scenario. As with any method or tool, though, it takes mindful application and awareness of potential hazards to wield it properly. The most effective creative problem-solving sessions will be ones that keep “creative,” “problem” and “solving” in sharp focus until what emerges for the target audience proves to be more than the sum of these parts.  

Learn More About Creative Problem Solving

Take our course, Creativity: Methods to Design Better Products and Services . 

Watch our Master Class Harness Your Creativity To Design Better Products with Alan Dix, Professor, Author and Creativity Expert. 

Read our piece, 10 Simple Ideas to Get Your Creative Juices Flowing . 

Go to Exploring the Art of Innovation: Design Thinking vs. Creative Problem Solving by Marcino Waas for further details. 

Consult Creative Problem Solving by Harrison Stamell for more insights.  

Read The Osborn Parnes Creative Problem-Solving Process by Leigh Espy for additional information.  

See History of the creative problem-solving process by Jo North for more on the history of Creative Problem Solving. 

Questions about Creative Problem Solving

To start with, work to understand the user’s needs and pain points. Do your user research—interviews, surveys and observations are helpful, for instance. Analyze this data so you can spot patterns and insights. Define the problem clearly—and it needs to be extremely clear for the solution to be able to address it—and make sure it lines up with the users’ goals and your project’s objectives. 

You and your design team might hold a brainstorming session. It could be a variation such as brainwalking—where you move about the room ideating—or brainwriting, where you write down ideas. Alternatively, you could try generating weird and wonderful notions in a bad ideas ideation session. 

There’s a wealth of techniques you can use. In any case, engage stakeholders in brainstorming sessions to bring different perspectives on board the team’s trains of thought. What’s more, you can use tools like a Problem Statement Template to articulate the problem concisely. 

Take our course, Creativity: Methods to Design Better Products and Services . 

Watch as Author and Human-Computer Interaction Expert, Professor Alan Dix explains important points about bad ideas:  

Some things you might try are:  1. Change your environment: A new setting can stimulate fresh ideas. So, take a walk, visit a different room, or work outside. 

2. Try to break the problem down into smaller parts: Focus on just one piece at a time—that should make the task far less overwhelming. Use techniques like mind mapping so you can start to visualize connections and come up with ideas. 

3. Step away from work and indulge in activities that relax your mind: Is it listening to music for you? Or how about drawing? Or exercising? Whatever it is, if you break out of your routine and get into a relaxation groove, it can spark new thoughts and perspectives. 

4. Collaborate with others: Discuss the problem with colleagues, stakeholders, or—as long as you don’t divulge sensitive information or company secrets—friends. It can help you to get different viewpoints, and sometimes those new angles and fresh perspectives can help unlock a solution. 

5. Set aside dedicated time for creative thinking: Take time to get intense with creativity; prevent distractions and just immerse yourself in the problem as fully as you can with your team. Use techniques like brainstorming or the "Six Thinking Hats" to travel around the problem space and explore a wealth of angles. 

Remember, a persistent spirit and an open mind are key; so, keep experimenting with different approaches until you get that breakthrough. 

Watch as Professor Alan Dix explains important aspects of creativity and how to handle creative blocks: 

Read our piece, 10 Simple Ideas to Get Your Creative Juices Flowing . 

Watch as Professor Alan Dix explains the Six Thinking Hats ideation technique. 

Creative thinking is about coming up with new and innovative ideas by looking at problems from different angles—and imagining solutions that are truly fresh and unique. It takes an emphasis on divergent thinking to get “out there” and be original in the problem space. You can use techniques like brainstorming, mind mapping and free association to explore hordes of possibilities, many of which might be “hiding” in obscure corners of your—or someone on your team’s—imagination. 

Critical thinking is at the other end of the scale. It’s the convergent half of the divergent-convergent thinking approach. In that approach, once the ideation team have hauled in a good catch of ideas, it’s time for team members to analyze and evaluate these ideas to see how valid and effective each is. Everyone strives to consider the evidence, draw logical connections and eliminate any biases that could be creeping in to cloud judgments. Accuracy, sifting and refining are watchwords here. 

Watch as Professor Alan Dix explains divergent and convergent thinking: 

The tools you can use are in no short supply, and they’re readily available and inexpensive, too. Here are a few examples: 

Tools like mind maps are great ways to help you visualize ideas and make connections between them and elements within them. Try sketching out your thoughts and see how they relate to each other—you might discover unexpected gems, or germs of an idea that can splinter into something better, with more thought and development. 

The SCAMPER technique is another one you can try. It can help you catapult your mind into a new idea space as you Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, and Reverse aspects of the problem you’re considering. 

The “5 Whys” technique is a good one to drill down to root causes with. Once you’ve spotted a problem, you can start working your way back to see what’s behind it. Then you do the same to work back to the cause of the cause. Keep going; usually five times will be enough to see what started the other problems as the root cause. 

Watch as the Father of UX Design, Don Norman explains the 5 Whys technique: 

Read all about SCAMPER in our topic definition of it. 

It’s natural for some things to get in the way of being creative in the face of a problem. It can be challenging enough to ideate creatively on your own, but it’s especially the case in group settings. Here are some common obstacles: 

1. Fear of failure or appearing “silly”: when people worry about making mistakes or sounding silly, they avoid taking risks and exploring new ideas. This fear stifles creativity. That’s why ideation sessions like bad ideas are so valuable—it turns this fear on its head. 

2. Rigid thinking: This can also raise itself as a high and thick barrier. If someone in an ideation session clings to established ways to approach problems (and potential solutions), it can hamper their ability to see different perspectives, let alone agree with them. They might even comment critically to dampen what might just be the brightest way forward. It takes an open mind and an awareness of one’s own bias to overcome this. 

3. Time pressure and resource scarcity: When a team has tight deadlines to work to, they may rush to the first workable solution and ignore a wide range of possibilities where the true best solution might be hiding. That’s why stakeholders and managers should give everyone enough time—as well as any needed tools, materials and support—to ideate and experiment. The best solution is in everybody’s interest, after all.  

It takes a few ingredients to get the environment just right for creative problem solving:  

Get in the mood for creativity: This could be a relaxing activity before you start your session, or a warm-up activity in the room. Then, later, encourage short breaks—they can rejuvenate the mind and help bring on fresh insights.  

Get the physical environment just right for creating problem solving: You and your team will want a comfortable and flexible workspace—preferably away from your workstations. Make sure the room is one where people can collaborate easily and also where they can work quietly. A meeting room is good as it will typically have room for whiteboards and comfortable space for group discussion. Note: you’ll also need sticky notes and other art supplies like markers. 

Make the atmosphere conducive for creative problem solving: Someone will need to play facilitator so everyone has some ground rules to work with. Encourage everyone to share ideas, that all ideas are valuable, and that egos and seniority have no place in the room. Of course, this may take some enforcement and repetition—especially as "louder" team members may try to dominate proceedings, anyway, and others may be self-conscious about sounding "ridiculous." 

Make sure you’ve got a diverse team: Diversity means different perspectives, which means richer and more innovative solutions can turn up. So, try to include individuals with different backgrounds, skills and viewpoints—sometimes, non-technical mindsets can spot ideas and points in a technical realm, which experienced programmers might miss, for instance. 

Watch our Master Class Harness Your Creativity To Design Better Products with Alan Dix, Professor, Author and Creativity Expert. 

Ideating alone? Watch as Professor Alan Dix gives valuable tips about how to nurture creativity: 

• Copyright holder: GerritR. Appearance time: 6:54 - 6:59 Copyright license and terms: CC-BY-SA-4.0 Link: https://commons.wikimedia.org/wiki/File:Blick_auf_das_Dylan_Thomas_Boathouse_und_die_Trichterm%C3%BCndung_des_Taf,_Wales.jpg

Research plays a crucial role in any kind of creative problem solving, and in creative problem solving itself it’s about collecting information about the problem—and, by association, the users themselves. You and your team members need to have a well-defined grasp of what you’re facing before you can start reaching out into the wide expanses of the idea space.  

Research helps you lay down a foundation of knowledge and avoid reinventing the wheel. Also, if you study existing solutions and industry trends, you’ll be able to understand what has worked before and what hasn't.  

What’s more, research is what will validate the ideas that come out of your ideation efforts. From testing concepts and prototypes with real users, you’ll get precious input about your creative solutions so you can fine-tune them to be innovative and practical—and give users what they want in a way that’s fresh and successful. 

Watch as UX Strategist and Consultant, William Hudson explains important points about user research: 

First, it’s crucial for a facilitator to make sure the divergent stage of the creative problem solving is over and your team is on to the convergent stage. Only then should any analysis happen.  

If others are being critical of your creative solutions, listen carefully and stay open-minded. Look on it as a chance to improve, and don’t take it personally. Indeed, the session facilitator should moderate to make sure everyone understands the nature of constructive criticism.  

If something’s unclear, be sure to ask the team member to be more specific, so you can understand their points clearly. 

Then, reflect on what you’ve heard. Is it valid? Something you can improve or explain? For example, in a bad ideas session, there may be an aspect of your idea that you can develop among the “bad” parts surrounding it. 

So, if you can, clarify any misunderstandings and explain your thought process. Just stay positive and calm and explain things to your critic and other team member. The insights you’ve picked up may strengthen your solution and help to refine it. 

Last—but not least—make sure you hear multiple perspectives. When you hear from different team members, chances are you’ll get a balanced view. It can also help you spot common themes and actionable improvements you might make. 

Watch as Todd Zaki Warfel, Author, Speaker and Leadership Coach, explains how to present design ideas to clients, a valuable skill in light of discussing feedback from stakeholders. 

Lateral thinking is a technique where you approach problems from new and unexpected angles. It encourages you to put aside conventional step-by-step logic and get “out there” to explore creative and unorthodox solutions. Author, physician and commentator Edward de Bono developed lateral thinking as a way to help break free from traditional patterns of thought. 

In creative problem solving, you can use lateral thinking to come up with truly innovative ideas—ones that standard logical processes might overlook. It’s about bypassing these so you can challenge assumptions and explore alternatives that point you and your team to breakthrough solutions. 

You can use techniques like brainstorming to apply lateral thinking and access ideas that are truly “outside the box” and what your team, your brand and your target audience really need to work on. 

Professor Alan Dix explains lateral thinking in this video: 

1. Baer, J. (2012). Domain Specificity and The Limits of Creativity Theory . The Journal of Creative Behavior, 46(1), 16–29.   John Baer's influential paper challenged the notion of a domain-general theory of creativity and argued for the importance of considering domain-specific factors in creative problem solving. This work has been highly influential in shaping the understanding of creativity as a domain-specific phenomenon and has implications for the assessment and development of creativity in various domains. 

2. Runco, M. A., & Jaeger, G. J. (2012). The Standard Definition of Creativity . Creativity Research Journal, 24(1), 92–96.   Mark A. Runco and Gerard J. Jaeger's paper proposed a standard definition of creativity, which has been widely adopted in the field. They defined creativity as the production of original and effective ideas, products, or solutions that are appropriate to the task at hand. This definition has been influential in providing a common framework for creativity research and assessment. 

1. Fogler, H. S., LeBlanc, S. E., & Rizzo, B. (2014). Strategies for Creative Problem Solving (3rd ed.). Prentice Hall. 

This book focuses on developing creative problem-solving strategies, particularly in engineering and technical contexts. It introduces various heuristic problem-solving techniques, optimization methods, and design thinking principles. The authors provide a systematic framework for approaching ill-defined problems, generating and implementing solutions, and evaluating the outcomes. With its practical exercises and real-world examples, this book has been influential in equipping professionals and students with the skills to tackle complex challenges creatively. 

2. De Bono, E. (1985). Six Thinking Hats . Little, Brown and Company.   

Edward de Bono's Six Thinking Hats introduces a powerful technique for parallel thinking and decision-making. The book outlines six different "hats" or perspectives that individuals can adopt to approach a problem or situation from various angles. This structured approach encourages creative problem-solving by separating different modes of thinking, such as emotional, logical, and creative perspectives. De Bono's work has been highly influential in promoting lateral thinking and providing a practical framework for group problem solving. 

3. Osborn, A. F. (1963). Applied Imagination: Principles and Procedures of Creative Problem-Solving (3rd ed.). Charles Scribner's Sons.  

Alex F. Osborn's Applied Imagination is a pioneering work that introduced the concept of brainstorming and other creative problem-solving techniques. Osborn emphasized how important it is to defer judgment and generate a large quantity of ideas before evaluating them. This book laid the groundwork for many subsequent developments in the field of creative problem-solving, and it’s been influential in promoting the use of structured ideation processes in various domains. 

Answer a Short Quiz to Earn a Gift

What is the first stage in the creative problem-solving process?

• Implementation
• Idea Generation
• Problem Identification

Which technique is commonly used during the idea generation stage of creative problem-solving?

• Brainstorming
• Prototyping

What is the main purpose of the evaluation stage in creative problem-solving?

• To generate as many ideas as possible
• To implement the solution
• To assess the feasibility and effectiveness of ideas

In the creative problem-solving process, what often follows after implementing a solution?

• Testing and Refinement

Which stage in the creative problem-solving process focuses on generating multiple possible solutions?

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Literature on Creative Problem Solving

Here’s the entire UX literature on Creative Problem Solving by the Interaction Design Foundation, collated in one place:

Learn more about Creative Problem Solving

Take a deep dive into Creative Problem Solving with our course Creativity: Methods to Design Better Products and Services .

The overall goal of this course is to help you design better products, services and experiences by helping you and your team develop innovative and useful solutions. You’ll learn a human-focused, creative design process.

We’re going to show you what creativity is as well as a wealth of ideation methods ―both for generating new ideas and for developing your ideas further. You’ll learn skills and step-by-step methods you can use throughout the entire creative process. We’ll supply you with lots of templates and guides so by the end of the course you’ll have lots of hands-on methods you can use for your and your team’s ideation sessions. You’re also going to learn how to plan and time-manage a creative process effectively.

Most of us need to be creative in our work regardless of if we design user interfaces, write content for a website, work out appropriate workflows for an organization or program new algorithms for system backend. However, we all get those times when the creative step, which we so desperately need, simply does not come. That can seem scary—but trust us when we say that anyone can learn how to be creative­ on demand . This course will teach you ways to break the impasse of the empty page. We'll teach you methods which will help you find novel and useful solutions to a particular problem, be it in interaction design, graphics, code or something completely different. It’s not a magic creativity machine, but when you learn to put yourself in this creative mental state, new and exciting things will happen.

In the “Build Your Portfolio: Ideation Project” , you’ll find a series of practical exercises which together form a complete ideation project so you can get your hands dirty right away. If you want to complete these optional exercises, you will get hands-on experience with the methods you learn and in the process you’ll create a case study for your portfolio which you can show your future employer or freelance customers.

Your instructor is Alan Dix . He’s a creativity expert, professor and co-author of the most popular and impactful textbook in the field of Human-Computer Interaction. Alan has worked with creativity for the last 30+ years, and he’ll teach you his favorite techniques as well as show you how to make room for creativity in your everyday work and life.

You earn a verifiable and industry-trusted Course Certificate once you’ve completed the course. You can highlight it on your resume , your LinkedIn profile or your website .

All open-source articles on Creative Problem Solving

10 simple ideas to get your creative juices flowing.

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Unleash Your Greatest Leadership Impact

What is Creative Problem Solving?

“Every problem is an opportunity in disguise.” — John Adams

Imagine if you come up with new ideas and solve problems better, faster, easier?

Imagine if you could easily leverage the thinking from multiple experts and different points of view?

That’s the promise and the premise of Creative Problem Solving.

As Einstein put it, “Creativity is intelligence having fun.”

Creative problem solving is a systematic approach that empowers individuals and teams to unleash their imagination , explore diverse perspectives, and generate innovative solutions to complex challenges.

Throughout my years at Microsoft, I’ve used variations of Creative Problem Solving to tackle big, audacious challenges and create new opportunities for innovation.

I this article, I walkthrough the original Creative Problem Solving process and variations so that you can more fully appreciate the power of the process and how it’s evolved over the years.

On This Page

Innovation is a Team Sport What is Creative Problem Solving? What is the Creative Problem Solving Process? Variations of Creative Problem Solving Osborn-Parnes Creative Problem Solving Criticisms of Creative Problem Solving Creative Problem Solving 21st Century FourSight Thinking Profiles Basadur’s Innovative Process Synetics SCAMPER Design Thinking

Innovation is a Team Sport

Recognizing that innovation is a team sport , I understood the importance of equipping myself and my teams with the right tools for the job.

By leveraging different problem-solving approaches, I have been able to navigate complex landscapes , think outside the box, and find unique solutions.

Creative Problem Solving has served as a valuable compass , guiding me to explore uncharted territories and unlock the potential for groundbreaking ideas.

With a diverse set of tools in my toolbox, I’ve been better prepared to navigate the dynamic world of innovation and contribute to the success and amplify impact for many teams and many orgs for many years.

By learning and teaching Creative Problem Solving we empower diverse teams to appreciate and embrace cognitive diversity to solve problems and create new opportunities with skill.

Creative problem solving is a mental process used to find original and effective solutions to problems.

It involves going beyond traditional methods and thinking outside the box to come up with new and innovative approaches.

Here are some key aspects of creative problem solving:

• Divergent Thinking : This involves exploring a wide range of possibilities and generating a large number of ideas, even if they seem unconventional at first.
• Convergent Thinking : Once you have a pool of ideas, you need to narrow them down and select the most promising ones. This requires critical thinking and evaluation skills.
• Process : There are various frameworks and techniques that can guide you through the creative problem-solving process. These can help you structure your thinking and increase your chances of finding innovative solutions.

Benefits of Creative Problem Solving:

• Finding New Solutions : It allows you to overcome challenges and achieve goals in ways that traditional methods might miss.
• Enhancing Innovation : It fosters a culture of innovation and helps organizations stay ahead of the curve.
• Improved Adaptability : It equips you to handle unexpected situations and adapt to changing circumstances.
• Boosts Confidence: Successfully solving problems with creative solutions can build confidence and motivation.

Here are some common techniques used in creative problem solving:

• Brainstorming : This is a classic technique where you generate as many ideas as possible in a short period of time.
• SCAMPER: This is a framework that prompts you to consider different ways to Substitute, Combine, Adapt, Magnify/Minify, Put to other uses, Eliminate, and Rearrange elements of the problem.
• Mind Mapping: This technique involves visually organizing your ideas and connections between them.
• Lateral Thinking: This approach challenges you to look at the problem from different angles and consider unconventional solutions.

Creative problem solving is a valuable skill for everyone, not just artists or designers.

You can apply it to all aspects of life, from personal challenges to professional endeavors.

What is the Creative Problem Solving Process?

The Creative Problem Solving (CPS) framework is a systematic approach for generating innovative solutions to complex problems.

It’s effectively a process framework.

It provides a structured process that helps individuals and teams think creatively, explore possibilities, and develop practical solutions.

The Creative Problem Solving process framework typically consists of the following stages:

• Clarify : In this stage, the problem or challenge is clearly defined, ensuring a shared understanding among participants. The key objectives, constraints, and desired outcomes are identified.
• Generate Ideas : During this stage, participants engage in divergent thinking to generate a wide range of ideas and potential solutions. The focus is on quantity and deferring judgment, encouraging free-flowing creativity.
• Develop Solutions : In this stage, the generated ideas are evaluated, refined, and developed into viable solutions. Participants explore the feasibility, practicality, and potential impact of each idea, considering the resources and constraints at hand.
• Implement : Once a solution or set of solutions is selected, an action plan is developed to guide the implementation process. This includes defining specific steps, assigning responsibilities, setting timelines, and identifying the necessary resources.
• Evaluate : After implementing the solution, the outcomes and results are evaluated to assess the effectiveness and impact. Lessons learned are captured to inform future problem-solving efforts and improve the process.

Throughout the Creative Problem Solving framework, various creativity techniques and tools can be employed to stimulate idea generation, such as brainstorming, mind mapping, SCAMPER (Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, Reverse), and others.

These techniques help break through traditional thinking patterns and encourage novel approaches to problem-solving.

What are Variations of the Creative Problem Solving Process?

There are several variations of the Creative Problem Solving process, each emphasizing different steps or stages.

Here are five variations that are commonly referenced:

• Osborn-Parnes Creative Problem Solving : This is one of the earliest and most widely used versions of Creative Problem Solving. It consists of six stages: Objective Finding, Fact Finding, Problem Finding, Idea Finding, Solution Finding, and Acceptance Finding. It follows a systematic approach to identify and solve problems creatively.
• Creative Problem Solving 21st Century : Creative Problem Solving 21st Century, developed by Roger Firestien, is an innovative approach that empowers individuals to identify and take action towards achieving their goals, wishes, or challenges by providing a structured process to generate ideas, develop solutions, and create a plan of action.
• FourSight Thinking Profiles : This model introduces four stages in the Creative Problem Solving process: Clarify, Ideate, Develop, and Implement. It emphasizes the importance of understanding the problem, generating a range of ideas, developing and evaluating those ideas, and finally implementing the best solution.
• Basadur’s Innovative Process : Basadur’s Innovative Process, developed by Min Basadur, is a systematic and iterative process that guides teams through eight steps to effectively identify, define, generate ideas, evaluate, and implement solutions, resulting in creative and innovative outcomes.
• Synectics : Synectics is a Creative Problem Solving variation that focuses on creating new connections and insights. It involves stages such as Problem Clarification, Idea Generation, Evaluation, and Action Planning. Synectics encourages thinking from diverse perspectives and applying analogical reasoning.
• SCAMPER : SCAMPER is an acronym representing different creative thinking techniques to stimulate idea generation. Each letter stands for a strategy: Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, and Rearrange. SCAMPER is used as a tool within the Creative Problem Solving process to generate innovative ideas by applying these strategies.
• Design Thinking : While not strictly a variation of Creative Problem Solving, Design Thinking is a problem-solving approach that shares similarities with Creative Problem Solving. It typically includes stages such as Empathize, Define, Ideate, Prototype, and Test. Design Thinking focuses on understanding users’ needs, ideating and prototyping solutions, and iterating based on feedback.

These are just a few examples of variations within the Creative Problem Solving framework. Each variation provides a unique perspective on the problem-solving process, allowing individuals and teams to approach challenges in different ways.

Osborn-Parnes Creative Problem Solving (CPS)

The original Creative Problem Solving (CPS) process, developed by Alex Osborn and Sidney Parnes, consists of the following steps:

• Objective Finding : In this step, the problem or challenge is clearly defined, and the objectives and goals are established. It involves understanding the problem from different perspectives, gathering relevant information, and identifying the desired outcomes.
• Fact Finding : The objective of this step is to gather information, data, and facts related to the problem. It involves conducting research, analyzing the current situation, and seeking a comprehensive understanding of the factors influencing the problem.
• Problem Finding : In this step, the focus is on identifying the root causes and underlying issues contributing to the problem. It involves reframing the problem, exploring it from different angles, and asking probing questions to uncover insights and uncover potential areas for improvement.
• Idea Finding : This step involves generating a wide range of ideas and potential solutions. Participants engage in divergent thinking techniques, such as brainstorming, to produce as many ideas as possible without judgment or evaluation. The aim is to encourage creativity and explore novel possibilities.
• Solution Finding : After generating a pool of ideas, the next step is to evaluate and select the most promising solutions. This involves convergent thinking, where participants assess the feasibility, desirability, and viability of each idea. Criteria are established to assess and rank the solutions based on their potential effectiveness.
• Acceptance Finding : In this step, the selected solution is refined, developed, and adapted to fit the specific context and constraints. Strategies are identified to overcome potential obstacles and challenges. Participants work to gain acceptance and support for the chosen solution from stakeholders.
• Solution Implementation : Once the solution is finalized, an action plan is developed to guide its implementation. This includes defining specific steps, assigning responsibilities, setting timelines, and securing the necessary resources. The solution is put into action, and progress is monitored to ensure successful execution.
• Monitoring and Evaluation : The final step involves tracking the progress and evaluating the outcomes of the implemented solution. Lessons learned are captured, and feedback is gathered to inform future problem-solving efforts. This step helps refine the process and improve future problem-solving endeavors.

The CPS process is designed to be iterative and flexible, allowing for feedback loops and refinement at each stage. It encourages collaboration, open-mindedness, and the exploration of diverse perspectives to foster creative problem-solving and innovation.

Criticisms of the Original Creative Problem Solving Approach

While Osborn-Parnes Creative Problem Solving is a widely used and effective problem-solving framework, it does have some criticisms, challenges, and limitations.

These include:

• Linear Process : CPS follows a structured and linear process, which may not fully capture the dynamic and non-linear nature of complex problems.
• Overemphasis on Rationality : CPS primarily focuses on logical and rational thinking, potentially overlooking the value of intuitive or emotional insights in the problem-solving process.
• Limited Cultural Diversity : The CPS framework may not adequately address the cultural and contextual differences that influence problem-solving approaches across diverse groups and regions.
• Time and Resource Intensive : Implementing the CPS process can be time-consuming and resource-intensive, requiring significant commitment and investment from participants and organizations.
• Lack of Flexibility : The structured nature of CPS may restrict the exploration of alternative problem-solving methods, limiting adaptability to different situations or contexts.
• Limited Emphasis on Collaboration : Although CPS encourages group participation, it may not fully leverage the collective intelligence and diverse perspectives of teams, potentially limiting the effectiveness of collaborative problem-solving.
• Potential Resistance to Change : Organizations or individuals accustomed to traditional problem-solving approaches may encounter resistance or difficulty in embracing the CPS methodology and its associated mindset shift.

Despite these criticisms and challenges, the CPS framework remains a valuable tool for systematic problem-solving.

Adapting and supplementing it with other methodologies and approaches can help overcome some of its limitations and enhance overall effectiveness.

Creative Problem Solving 21st Century

Roger Firestien is a master facilitator of the Creative Problem Solving process. He has been using it, studying it, researching it, and teaching it for 40 years.

According to him, the 21st century requires a new approach to problem-solving that is more creative and innovative.

He has developed a program that focuses on assisting facilitators of the Creative Problem Solving Process to smoothly and confidently transition from one stage to the next in the Creative Problem Solving process as well as learn how to talk less and accomplish more while facilitating Creative Problem Solving.

Creative Problem Solving empowers individuals to identify and take action towards achieving their goals, manifesting their aspirations, or addressing challenges they wish to overcome.

Unlike approaches that solely focus on problem-solving, CPS recognizes that the user’s objective may not necessarily be framed as a problem. Instead, CPS supports users in realizing their goals and desires, providing a versatile framework to guide them towards success.

Why Creative Problem Solving 21st Century?

Creative Problem Solving 21st Century addresses challenges with the original Creative Problem Solving method by adapting it to the demands of the modern era. Roger Firestien recognized that the 21st century requires a new approach to problem-solving that is more creative and innovative.

The Creative Problem Solving 21st Century program focuses on helping facilitators smoothly transition between different stages of the problem-solving process. It also teaches them how to be more efficient and productive in their facilitation by talking less and achieving more results.

Unlike approaches that solely focus on problem-solving, Creative Problem Solving 21st Century acknowledges that users may not always frame their objectives as problems. It recognizes that individuals have goals, wishes, and challenges they want to address or achieve. Creative Problem Solving provides a flexible framework to guide users towards success in realizing their aspirations.

Creative Problem Solving 21st Century builds upon the foundational work of pioneers such as Osborn, Parnes, Miller, and Firestien. It incorporates practical techniques like PPC (Pluses, Potentials, Concerns) and emphasizes the importance of creative leadership skills in driving change.

Stages of the Creative Problem Solving 21st Century

• Clarify the Problem
• Generate Ideas
• Develop Solutions
• Plan for Action

Steps of the Creative Problem Solving 21st Century

Here are stages and steps of the Creative Problem Solving 21st Century per Roger Firestien:

CLARIFY THE PROBLEM

Start here when you are looking to improve, create, or solve something. You want to explore the facts,  feelings and data around it. You want to find the best problem to solve.

IDENTIFY GOAL, WISH OR CHALLENGE Start with a goal, wish or challenge that begins with the phrase: “I wish…” or “It would be great if…”

Diverge : If you are not quite clear on a goal then create, invent, solve or improve.

Converge : Select the goal, wish or challenge on which you have Ownership, Motivation and a need for Imagination.

GATHER DATA

Diverge : What is a brief history of your goal, wish or challenge? What have you already thought of or tried? What might be your ideal goal?

Converge : Select the key data that reveals a new insight into the situation or that is important to consider throughout the remainder of the process.

Diverge : Generate many questions about your goal, wish or challenge. Phrase your questions beginning with: “How to…?” “How might…?” “What might be all the ways to…?” Try turning your key data into questions that redefine the goal, wish or challenge.

• Mark the “HITS” : New insight. Promising direction. Nails it! Feels good in your gut.
• Group the related “HITS” together.
• Restate the cluster . “How to…” “What might be all the…”

GENERATE IDEAS

Start here when you have a clearly defined problem and you need ideas to solve it. The best way to create great ideas is to generate LOTS of ideas. Defer judgment. Strive for quantity. Seek wild & unusual ideas. Build on other ideas.

Diverge : Come up with at least 40 ideas for solving your problem. Come up with 40 more. Keep going. Even as you see good ideas emerge, keep pushing for novelty. Stretch!

• Mark the “HITS”: Interesting, Intriguing, Useful, Solves the problem. Sparkles at you.
• Restate the cluster with a verb phrase.

DEVELOP SOLUTIONS

Start here when you want to turn promising ideas into workable solutions.

DEVELOP YOUR SOLUTION Review your clusters of ideas and blend them into a “story.” Imagine in detail what your solution would look like when it is implemented.

Begin your solution story with the phrase, “What I see myself doing is…”

PPCo EVALUATION

PPCo stands for Pluses, Potentials, Concerns and Overcome concerns

Review your solution story .

• List the PLUSES or specific strengths of your solution.
• List the POTENTIALS of your solution. What might be the result if you were to implement your idea?
• Finally, list your CONCERNS about the solution. Phrase your concerns beginning with “How to…”
• Diverge and generate ideas to OVERCOME your concerns one at a time until they have all been overcome
• Converge and select the best ideas to overcome your concerns. Use these ideas to improve your solution.

PLAN FOR ACTION

Start here when you have a solution and need buy-in from others. You want to create a detailed plan of action to follow.

Diverge : List all of the actions you might take to implement your solution.

• What might you do to make your solution easy to understand?
• What might you do to demonstrate the advantages of your solution?
• How might you gain acceptance of your solution?
• What steps might you take to put your solution into action?

Converge : Select the key actions to implement your solution. Create a plan, detailing who does what by when.

Credits for the Creative Problem Solving 21st Century

Creative Problem Solving – 21st Century is based on the work of: Osborn, A.F..(1953). Applied Imagination: Principles and procedures of Creative Problem Solving. New York: Scribner’s. Parnes, S.J, Noller, R.B & Biondi, A. (1977). Guide to Creative Action. New York: Scribner’s. Miller, B., Firestien, R., Vehar, J. Plain language Creative Problem-Solving Model, 1997. Puccio, G.J., Mance, M., Murdock, M.C. (2010) Creative Leadership: Skills that drive change. (Second Edition), Sage Publications, Thousand Oaks, CA. Miller, B., Vehar J., Firestien, R., Thurber, S. Nielsen, D. (2011) Creativity Unbound: An introduction to creative process. (Fifth Edition), Foursight, LLC., Evanston, IL. PPC (Pluses, Potentials & Concerns) was invented by Diane Foucar-Szocki, Bill Shepard & Roger Firestien in 1982

Where to Go for More on Creative Problem Solving 21st Century

Here are incredible free resources to ramp up on Creative Problem Solving 21st Century:

• PDF of Creative Problem Solving 21st Edition (RogerFirestien.com)
• PDF Worksheets for Creative Problem Solving (RogerFirestien.com)
• Video: Roger Firestien on 40 Years of Creative Problem Solving

Video Walkthroughs

• Video 1: Introduction to Creative Problem Solving
• Video 2: Identify your Goal/Wish/Challenge
• Video 3: Gather Data
• Video 4: Clarify the Problem: Creative Questions
• Video 5: Clarify the Problem: Why? What’s Stopping Me?
• Video 6: Selecting the Best Problem
• Video 7: How to do a Warm-up
• Video 8: Generate Ideas: Sticky Notes + Forced Connections
• Video 9: Generate Ideas: Brainwriting
• Video 10: Selecting the Best Ideas
• Video 11: Develop Solutions: PPCO
• Video 12: Generating Action Steps
• Video 13: Create Your Action Plan
• Video 14: CPS: The Whole Process

FourSight Thinking Profiles

The FourSight Thinking Skills Profile is an assessment tool designed to measure an individual’s thinking preferences and skills.

It focuses on four key thinking styles or stages that contribute to the creative problem-solving process.

The assessment helps individuals and teams understand their strengths and areas for development in each of these stages.

Why FourSight Thinking Profiles?

The FourSight method was necessary to address certain limitations or challenges that were identified in the original CPS method.

• Thinking Preferences : The FourSight model recognizes that individuals have different thinking preferences or cognitive styles. By understanding and leveraging these preferences, the FourSight method aims to optimize idea generation and problem-solving processes within teams and organizations.
• Overemphasis on Ideation : While ideation is a critical aspect of CPS, the original method sometimes focused too heavily on generating ideas without adequate attention to other stages, such as problem clarification, solution development, and implementation. FourSight offers a more balanced approach across all stages of the CPS process.
• Enhanced Problem Definition : FourSight places a particular emphasis on the Clarify stage, which involves defining the problem or challenge. This is an important step to ensure that the problem is well-understood and properly framed before proceeding to ideation and solution development.
• Research-Based Approach : The development of FourSight was influenced by extensive research on thinking styles and creativity. By incorporating these research insights into the CPS process, FourSight provides a more evidence-based and comprehensive approach to creative problem-solving.

Stages of FourSight Creative Problem Solving

FourSight Creative Problem Solving consists of four thinking stages, each associated with a specific thinking preference:

• Clarify : In this stage, the focus is on gaining a clear understanding of the problem or challenge. Participants define the problem statement, gather relevant information, and identify the key objectives and desired outcomes. This stage involves analytical thinking and careful examination of the problem’s context and scope.
• Ideate : The ideation stage involves generating a broad range of ideas and potential solutions. Participants engage in divergent thinking, allowing for a free flow of creativity and encouraging the exploration of unconventional possibilities. Various brainstorming techniques and creativity tools can be utilized to stimulate idea generation.
• Develop : Once a pool of ideas has been generated, the next stage is to develop and refine the selected ideas. Participants shift into a convergent thinking mode, evaluating and analyzing the feasibility, practicality, and potential impact of each idea. The emphasis is on refining and shaping the ideas into viable solutions.
• Implement : The final stage is focused on implementing the chosen solution. Participants develop an action plan, define specific steps and timelines, assign responsibilities, and identify the necessary resources. This stage requires practical thinking and attention to detail to ensure the successful execution of the solution.

Throughout the FourSight framework, it is recognized that individuals have different thinking preferences. Some individuals naturally excel in the Clarify stage, while others thrive in Ideate, Develop, or Implement.

By understanding these preferences, the FourSight framework encourages collaboration and diversity of thinking styles, ensuring a well-rounded approach to problem-solving and innovation.

The FourSight process can be iterative, allowing for feedback loops and revisiting previous stages as needed. It emphasizes the importance of open communication, respect for different perspectives, and leveraging the collective intelligence of a team to achieve optimal results.

4 Thinking Profiles in FourSight

In the FourSight model, there are four preferences that individuals can exhibit. These preferences reflect where individuals tend to focus their energy and time within the creative problem-solving process.

The four preferences in FourSight are:

• Clarifier : Individuals with a Clarifier preference excel in the first stage of the creative problem-solving process, which is about gaining clarity and understanding the problem. They are skilled at asking questions, gathering information, and analyzing data to define the problem accurately.
• Ideator : Individuals with an Ideator preference thrive in the second stage, which involves generating a wide range of ideas. They are imaginative thinkers who excel at brainstorming, thinking outside the box, and generating creative solutions. Ideators are known for their ability to explore multiple perspectives and come up with diverse ideas.
• Developer : Individuals with a Developer preference excel in the third stage of the process, which focuses on refining and developing ideas. They are skilled at evaluating ideas, analyzing their feasibility, and transforming them into actionable plans or solutions. Developers excel in taking promising ideas and shaping them into practical and effective strategies.
• Implementer : Individuals with an Implementer preference shine in the final stage of the process, which is about planning for action and executing the chosen solution. Implementers are skilled at organizing tasks, creating action plans, and ensuring successful implementation. They focus on turning ideas into tangible outcomes and are known for their ability to execute projects efficiently.

It’s important to note that while individuals may have a primary preference, everyone is capable of participating in all stages of the creative problem-solving process.

However, the FourSight model suggests that individuals tend to have a natural inclination or preference towards one or more of these stages. Understanding one’s preferences can help individuals leverage their strengths and work effectively in a team by appreciating the diversity of thinking preferences.

Right Hand vs. Left Hand

The FourSight model is a way to understand how people approach the creative process. It measures our preferences for different stages of creativity.

A good analogy for this is writing with your right or left hand. Think about writing with your right or left hand. Most of us have a dominant hand that we use for writing. It’s the hand we’re most comfortable with and it comes naturally to us. But it doesn’t mean we can’t write with our non-dominant hand. We can still do it, but it requires more effort and focus.

Similarly, in the creative process, we have preferred stages or parts that we enjoy and feel comfortable in. These are our peak preferences. However, it doesn’t mean we can’t work on the other stages. We can make a conscious effort to spend time and work on those stages, even if they don’t come as naturally to us.

Combinations of FourSight Profiles

Your FourSight profile is determined by four scores that represent your preferences in the creative process. Your profile reveals where you feel most energized and where you may struggle.

If you have a single peak in your profile, refer back to the description of that preference. If you have two or more peaks, continue reading to understand your tendencies when engaging in any kind of innovation.

Here are how the combinations show up, along with their labels:

2-Way Combinations

• High Clarifier & High Ideator = “Early Bird
• High Clarifier & High Developer = “Analyst”
• High Clarifier & High Implementer = “Accelerator”
• High Ideator & High Developer = “Theorist”
• High Ideator & High Implementer = “Driver”
• High Developer & High Implementer = “Finisher”

3-Way Combinations

• High Clarifier, Ideator & Developer = “Hare”
• High Clarifier, Ideator & Implementer = “Idea Broker”
• High Clarifier, Developer & Implementer = “Realist”
• High Ideator, Developer & Implementer = “Optimist”

4-Way Combination Nearly Equal for All Four Preferences = “Integrator”

Where to Go for More On FourSight

• FourSight Home
• FourSight Thinking Profile Interpretive Guide PDF
• FourSight Technical Manual PDF

Basadur’s Innovative Process

The Simplex Process, developed by management and creativity expert Min Basadur, gained recognition through his influential book “The Power of Innovation” published in 1995.

It consists of a sequence of eight steps organized into three distinct stages:

• Problem Formulation
• Solution Formulation
• Solution Implementation

You might hear Bsadur’s Innovative Process referred to by a few variations:

• Simplex Creative Problem Solving
• Basadur SIMPLEX Problem Solving Process
• Basadur System of innovation and creative problem solving
• Simplexity Thinking Process

What is Basadur’s Innovative Process

Here is how Basadur.com explains Basadur’s Innovation Process :

“The Basadur Innovation Process is an innovative thinking & creative problem solving process that separates innovation into clearly-defined steps, to take you from initial problem-finding right through to implementing the solutions you’ve created.

Its beauty is that it enables everyone to participate in an unbiased, open-minded way.

In the absence of negativity, people can think clearly and logically, building innovation confidence. A wide range of ideas can be proposed and the best ones selected, refined and executed in a spirit of openness and collaboration.

“That’s a great idea, but…”

How often have you heard this phrase? In most group decision-making processes, ideas are killed off before they’ve even got off the ground. With The Basadur Process on the other hand, judgment is deferred. Put simply, opinions on ideas don’t get in the way of ideas.”

3 Phases and 8 Steps of Basadur’s Innovative Process

The Basadur’s Innovative Process consists of three phases, subdivided into eight steps:

Phase 1: Problem Formulation

Problem Formulation : This phase focuses on understanding and defining the problem accurately. It involves the following steps:

• Step 1 : Problem Finding . Actively anticipate and seek out problems, opportunities, and possibilities. Maintain an open mind and view problems as opportunities for proactive resolution. Identify fuzzy situations and recognize that they can open new doors.
• Step 2 : Fact Finding . Gather relevant information and facts related to the fuzzy situation. Seek multiple viewpoints, challenge assumptions, listen to others, and focus on finding the truth rather than personal opinions. Utilize different lines of questioning to clarify the situation.
• Step 3 : Problem Definition . Define the problem accurately and objectively. View the problem from different angles and consider new perspectives. Uncover fresh challenges and recognize that the perceived problem might not be the real issue.

Phase 2: Solution Formulation

Solution Formulation . Once the problem is well-defined, this phase revolves around generating and evaluating potential solutions.  The steps involved are:

• Step 4 : Idea Finding . Generate ideas to solve the defined problem. Continuously seek more and better ideas, build upon half-formed ideas, and consider ideas from others. Fine-tune seemingly radical or impossible ideas to make them workable solutions.
• Step 5 : Evaluate & Select . Evaluate and select the most promising ideas to convert them into practical solutions. Consider multiple criteria in an unbiased manner, creatively improve imperfect solutions, and re-evaluate them.

Phase 3: Solution Implementation

Solution Implementation . In the final phase, the focus shifts to implementing and executing the selected solution effectively. The steps in this phase include:

• Step 6 : Plan Devise specific measures and create a concrete plan for implementing the chosen solution. Visualize the end result and motivate others to participate and support the plan.
• Step 7 : Acceptance Gain acceptance for the solutions and plans. Communicate the benefits of the solution to others, address potential concerns, and continuously revise and improve the solution to minimize resistance to change.
• Step 8 : Action Implement the solutions and put the plan into action. Avoid getting stuck in unimportant details, adapt the solutions to specific circumstances, and garner support for the change. Emphasize the need for follow-up to ensure lasting and permanent changes.

The SIMPLEX process recognizes that implementing a solution can reveal new problems, opportunities, and possibilities, leading back to Step 1 and initiating the iterative problem-solving and innovation cycle again.

Where to Go for More on Basadur’s Innovation Process

• Basadur’s Innovative Process Home
• Simplexity Thinking Explained
• Ambasadur Affiliate Program

Synectics is a problem-solving and creative thinking approach that emphasizes the power of collaboration, analogy, and metaphorical thinking. It was developed in the 1960s by George M. Prince and William J.J. Gordon.

Synectics is based on the belief that the most innovative ideas and solutions arise from the integration of diverse perspectives and the ability to make connections between seemingly unrelated concepts.

The Story of Synetics

Here is the story of Syentics according to SyneticsWorld.com:

“Back in the 1950s, our founders Bill Gordon, George Prince and their team studied thousands of hours of tape recorded innovation sessions to find the answer to

‘What is really going on between the people in the group to help them create and implement successfully?’

They called the answer the Synectics Creative-Problem-Solving Methodology, which has expanded into the Synecticsworld’s expertise on how people work creatively and collaboratively to create innovative solutions to some of the world’s most difficult challenges.

The unique Synecticsworld innovation process to the art of problem solving has taken us to many different destinations. We have worked on assignments in both the public and private sectors, in product and service innovation, business process improvement, cost reduction and the reinvention of business models and strategies.

It is our on-going goal to guide and inspire our clients to engage the Synectics innovation process to create innovative ideas, innovative solutions, and activate new, powerful, and innovative solutions.”

Why Synetics?

Synectics addresses challenges of the original Creative Problem Solving process by introducing a unique set of tools and techniques that foster creative thinking and overcome mental barriers.

Here’s how Synectics addresses some common challenges of the original Creative Problem Solving process:

• Breaking Mental Barriers : Synectics recognizes that individuals often have mental blocks and preconceived notions that limit their thinking. It tackles this challenge by encouraging the use of analogies, metaphors, and connections to break through these barriers. By exploring unrelated concepts and drawing parallels, participants can generate fresh perspectives and innovative solutions.
• Promoting Divergent Thinking : The original CPS process may sometimes struggle to foster a truly divergent thinking environment where participants feel comfortable expressing unconventional ideas. Synectics creates a safe and non-judgmental space for participants to freely explore and share their thoughts, regardless of how unusual or unconventional they may seem. This encourages a wider range of ideas and increases the potential for breakthrough solutions.
• Enhancing Collaboration : Synectics emphasizes the power of collaboration and the integration of diverse perspectives. It recognizes that innovation often emerges through the interaction of different viewpoints and experiences. By actively engaging participants in collaborative brainstorming sessions and encouraging them to build upon each other’s ideas, Synectics enhances teamwork and collective problem-solving.
• Stimulating Creative Connections : While the original CPS process focuses on logical problem-solving techniques, Synectics introduces the use of analogy and metaphorical thinking. By encouraging participants to find connections between seemingly unrelated concepts, Synectics stimulates creative thinking and opens up new possibilities. This approach helps overcome fixed thinking patterns and encourages participants to explore alternative perspectives and solutions.
• Encouraging Unconventional Solutions : Synectics acknowledges that unconventional ideas can lead to breakthrough solutions. It provides a framework that supports the exploration of unorthodox approaches and encourages participants to think beyond traditional boundaries. By challenging the status quo and embracing innovative thinking, Synectics enables the generation of unique and impactful solutions.

Synectics complements and expands upon the original CPS process by offering additional tools and techniques that specifically address challenges related to mental barriers, divergent thinking, collaboration, creative connections, and unconventional solutions.

It provides a structured approach to enhance creativity and problem-solving in a collaborative setting.

Synetic Sessions

In the Synectics process, individuals or teams engage in structured brainstorming sessions, often referred to as “synectic sessions.”

These sessions encourage participants to think beyond conventional boundaries and explore novel ways of approaching a problem or challenge.

The approach involves creating an open and non-judgmental environment where participants feel free to express their ideas and build upon each other’s contributions.

Synectics incorporates the use of analogies and metaphors to stimulate creative thinking. Participants are encouraged to make connections between unrelated concepts, draw parallels from different domains, and explore alternative perspectives.

This approach helps to break mental barriers, unlock new insights, and generate innovative ideas.

Steps of the Synetics Process

The Synectics process typically involves the following steps:

• Problem Identification : Clearly defining the problem or challenge that needs to be addressed.
• Idea Generation: Engaging in brainstorming sessions to generate a wide range of ideas, including both conventional and unconventional ones.
• Analogy and Metaphor Exploration : Encouraging participants to explore analogies, metaphors, and connections to stimulate new ways of thinking about the problem.
• Idea Development: Refining and developing the most promising ideas generated during the brainstorming process.
• Solution Evaluation : Assessing and evaluating the potential feasibility, effectiveness, and practicality of the developed ideas.
• Implementation Planning : Creating a detailed action plan to implement the chosen solution or ideas.

Synectics has been used in various fields, including business, design, education, and innovation. It is particularly effective when addressing complex problems that require a fresh perspective and the integration of diverse viewpoints.

Example of How Synetics Explores Analogies and Metaphors

Here’s an example of how Synectics utilizes analogy and metaphor exploration to stimulate new ways of thinking about a problem:

Let’s say a team is tasked with improving customer service in a retail store. During a Synectics session, participants may be encouraged to explore analogies and metaphors related to customer service. For example:

• Analogy : The participants might be asked to think of customer service in terms of a restaurant experience. They can draw parallels between the interactions between waitstaff and customers in a restaurant and the interactions between retail associates and shoppers. By exploring this analogy, participants may uncover insights and ideas for enhancing the customer experience in the retail store, such as personalized attention, prompt service, or creating a welcoming ambiance.
• Metaphor : Participants could be prompted to imagine customer service as a journey or a road trip. They can explore how different stages of the journey, such as initial contact, assistance during the shopping process, and follow-up after purchase, can be improved to create a seamless and satisfying experience. This metaphorical exploration may lead to ideas like providing clear signage, offering assistance at every step, or implementing effective post-purchase support.

Through analogy and metaphor exploration, Synectics encourages participants to think beyond the immediate context and draw inspiration from different domains .

By connecting disparate ideas and concepts , new perspectives and innovative solutions can emerge.

These analogies and metaphors serve as creative triggers that unlock fresh insights and generate ideas that may not have been considered within the confines of the original problem statement.

SCAMPER is a creative thinking technique that provides a set of prompts or questions to stimulate idea generation and innovation. It was developed by Bob Eberle and is widely used in problem-solving, product development, and brainstorming sessions.

SCAMPER provides a structured framework for creatively examining and challenging existing ideas, products, or processes.

Recognizing the value of Alex Osterman’s original checklist, Bob Eberle skillfully organized it into meaningful and repeatable categories. This thoughtful refinement by Eberle has made SCAMPER a practical and highly effective tool for expanding possibilities, breaking through creative blocks, and sparking new insights.

By systematically applying each prompt, individuals or teams can generate a wide range of possibilities and discover innovative solutions to problems or opportunities.

What Does SCAMPER Stand For?

Each letter in the word “SCAMPER” represents a different prompt to encourage creative thinking and exploration of ideas.

Here’s what each letter stands for:

• S – Substitute : Consider substituting a component, material, process, or element with something different to generate new ideas.
• C – Combine : Explore possibilities by combining or merging different elements, ideas, or features to create something unique.
• A – Adapt : Identify ways to adapt or modify existing ideas, products, or processes to fit new contexts or purposes.
• M – Modify : Examine how you can modify or change various attributes, characteristics, or aspects of an idea or solution to enhance its functionality or performance.
• P – Put to another use : Explore alternative uses or applications for an existing idea, object, or resource to uncover new possibilities.
• E – Eliminate : Consider what elements, features, or processes can be eliminated or removed to simplify or streamline an idea or solution.
• R – Reverse or Rearrange : Think about reversing or rearranging the order, sequence, or arrangement of components or processes to generate fresh perspectives and uncover innovative solutions.

Example of SCAMPER

Let’s take a simple and relatable challenge of improving the process of making breakfast sandwiches. We can use SCAMPER to generate ideas for enhancing this routine:

• S – Substitute : What can we substitute in the breakfast sandwich-making process? For example, we could substitute the traditional bread with a croissant or a tortilla wrap to add variety.
• C – Combine : How can we combine different ingredients or flavors to create unique breakfast sandwiches? We could combine eggs, bacon, and avocado to create a delicious and satisfying combination.
• A – Adapt: How can we adapt the breakfast sandwich-making process to fit different dietary preferences? We could offer options for gluten-free bread or create a vegan breakfast sandwich using plant-based ingredients.
• M – Modify : How can we modify the cooking method or preparation techniques for the breakfast sandwich? We could experiment with different cooking techniques like grilling or toasting the bread to add a crispy texture.
• P – Put to another use : How can we repurpose breakfast sandwich ingredients for other meals or snacks? We could use the same ingredients to create a breakfast burrito or use the bread to make croutons for a salad.
• E – Eliminate : What unnecessary steps or ingredients can we eliminate to simplify the breakfast sandwich-making process? We could eliminate the need for butter by using a non-stick pan or omit certain condiments to streamline the assembly process.
• R – Reverse or Rearrange : How can we reverse or rearrange the order of ingredients for a unique twist? We could reverse the order of ingredients by placing the cheese on the outside of the sandwich to create a crispy cheese crust.

These are just a few examples of how SCAMPER prompts can spark ideas for improving the breakfast sandwich-making process.

The key is to think creatively and explore possibilities within each prompt to generate innovative solutions to the challenge at hand.

Design Thinking

Design thinking provides a structured framework for creative problem-solving, with an emphasis on human needs and aspirations .

It’s an iterative process that allows for continuous learning , adaptation , and improvement based on user feedback and insights.

Here are some key ways to think about Design Thinking:

• Design thinking is an iterative and human-centered approach to problem-solving and innovation. It’s a methodology that draws inspiration from the design process to address complex challenges and create innovative solutions.
• Design thinking places a strong emphasis on understanding the needs and perspectives of the end-users or customers throughout the problem-solving journey.
• Design thinking is a collaborative and interdisciplinary process . It encourages diverse perspectives and cross-functional collaboration to foster innovation. It can be applied to a wide range of challenges, from product design and service delivery to organizational processes and social issues.

What is the Origin of Design Thinking

The origin of Design Thinking can be traced back to the work of various scholars and practitioners over several decades.

While it has evolved and been influenced by multiple sources, the following key influences are often associated with the development of Design Thinking:

• Herbert A. Simon : In the 1960s, Nobel laureate Herbert A. Simon emphasized the importance of “satisficing” in decision-making and problem-solving. His work focused on the iterative nature of problem-solving and the need for designers to explore various alternatives before arriving at the optimal solution.
• Horst Rittel and Melvin Webber : In the 1970s, Rittel and Webber introduced the concept of “wicked problems,” which are complex and ill-defined challenges that do not have clear solutions. They highlighted the need for a collaborative and iterative approach to tackling these wicked problems, which aligns with the principles of Design Thinking.
• David Kelley and IDEO : Design firm IDEO, co-founded by David Kelley, played a significant role in popularizing Design Thinking. IDEO embraced an interdisciplinary and human-centered approach to design, focusing on empathy, rapid prototyping, and iteration. IDEO’s successful design projects and methodologies have influenced the development and adoption of Design Thinking across various industries.
• Stanford University : Stanford University’s d.school (Hasso Plattner Institute of Design) has been instrumental in advancing Design Thinking. The d.school has developed educational programs and frameworks that emphasize hands-on experiential learning, collaboration, and empathy in problem-solving. It has played a significant role in spreading the principles of Design Thinking globally.

While these influences have contributed to the emergence and development of Design Thinking, it’s important to note that Design Thinking is an evolving and multidisciplinary approach.

It continues to be shaped by practitioners, scholars, and organizations who contribute new ideas and insights to its principles and methodologies.

Key Principles of Design Thinking

Here are key principles of Design Thinking:

• Empathy : Design thinking begins with developing a deep understanding of the needs, emotions, and experiences of the people for whom you are designing solutions. Empathy involves active listening, observation, and engaging with users to gain insights and uncover unmet needs.
• Define the Problem : In this phase, the problem is defined and reframed based on the insights gained through empathy. The focus is on creating a clear problem statement that addresses the users’ needs and aspirations.
• Ideation : The ideation phase involves generating a wide range of ideas without judgment or criticism. It encourages divergent thinking, creativity, and the exploration of various possibilities to solve the defined problem.
• Prototyping : In this phase, ideas are translated into tangible prototypes or representations that can be tested and evaluated. Prototypes can be physical objects, mock-ups, or even digital simulations. The goal is to quickly and cost-effectively bring ideas to life for feedback and iteration.
• Testing and Iteration : Prototypes are tested with end-users to gather feedback, insights, and validation. The feedback received is used to refine and iterate the design, making improvements based on real-world observations and user input.
• Implementation : Once the design has been refined and validated through testing, it is implemented and brought to life. This phase involves planning for execution, scaling up, and integrating the solution into the intended context.

Where to Go for More on Design Thinking

There are numerous resources available to learn more about design thinking. Here are three highly regarded resources that can provide a solid foundation and deeper understanding of the subject:

• “Design Thinking: Understanding How Designers Think and Work” (Book) – Nigel Cross: This book offers a comprehensive overview of design thinking, exploring its history, principles, and methodologies. Nigel Cross, a renowned design researcher, delves into the mindset and processes of designers, providing insights into their approaches to problem-solving and creativity.
• IDEO U : IDEO U is an online learning platform created by IDEO, a leading design and innovation firm. IDEO U offers a range of courses and resources focused on design thinking and innovation. Their courses provide practical guidance, case studies, and interactive exercises to deepen your understanding and application of design thinking principles.
• Stanford d.school Virtual Crash Course : The Stanford d.school offers a free Virtual Crash Course in design thinking. This online resource provides an introduction to the principles and process of design thinking through a series of videos and activities. It covers topics such as empathy, ideation, prototyping, and testing. The Virtual Crash Course is a great starting point for beginners and offers hands-on learning experiences.

These resources offer diverse perspectives and practical insights into design thinking, equipping learners with the knowledge and tools to apply design thinking principles to their own projects and challenges.

Additionally, exploring case studies and real-life examples of design thinking applications in various industries can further enhance your understanding of its effectiveness and potential impact.

Dr. John Martin on “Psychological” vs. “Procedural” Approach

Dr. John Martin of the Open University in the UK offers an insightful perspective on how various Creative Problem Solving and Brainstorming techniques differ.

In his notes for the Creative Management module of their MBA Course in 1997, he states:

“In practice, different schools of creativity training borrow from one another. The more elaborate forms of creative problem-solving, such as the Buffalo CPS method (basically brainstorming), incorporate quite a number of features found in Synectics.

However there is still a discernible split between the ‘psychological’ approaches such as Synectics that emphasize metaphor, imagery, emotion, energy etc. and ‘procedural’ approaches that concentrate on private listings, round robins etc.. Of course practitioners can combine these techniques, but there is often a discernible bias towards one or other end of the spectrum”

Brainstorming was the original Creative Problem-solving Technique, developed in the 1930s by Alex Osborn (the O of the advertising agency BBDO) and further developed by Professor Sidney Parnes of the Buffalo Institute.

The Osborn-Parnes model is the most widely practised form of brainstorming, though the word has become a generic term for any attempt to generate new ideas in an environment of suspending judgement. It may include elements of other techniques, such as de Bono’s Lateral Thinking.”

Creative Problem Solving vs. Brainstorming vs. Lateral Thinking

Creative Problem Solving, brainstorming, and lateral thinking are distinct approaches to generating ideas and solving problems. Here’s a summary of their differences:

Creative Problem Solving:

• Involves a systematic approach to problem-solving, typically following stages such as problem identification, idea generation, solution development, and implementation planning.
• Focuses on understanding the problem deeply, analyzing data, and generating a wide range of potential solutions.
• Encourages both convergent thinking (evaluating and selecting the best ideas) and divergent thinking (generating multiple ideas).
• Incorporates structured techniques and frameworks to guide the problem-solving process, such as the Osborn-Parnes model.

Brainstorming:

• A specific technique within Creative Problem Solving, developed by Alex Osborn, which aims to generate a large quantity of ideas in a short amount of time.
• Involves a group of individuals openly sharing ideas without judgment or criticism.
• Emphasizes quantity over quality, encouraging participants to build upon each other’s ideas and think creatively.
• Typically involves following guidelines, such as deferring judgment, encouraging wild ideas, and combining and improving upon suggestions.

Lateral Thinking (Edward de Bono’s Lateral Thinking):

• Introduced by Edward de Bono, lateral thinking is a deliberate and structured approach to thinking differently and generating innovative ideas.
• Involves deliberately challenging traditional thinking patterns and assumptions to arrive at unconventional solutions.
• Encourages the use of techniques like random stimulation, provocative statements, and deliberate provocation to shift perspectives and break fixed thought patterns.
• Focuses on generating out-of-the-box ideas that may not arise through traditional problem-solving methods.

While there can be overlaps and combinations of these approaches in practice, each approach has its distinct emphasis and techniques.

Creative Problem Solving provides a structured framework for problem-solving, brainstorming emphasizes idea generation within a group setting, and lateral thinking promotes thinking outside the box to arrive at unconventional solutions.

Creative Problem Solving Empowers You to Change Your World

The Creative Problem Solving process is a valuable framework that enables individuals and teams to approach complex problems with a structured and creative mindset.

By following the stages of clarifying the problem, generating ideas, developing solutions, implementing the chosen solution, and evaluating the outcomes, the process guides participants through a systematic and iterative journey of problem-solving.

Throughout this deep dive, we’ve explored the essence of Creative Problem Solving, its key stages, and variations. We’ve seen how different methodologies, such as Osborn-Parnes Creative Problem Solving, FourSight Thinking Profiles, Basadur’s Innovative Process, Synectics, SCAMPER, and Design Thinking, offer unique perspectives and techniques to enhance the creative problem-solving experience.

By embracing these frameworks and techniques, individuals and teams can tap into their creative potential , break free from conventional thinking patterns, and unlock innovative solutions.

Creative Problem Solving empowers us to approach challenges with curiosity, open-mindedness, and a collaborative spirit , fostering a culture of innovation and continuous improvement.

Remember, creative problem solving is a skill that can be developed and honed over time. By adopting a flexible and adaptable mindset , embracing diverse perspectives, and applying various creativity tools, we can navigate the complexities of problem-solving and uncover solutions that drive positive change.

Let’s enjoy our creative problem-solving journey by embracing the unknown and transforming challenges into opportunities for growth and innovation.

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Creative Problem-Solving

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• Gerard J. Puccio 2 ,
• Barry Klarman 2 &
• Pamela A. Szalay 2  

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Life and work in the beginning of the twenty-first century has been described as volatile, uncertain, complex, and ambiguous. In this fast changing, innovation-driven environment, Creative Problem-Solving has been identified as a fundamental skill for success. In contrast to routine problem-solving, with straightforward and repeatable solution paths, today’s problems are described as being complex and wicked. To generate the possibilities that can effectively address complex problems, individuals need to draw on the highest level of human thought – creativity. Creative Problem-Solving explicitly draws on, and promotes, effective creative thinking. The purpose of this entry is to describe and distinguish Creative Problem-Solving from other forms of problems-solving. Moreover, as Creative Problem-Solving is a deliberate creativity methodology, this chapter also provides a description of the more specific thinking skills that are embodied by the higher-order skill of creative thinking and are explicitly called on in Creative Problem-Solving. Complex problems require complex thinking, and Creative Problem-Solving provides a structured process that allows individuals to more easily and efficiently deploy their creative thinking skills.

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Puccio, G.J., Klarman, B., Szalay, P.A. (2022). Creative Problem-Solving. In: Glăveanu, V.P. (eds) The Palgrave Encyclopedia of the Possible. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-90913-0_41

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CQ23: Creative Problem Solving, the ins and outs

I am positive that 99,9% of the professionals that had any training on creativity or that were asked to ‘be creative’ in a workshop, experienced CPS. The method forms the basis of any creativity professional. In fact, I think that most creativity professionals refer to CPS when they refer to ‘the creative process’.

In this article, I will start with a short description of the method and I’ll give the basic principles behind the method. I will elaborate on the history of CPS and on the people and organization(s) that founded CPS and remain to nurture it. There is much to tell in that respect.

In my article on brainstorming and CPS as a workshop technique, I will go into the details of CPS as a workshop technique.

I like to thank my dear colleagues, Katrina Heijne, Han van der Meer, and Sam Franklin, from the Delft University of Technology for their help in getting the facts straight on CPS. Thank you, your insights and materials were crucial for writing this piece!

CPS in a nutshell

Creative Problem Solving is a method to solve problems creatively, duh. It is the only method in this chapter that doesn’t have an engineering background, but a marketing and psychology background.

We could say that Alex Osborn (inventor of brainstorming) laid the foundations of CPS in his 1953 book: ‘Applied Imagination, principles and procedures of creative thinking’ .

Over the years the CPS-method has gone through some changes, but three elements have ‘always’ been part of CPS.

First, the underlying assumption that everyone can be trained to become (more) creative. Second, three phases that return in every model of the CPS-method. Third, each phase exists out of two stages: a diverging and converging stage.

Everyone can be trained to become more creative

We can be short about this point. That we can be trained to become more creative was the credo of Alex Osborn. Without this assumption, his entire argument wouldn’t make sense. However, in the 1950s this point of view was not the common one. Many personality psychologists at that time believed that creativity was a fixed ability, like intelligence (Saywer, 2012). Of course, as a personality psychologist, that point of view is more appealing. We all see the world the way we want to…

Three phases

Over the years CPS has gone from 7 to 5 to 6 to 4 phases, and I will get to those later in this article. However, if we take a helicopter view we can summarize these phases into three phases: a problem phase, an idea generation phase, and a solution implementation phase.

Problem phase

In the problem phase, we try to understand the problem. In CPS-models we find words like ‘clarification’, ‘information finding’, ‘mess finding’, ‘fact-finding’, or ‘object finding’. We could say it is the analysis of the situation to determine the problem. In the words of Wallas (1926), we would say this is the ‘Preparation stage’ ( CQ18 ).

Idea generation phase

In the idea generation phase, we try to come with the idea of which we think it could solve our problem. Idea generation is at the core of CPS. It is the place where we are supposed to deliberate come to a moment of insight. In terms of Wallas (1926) idea generation is a deliberate form of ‘incubation’ to come to ‘illumination’.  Our attention is not on the problem but on the solution.

Solution implementation phase

This phase comes in different wordings ‘solution finding’ and ‘acceptance finding’. In Wallas’s words, this phase is about ‘verification’.

If we look at ten different CPS-models from Puccio, Murdock, and Mance (2007), the idea generation phase is the only phase that comes back as such in all CPS-models (Puccio & Cabra, 2009). What is remarkable that acceptance finding is often named as one of the last steps in a CPS-model. While in reality, acceptance finding starts with clarifying the problem, I’ll get to that later.

The third principle that returns in each CPS-model is the principle of diverging-converging.

The principle of diverging-converging

In common language, diverging is the activity of creating options, and converging is the activity of choosing options. This is how I often refer to the two stages. However, it is not exactly correct.

In ‘Applied Imagination’, Osborn never mentions the terms diverging and converging. Never. It was not Osborn who introduced these terms in the World of Creativity.

It was Guilford that made these words popular terms concerning creativity. However, according to Guilford, divergent thinking is more specific than the mere creation of options. Divergent thinking exists out of four elements (Guilford, 1968, see CQ16 ):

• Fluency (the number of ideas)
• Flexibility
• Originality
• Elaboration

The creation of options only refers to the first element: fluency. Fluency, generating as many ideas as you can, relates to one of Osborn’s brainstorm rules: ‘Quantity is wanted. The more ideas we pile up, the more likelihood of winners.’ (Osborn, 1948: p. 269).

We see that most techniques used to enhance creativity have the purpose to increase fluency or flexibility. By focusing on these elements we hope to achieve originality. And if we let people create a communication tool, like a poster, of the idea we focus on elaboration.

The separation of diverging and converging is based on Osborn’s first ground rule of brainstorming: ‘judicial judgment is ruled out: Criticism of ideas will be withheld until the next day’ (Osborn, 1948: p.269).

Converging, dictionary wise, is moving to one point. However, when we converge in CPS we evaluate and judge ideas and then choose the ideas we want to move forward with. However, Guilford doesn’t call this converging.

According to Guilford (1968), diverging and converging are both about producing information. In convergent thinking, one has to arrive at one right answer, wherein diverging thinking there is no one right answer, there can be multiple. To quote:

‘The information given generally is structured so that there is only one right answer’ (Guilford, p8). These stages diverging-converging should be if we follow Guilford (1968): diverging – evaluating. In evaluating the focus is on critical thinking and decision making. And we say that converging thinking is about critical thinking and decision making. See my point?

I ask myself, how did diverging-converging become part of CPS?

The diamond of Creativity

We know the diverging-converging stages as the ‘diamond of creativity’, because of the picture we draw with it, see figure 1.

Figure 1: The diamond of creativity: diverging-converging or diverging-evaluation if we follow Guilford (1968)

Who was the first to draw this picture? Honestly, I don’t know. I have some great sources to rely on but nobody knows for sure.

My best guess is that Osborn’s partner in crime, Sidney Parnes (I’ll get to him shortly) came with diverging-converging: the diamond of creativity. But I miss the source in which he would have mentioned that. Thus, at this moment, it remains an educated guess.

Before I go on to the first model of CPS I need to make one final remark. It is about the difference in idea generation phase and the diverging stage. That turns out to be a confusing difference.

Difference between idea generation phase and diverging stage

The idea generation phase comes after the problem definition phase. It is the first phase that focused on the solution. Generally, this phase takes place early in the CPS-process (Sawyer, 2012).

Like any other phase, the idea generation phase exists out of a diverging and a converging step. Thus, the idea generation phase is not the same as the diverging stage.

In the diverging stage of the idea generation phase, the focus is on finding ideas for a potential solution to the problem. And, for example, in the problem finding phase, the focus of the diverging step is on finding the right ways to formulate and clarify the problem.

Professionals who are new with brainstorming and creativity in workshops often believe that diverging equals idea generation. Because of that, they think diverging is always linked to finding a solution. But you can also diverge to find new problems or new information to define a problem.  

See the difference? I hope so.

Now, let’s have a closer look at these 7, 5, 6, and 4 phase models.

Osborn’s first version of CPS

In Applied Imagination (1953), Osborn describes a creative process in seven steps. Puccio and Cabra (2009) refer to this model as ‘The Original Model’. Puccio and Cabra (2009) also mention that the first non-linear CPS-model comes from Isaksen, Dorval, and Treffinger (1994), the Components Model.

When we have read Osborn (1953) we find that it is more nuanced than Puccio and Cabra (2009) made us think it is.

Osborn’s seven steps of a creative process

The eleventh chapter of Applied Imagination is called ‘The processes of ideation vary widely’. In this chapter Osborn refers to these seven steps as ‘steps in a creative process’ (124). The steps are (Osborn, 1953: p. 125):

• ‘ Orientation: Pointing up the problem.
• Preparation: Gathering pertinent data.
• Analysis: Breaking down the relevant material.
• Hypothesis: Pining up alternatives by way of ideas.
• Incubation: Letting up, to invite illumination.
• Synthesis: Putting the pieces together.
• Verification: Judging the resultant ideas.’

Osborn does not refer to these steps as steps in Creative Problem Solving but steps in a creative process, not the creative process.

I agree with Puccio and Cabra (2009) that we can view these steps as the first CPS-method. By the way, do you recognize Wallas’ four stages of control ( CQ18 ) in these steps?! We could also say that Wallas created The Original Model of CPS.

Non-linearity

Osborn also mentions that creative processes do not have to include all of these steps:

[…] those who have studied and practiced creativity realize that its process is necessarily a stop-and-go, catch-as-catch-can operation – one which can never be exact enough to rate as scientific. The most that can honestly be said is that it usually includes some or all of these phases: ’ (Osborn, 1953: p.125)

The next paragraph is also worth quoting.

‘In actual practice, we can follow no such one-tw0-three sequence. We may start our guessing even while preparing. Our analyses may lead us straight to the solution. After incubation, we may again go digging for facts which, at the start, we did not know we needed. And, of course, we might bring verification to bear on our hypotheses, thus co cull our “wild stab” and proceed with only the likeliest.’ (Osborn, 1953: p.125).

Thus, Osborn (1953) already mentioned the non-linearity of these process steps.

I also see some of Weisberg’s (2006) argumentation in this quote, that ‘our analyses may lead us straight to a solution’. We could interpret this as a reference to using top-down methods to solve a problem ( CQ21 ).

Before I move on to the next ‘model’ of CPS, I have to explain some of the histories of CPS. I think it is important for understanding what comes next.

The Short History of CPS

To give context to the method, I will stay in the period when Coca Cola was advertised as a healthy drink for toddlers (I’m not joking, they really did this).

1953 – 1955

Alex osborn.

Alex Osborn stands at the cradle of CPS. Like I mentioned above, in 1953 Osborn’s bestselling book Applied Imagination was published.

I introduced Alex Osborn in CQ4  as a self-made businessman. He scraped himself through college, got fired at his first job, and became the director of an advertising company that employed over a thousand employees.

Osborn, like a true American, was eager to beat the Russian in the Cold War. He was on a mission to educate people in his brainstorm methods, with creativity the Americans would be able to outsmart the Russians. Read CQ4 for more on Osborn.

The Creative Education Foundation & CPSI

Osborn founded the Creative Education Foundation in his hometown Buffalo, at the University at Buffalo, New York in 1954. The goal of the CEF was to stimulate the education of creativity.

Then, in 1955 the CEF organized the first Creative Problem Solving Institute (CPSI). I think CPSI is a confusing name because it is not an institute as you would associate the word with. CPSI is the name of the conference.

Thus, the latest in 1955 the term Creative Problem Solving became a term. If it was Osborn that came with the name of this conference or someone at the CEF, I don’t know. I do know that Osborn moved from ‘creative thinking’ to ‘creative problem solving’ between 1953 and 1963. He showcases that in his revised version of Applied Imagination (1963):

I noticed that if you try to buy Applied Imagination on Amazon, you get a picture of the 3 rd revised version from 1963 (the one Amabile used, see CQ19 ). Very subtle, Osborn changed the subtitle from ‘procedures and principles of creative thinking’ to ‘procedures and principles of creative problem solving’. Fun fact!

Sidney Parn es

If I understand it correctly, organizational psychologist Sidney Parnes was present at this first CPSI in 1955. Apparently, he loved it so much, he decided to team up with Osborn.

Sidney Parnes was a key person development and success of CPS. Parnes was able to ‘scientificy’ CPS. Although, according to my colleague he was not taken seriously by the psychologists at the Utah Conferences, that were held in that period by creativity psychologists ( see CQ4 ), CPS managed to establish a great name among creativity practitioners.

1966 and 1967

Osborn dies in 1966. In that year Parnes publishes a book called ‘Instructors Manual for Institutes and Courses in Creative Problem-Solving’. A year later the book is published again, by the same publisher, under a different name: ‘Creative Behavior Guidebook’ (Parnes, 1977). Nice iteration. In this book Parnes explains the first ‘real model’ of CPS, the five-step model, see next paragraph.

According to Sawyer (2012), 1967 was also the year the CEF moved from University at Buffalo to SUNY Buffalo State College in 1967. Yes, you read it correctly, there are two State Universities of New York in Buffalo.

And according to the CEF (2015), 1967 was also the year they founded the Journal of Creative Behavior.

The rest of the history

When CEF relocated to SUNY, the academic unit of the CEF was renamed to ‘International Center for Studies in Creativity’ (ICSC). The CEF remained to exist as the publisher of the Journal of Creative Behavior and the organizer of CPSI.

ICSI is the only place in the world, as far as my knowledge goes, where you can obtain a Master’s degree in Creativity. That could explain some of its popularity.

In 2008 CEF relocated to Massachusetts (Sawyer, 2012), although Google maps also show CEF in Buffalo, maybe a dependence.

Read the History page of the CEF for a further detailed timeline of CPS.

Now I go on with the next model, the first real ‘model’ of CPS.

Osborn-Parnes 5 step model

Parnes (1967) describes a 5 step model of CPS. Unfortunately, I do not yet have access to Parnes (1967), the book is on its way. Thus, we follow Parnes (1977) and Puccio & Cabra (2009).

The Parnes-Osborn model, as Puccio & Cabra (2009) call it, had five steps. And I assume this is the first time we see a picture with the model. Something like the picture below, figure 2.

Figure 2: Osborn-Parnes CPS-model from 1967 (Puccio & Cabra, 2009)

I assume Parnes (1967) does describe this as a linear model. However, I cannot tell if he didn’t make similar remarks on non-linearity as Osborn did in explaining the steps of this model.

Evolution of CPS-models leading to the 6 steps model

After Parnes (1967) published this model on CPS, many iterations followed. For example, Parnes (1988) added ‘objective finding’ before ‘fact-finding’, and successors of Parnes, Isaksen, and Treffinger (1985) replaced ‘fact-finding’ with ‘mess-finding’ and ‘data-finding’ (Puccio & Cabra, 2009).

Like I mentioned above, Isaksen, Dovral, and Treffinger (1994) were the first to create a non-linear version of CPS (Puccio & Cabra, 2009).  

Puccio & Cabra (2009) mention a total of ten different CPS-models. They end with the six-step model called Thinking Skills Model by Puccio, Murdock, and Mance (2007). That model looks like this:

Figure 3: Thinking Skills CPS-model, based on Puccio, Murdock, and Mance (2017) (Puccio & Cabra, 2009)

This model uses three phases and within each phase, we see two sub-phases. Each sub-phase exists out of a diverging and converging stage. The model is circular but we ‘normally’ start at the top with ‘clarification’. In the middle of this model, we see a circle to represent ‘assessing the situation’. Assessing the situation is a continuous stream gathering information and making decisions.

4 step model website CEF

The latest model I can find is on the website of CEF, which they published in 2015. That model exists out of four steps, Clarify, Ideate, Develop, Implement, see figure 4. The biggest difference of this model between this 4-step model and the 6-step model by Puccio, Murdock, and Mance (2007), is the separation of the transformation phase into two phases: ideate and develop. Bear in mind that the CEF represents the more practical side of CPS and that the ICSC the more applied-theoretical side of CPS.

Figure 4: CPS-model, based on the CPS-model shown on the website of the Creative Education Foundation.

4 points for consideration

Finally, I have four points of consideration for creativity trainers and facilitators. I know I promised also to elaborate on the similarities and differences between problem-solving and creativity. And the difference between problem-solving and creative problem-solving. I will not keep that promise. I will take it with me for next week’s article on the relation between Design Thinking and creativity. Problem-solving might play a central part.

On implementation and acceptance finding

In Puccio, Murdoch, and Mance’s (2007) model of CPS, acceptance finding is part of the implementation, and implicitly mentions as the third stage. That is something I strongly disagree with.

Firstly, if you decide to put ‘acceptance finding’ on the same level as ‘idea exploration’ or ‘formulating solutions’, it should be at the beginning. If you want others to like your solution you need to involve people from the beginning, basic organizational psychology.

It would be better if you place acceptance finding as a ring outside the model, like Buijs & Van der Meer (2013) did in their Dutch version of CPS, called Integrated Creative Problem Solving.

Secondly, we should ditch implementation in general. Implementation implies that you top-down force a solution upon employees. I have seen and heard of many ‘creative sessions’ that were used to fake influence by employees on the solution. That’s a shame. I know top-down organizational structures are still popular, also in American literature. But we will find in chapter 10 that innovation and creativity need different types of organization. Implementation is a term that is part of old-school thinking, in which people are a Human Resource instead of a Human Being. 

A term like ‘stakeholder involvement’ could be another dimension to the model to replace implementation and acceptance finding. What’s in a word… 

What type of method is CPS?

Yes, what type of method is CPS? This is a question I find difficult to answer. I give you three options.

• Is CPS a method to come from a problem to an executed solution? Thus a method to reach innovation.
• Is CPS a method to come from a problem to a solution in a workshop? Thus a way to structure a creative session.
• Is CPS a method to train people in creative thinking? Or even more confusing, is CPS a method to train people in CPS

CPS as an innovation method

I see a lot of comparison in the 4 step CPS-method by CEF, and the picture I drew on the process of creating creative output in innovation in CQ15 . See figure 5 below.

Figure 5: The difference between creativity and innovation (see CQ15 )

I missed the clarification phase in this picture, but all the other phases are present. Ideation (that idea), Development, and Implementation (Introduction and Use). The phase or stages might be similar, the difference lies in the activities that happen in these stages.

Where in CPS all phases exist out of diverging-converging, in the development of a real product we also have producing and testing of a product. What we sometimes forget is that in producing and testing, we also encounter problems to solve. For example, figuring out how to produce or test an idea to get wanted answers.

The question is, do we always have to use diverging-converging for those problems? What about the differences between task-problems and people-problems that we encounter in a real innovation process (see CQ22 )? Think about it.

Structure of a creative session or training method?

I see CPS used in training on ‘creative thinking’, but also in sessions in which people are asked by the facilitator to ‘think creatively’ about the problem they want to solve in that session. Thus, CPS is used as a training method as well as a facilitation method. 

The question we have to ask ourselves is: should CPS be applied differently in a training setting and a facilitating setting? And if so, how different. 

Learning by doing

We can also go for a ‘learning-by-doing’ training. Thus we use CPS as a method to solve a problem and by doing so, the participants get trained in the method. We also see this the other way around. In training on CPS, the participants use real problems as cases to use in the training.

Of course, when you are learning a new method through a real-life problem you care about, you could have a conflict of interest as a participant. You rather solve the problem than learn a new method. This is a point of attention for the facilitator or trainer.

The Holy Diamond of Creativity

At the beginning of this article, I mentioned that some facilitators talk about CPS when they talk about ‘the creative process’. Especially the division between creating options and choosing options, the ‘diamond of creativity’, seems like a holy process. A process we cannot question. Which is why I think we should question it.

I have showcased other ideas on creative processes in the previous chapters ( CQ20 , CQ21 ). We don’t always have to use the diamond of creativity. What about using judgment when creating options, but with keeping an open mindset? 

From experience, I can tell that practicing in the division between creating options and choosing options helps in training yourself in openmindedness. That doesn’t mean that in every problem that I solve I first deliberately create options and then choose them. How often do you use this diamond of creativity to solve your own problems? Think about it.

What’s next

Next week I hope to figure out the relation between problem-solving, creativity, and design thinking. If I manage to do that, I will have a glass of champagne!

Below you find the cards for next weeks.

• Buijs, J. Van der Meer, H. (2013). Integrated Creative Problem Solving . The Netherlands, Nijmegen: Eleven International Publishing.
• Creative Education Foundation, www.creativeeducationfoundation.org, retrieved June 2020.
• Guilford (1968).  Creativity, intelligence, and their educational implications . San Diego, CA: EDITS/Knapp.
• Osborn, A. F. (1948).  Your Creative Power.  New York: Scribner Press. 6th print. Osborn, A. F. (1953).  Applied Imagination: Principles and Procedures of Creative Thinking.  New York: Scribner Press. 9th print.
• Parnes, S. J., Noller, R. B., and Biond, A. M. (1977). Guide to creative action. New York: Scribner’s Sons.
• Puccio, G. J., and Cabra, J. (2009). Creative Problem Solving: past, present and future. In Rickards, T., and Runco, M. A. (Eds.). The Routledge Companion to Creativity . New York: Routledge.
• Sawyer, R. K. (2012). Explaining Creativity: The Science of Human Innovation. New York: Oxford University Press.
• Wallas, G. (1926/2014).  Art of Thought . Kent: Solis press.
• Weisberg, R. W. (2006). C reativity: Understanding Innovation in Problem Solving, Science, Invention, and the Arts.  Hoboken: NJ: Wiley.

References used by Puccio and Cabra (2009) that I mentioned in this article

• Isaksen, S. G., and Treffinger, D. J. (1985). The basic course. New York: Bearly Ltd.
• Isaksen, S. G., Dorval, K. B., and Treffinger, D. J. (1994). Creative approaches to problem solving. Dubuque, IA: Kendall/Hunt.
• Parnes, S. J. (1967). Creative behavior workbook. New York: Scribner’s Sons.
• Puccio, G. J., Murdock, M. C., and Mance, M. (2007 ). Creative Leadership: Skills that drive change. Thousand Oaks, CA: Sage.

SUGGESTIONS FOR FURTHER READING

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Creative Problem-Solving Model

The Creative Problem-Solving Model

The Creative Problem-Solving Model is a scientifically proven method to enhance creative thinking and use it to approach and solve complex challenges. 

First developed by Dr. Alex F. Osborn in the 1940s, the Creative Problem-Solving Model was further elaborated with his colleague, Dr. Sidney J. Parnes, in the ‘50s and ‘60s. The Osborn-Parnes CPS Model is the precursor of many creative problem-solving methods that are still in use in the business world today, including Design Thinking. 

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Creative Problem Solving: from complex challenge to innovative solution

Dr. Hannah Rose

Even if you usually excel at finding solutions, there will be times when it seems that there’s no obvious answer to a problem. It could be that you’re facing a unique challenge that you’ve never needed to overcome before. You could feel overwhelmed because of a new context in which everything seems to be foreign, or you may feel like you’re lacking the skills or tools to navigate the situation. When facing a difficult dilemma, Creative Problem Solving offers a structured method to help you find an innovative and effective solution.

The history of Creative Problem Solving

The technique of Creative Problem Solving was first formulated by Alex Osborn in the 1940’s. It was not the first time Osborn came up with a formula to support creative thinking. As a prolific creative theorist, Osborn also coined the term brainstorming to define the proactive process of generating new ideas.

With brainstorming, Osborn suggested that it’s better to bring every idea you have to the table, including the wildest ones, because with just a little modification, the outrageous ideas may later become the most plausible solutions. In his own words: “It is easier to tone down a wild idea than to think up a new one.”

Osborn worked closely with Sid Parnes, who was at the time the world’s leading expert on creativity and innovation. Together, they developed the Osborn-Parnes Creative Problem Solving Process. To this day, this process remains an effective way to generate solutions that break free from the status quo.

The Creative Problem Solving process, sometimes referred to as CPS, is a proven way to approach a challenge more imaginatively. By redefining problems or opportunities, it becomes possible to move in a completely new and more innovative direction.

Dr Donald Treffinger described Creative Problem Solving as an effective way to review problems, formulate opportunities, and generate varied and novel options leading to a new solution or course of action. As such, Treffinger argued that creative problem solving provides a “powerful set of tools for productive thinking”.

Creative Problem Solving can also enhance collective learning at the organisational level. Dr David Vernon and colleagues found that Creative Problem Solving can support the design of more effective training programmes.

From its invention by two creative theorists to its application at all levels of creative thinking — from personal to organisation creativity — Creative Problem Solving is an enduring method to generate innovative solutions to complex challenges.

The four principles of Creative Problem Solving

You can use Creative Problem Solving on your own or as part of a team. However, when adopted by multiple team members, it can lead to an even greater output of useful, original solutions. So, how do you put it into practice? First, you need to understand the four guiding principles behind Creative Problem Solving.

The first principle is to look at problems and reframe them into questions. While problem statements tend to not generate many responses, open questions can lead to a wealth of insights, perspectives, and helpful information — which in turn make it easier to feel inspired and to come up with potential solutions. Instead of saying “this is the problem”, ask yourself: “Why are we facing this problem? What’s currently preventing us from solving this problem? What could be some potential solutions?”

The second principle is to balance divergent and convergent thinking. During divergent thinking , all options are entertained. Throw all ideas into the ring, regardless of how far-fetched they might be. This is sometimes referred to as non-judgmental, non-rational divergent thinking. It’s based on the willingness to consider all new ideas. Convergent thinking, in contrast, is the thinking mode used to narrow down all of the possible ideas into a sensible shortlist. Balancing divergent and convergent thinking creates a steady state of creativity in which new ideas can be assessed and appraised to search for unique solutions.

Tangential to the second principle, the third principle for creative problem solving is to defer judgement. By judging solutions too early, you will risk shutting down idea generation. Take your time during the divergent thinking phase to give your mind the freedom to dream ambitious ideas. Only when engaged in convergent thinking should you start judging the ideas you generated in terms of potential, appropriateness, and feasibility.

Finally, Creative Problem Solving requires you to say “yes, and” rather than “no, but” in order to encourage generative discussions. You will only stifle your creativity by automatically saying no to ideas that seem illogical or unfeasible. Using positive language allows you to explore possibilities, leaving space for the seeds of ideas to grow into applicable solutions.

How to practice Creative Problem Solving

Now that you know the principles underlying Creative Problem Solving, you’re ready to start implementing the practical method devised by its inventors. And the good news is that you’ll only need to follow three simple steps.

• Generating – Formulate questions. The first step is to understand what the problem is. By turning the problem into a set of questions, you can explore the issue properly and fully grasp the situation, obstacles, and opportunities. This is also the time to gather facts and the opinions of others, if relevant to the problem at hand.
• Conceptualising – Explore ideas. The second step is when you can express your creativity through divergent thinking. Brainstorm new, wild and off-the-wall ideas to generate new concepts that could be the key to solving your dilemma. This can be done on your own, or as part of a brainstorming session with your team.
• Optimising – Develop solutions. Now is the time to switch to convergent thinking. Reflect on the ideas you came up with in step two to decide which ones could be successful. As part of optimising, you will need to decide which options might best fit your needs and logistical constraints, how you can make your concepts stronger, and finally decide which idea to move forwards with.
• Implementing – Formulate a plan. Figuring out how you’ll turn the selected idea into reality is the final step after deciding which of your ideas offers the best solution. Identify what you’ll need to get started, and, if appropriate, let others know of your plans. Communication is particularly important for innovative ideas that require buy-in from others, especially if you think you might initially be met with resistance. You may also need to consider whether you’ll need additional resources to ensure the success of complex solutions, and request the required support in good time.

Creative Problem Solving is a great way to generate unique ideas when there appears to be no obvious solution to a problem. If you’re feeling overwhelmed by a seemingly impossible challenge, this structured approach will help you generate solutions that you might otherwise not have considered. By practising Creative Problem Solving, some of the most improbable ideas could lead to the discovery of the perfect solution.

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Discover the 5 Stages of Creative Problem Solving

Have you ever faced a problem that felt too hard to fix? Creative problem-solving is a skill that can help you deal with tough situations. By understanding the five stages of creative problem-solving, you can learn how to approach problems differently and find new solutions. Each stage plays an important role in solving problems, from coming up with ideas to evaluating solutions. Let’s look at the five stages of creative problem-solving and how they can help you tackle everyday challenges.

What is Creative Problem Solving?

Creative problem-solving means finding unique solutions in a new and inventive way. Unlike traditional methods, it encourages thinking outside the box and exploring unconventional ideas. There are five stages: preparation, incubation, insight, evaluation, and elaboration. These stages guide individuals through a structured process, encouraging the exploration of ideas, refinement of concepts, and assessment of solutions.

They provide a framework for transitioning between stages, allowing flexibility and iteration. For instance, in the preparation stage, individuals gather information and explore potential approaches. Then, in the insight stage, they have a “eureka” moment, leading to the evaluation of ideas. This transition allows for continuous idea generation and refinement, leading to innovative outcomes.

What are the 5 stages of creative problem solving?

Preparation: understanding the issue.

The preparation stage of creative problem-solving is essential. It helps to define the problem clearly, enabling individuals to identify the main components that need attention.

For example, when creating a new marketing campaign, defining the target audience and campaign objectives is essential in the preparation stage. Gathering information is also crucial at this stage. It helps to understand the issue comprehensively and identify potential solutions. For instance, if a company wants to improve customer satisfaction , gathering feedback from current customers will provide valuable insights. Therefore, the preparation stage is vital in laying the groundwork for the creative problem-solving process.

Define the Problem

The problem is that creative problem-solving is unclear and ineffective. It’s caused by a lack of structure and guidance and a misunderstanding of the stages of creative problem-solving. This problem impacts the situation by hindering the ability to approach challenges creatively and limiting the potential for innovative solutions.

Gather Information

Gathering information is essential in the creative problem-solving process. It helps individuals understand and define the problem effectively. Obtaining relevant data and insights allows individuals to gain a deeper understanding of the issue, identify obstacles, and recognize opportunities for innovation.

Incubation: Letting Ideas Marinate

During the incubation stage of creative problem-solving, individuals can benefit from techniques such as taking a break and doing other activities. This helps their ideas develop and marinate.

Taking a mental break or focusing on less demanding tasks can help the subconscious mind work on the challenges one might face. Allowing ideas to incubate enables individuals to think about the problem from different angles and perspectives, increasing the likelihood of finding a creative solution .

This stage gives the brain a break from intense thinking and brainstorming during preparation, contributing to creative problem-solving. Allowing ideas to marinate during the incubation stage can lead to improved insight and evaluation of the problem-solving process. It can also reduce the likelihood of burnout and fatigue, enhancing the overall quality of the solution developed during the elaboration stage.

Set Problem Aside

It’s helpful to set a problem aside during the creative problem-solving process. Engaging in different activities can allow new ideas to develop and provide a fresh perspective on the issue.

For example, taking a walk or working on an unrelated project can give the mind a break and allow ideas to develop. Setting a problem aside during the creative problem-solving process has many benefits. It can lead to a more innovative approach , spark new ideas, and prevent frustration and burnout. This approach provides space for insight and leads to a more successful creative problem-solving process.

Engage in Different Activities

Engaging in different activities can help with creative problem-solving.

For example, going for a walk, cooking, or playing a musical instrument can stimulate the brain and generate innovative ideas.

During the incubation stage, these activities can give the mind a break from the problem, allowing the unconscious to work on finding a solution.

This can lead to sudden moments of insight and creativity.

To transition between stages of problem-solving, individuals can push their limits by attending workshops or collaborating with others.

These activities can offer a fresh perspective and encourage the brain to think differently, leading to more effective problem-solving strategies.

Insight: The Aha Moment

“The Insight: The Aha Moment” is a big part of solving problems. It’s when a solution suddenly becomes clear. This can happen because of different things, like experiences, observations, or past problem-solving attempts. Being open to new ideas helps make these “Aha Moments” happen. Creating a creative environment, like making time for brainstorming and seeing things from different angles, can also help.

The “Insight: The Aha Moment” helps solve problems by giving clarity and pointing to the next steps. It helps focus on the best solutions, leading to better and faster problem-solving.

Wait for the Spark

Creative problem-solving involves waiting for the spark. It lets individuals take time to understand the issue before finding a solution, which helps ensure the solution is effective. Recognizing the solution leads to the insight stage by providing a sudden understanding or realization of the problem. It often feels like an “aha!” moment where ideas come together.

For instance, a graphic designer may be stuck on a project, but after a break, they may suddenly see a solution, leading to project completion.

Recognize the Solution

Recognizing the solution is an integral part of creative problem-solving. It is the final stage of finding a resolution. People can identify the solution by being open to new ideas and looking at the problem from different perspectives.

Recognizing the solution impacts the overall outcome of the process by providing closure and allowing for the implementation of the resolved issue. This helps to conclude the problem-solving process successfully.

Evaluation: Testing Solutions

It’s vital to assess ideas effectively during the evaluation stage of creative problem-solving. This can be done by setting clear criteria for success, defining specific goals, considering feasibility, and evaluating potential impact.

For example, before launching a new product, a company might evaluate market demand, production costs, and potential profitability based on consumer trends and competition.

During the evaluation stage, gathering feedback from relevant stakeholders, conducting user testing, and making necessary adjustments based on the results is crucial. In software development, this may involve seeking user feedback through beta testing to identify and address potential issues or areas for improvement.

Evaluating ideas rigorously before implementation reduces the risk of investing time and resources into ineffective solutions. It significantly contributes to the process of finding practical solutions.

Assess Ideas

During the creative problem-solving process, it’s vital to assess ideas effectively. Factors like feasibility, relevance, and potential impact should be considered. This helps evaluate each idea’s originality and practicality to determine the most suitable ones for the problem.

In the assessment stage, criteria such as cost-effectiveness, alignment with objectives, and adaptability to change should be used to prioritize ideas. This ensures that the chosen concepts are innovative, feasible, and beneficial.

Thorough evaluation and prioritization of ideas in the assessment stage play a crucial role in guiding the successful resolution of the problem at hand.

Refine Solution

To refine a solution, you can:

• Address potential flaws or weaknesses by seeking feedback from others and conducting thorough testing.
• This helps identify any overlooked issues and ensures the solution is robust and effective.

Specific steps to further improve the proposed solution include:

• Conducting additional research
• Brainstorming alternative approaches
• Seeking inspiration from unrelated fields or industries.

Expanding the exploration scope makes the creative problem-solving process more dynamic and diverse, leading to more innovative and impactful solutions.

Additional criteria or considerations during the refinement of the solution are:

• Ethical implications
• Potential impact on different stakeholders
• Long-term sustainability of the solution.

By considering these factors, the refined solution can be more comprehensive and responsible, meeting the needs of all parties involved.

Elaboration: Applying the Solution

The elaboration stage in the creative problem-solving process involves expanding and refining the potential solution to ensure its successful implementation.

To achieve this, intensive research, brainstorming, and collaboration with others are essential. These help identify any potential flaws and address them effectively.

For example, a marketing team may further develop a new advertising campaign concept by gathering feedback from focus groups and adjusting the messaging accordingly.

To effectively apply the solution, specific action steps, such as creating a prototype, conducting feasibility studies, and obtaining user feedback, can be taken.

Transitioning from the previous stages of creative problem-solving to the elaboration stage means moving from generating potential solutions to working on the details of the most promising ideas.

This requires shifting from broad creativity to focused implementation, ensuring the idea is refined, practical, and ready for execution. For instance, after generating various design concepts for a new product, the transition to the elaboration stage involves selecting the most viable option and developing detailed specifications for prototyping and testing.

Develop Action Steps

During the insight stage of creative problem-solving, you can develop specific action steps by identifying the key components of the solution and breaking them down into achievable tasks.

For instance, if the problem concerns improving workplace morale, you might find that introducing team-building activities could help. The action steps could include researching suitable team-building exercises, seeking employee feedback on preferred activities, and planning the implementation logistics.

To ensure the action steps are practical and effective, you can conduct a small-scale trial of the proposed solution or seek input from relevant stakeholders. For example, if the action involves implementing a new software system, performing a trial run with a small team can help identify potential issues before full-scale implementation.

To move from the elaboration stage to implementation, you can create a detailed timeline and assign specific responsibilities to team members. For instance, when developing a marketing campaign, you must finalize the campaign elements and set clear deadlines for the design, content creation, and distribution stages.

Implement the Solution

The 5 stages of creative problem-solving are:

• Preparation : Gathering information, doing research, and identifying the problem.
• Incubation : Subconsciously working on a solution.
• Insight : The “aha” moment when the solution presents itself.
• Evaluation : Critically analyze the solution to determine its effectiveness.
• Elaboration : Refine and develop the solution further.

Each stage has a specific role in the creative process. Transitioning from one stage to the next requires a shift in thinking and approach. For example, transitioning from preparation to incubation may involve taking a break or engaging in an unrelated activity to allow the mind to work on the problem subconsciously. Similarly, transitioning from insight to evaluation may include testing the solution in different scenarios or seeking feedback from others.

Each stage of creative problem-solving is essential and contributes to the overall process.

How Each Stage Fits Into the Creative Process

Link between stages.

Transitioning from the Incubation stage to the Insight stage in creative problem-solving is essential. It allows the individual to step back from the problem. This mental break lets new perspectives and ideas emerge, leading to the “Aha!” moment and triggering creativity to move forward.

The Evaluation stage also plays a role. It connects the Insight and Elaboration stages by providing a platform for examining ideas in a structured manner. It rules out unfeasible ones and retains the best ones. This stage also helps identify potential roadblocks that could arise during implementation.

The transition from the Preparation to the Incubation stage significantly impacts the overall link between stages. It lays the groundwork for creative problem-solving. This stage is also a time to identify the problem, gather necessary information, and define the constraints before consciously moving the problem to the back of the mind. This process allows the subconscious to chip away at the problem, giving new insight.

Transition from One Stage to Next

Transitioning from the Preparation stage to the Incubation stage in creative problem-solving encourages individuals to take a break from the problem and let their minds wander. This allows them to think creatively and approach the problem from different angles. By doing so, the subconscious mind can work on the issue, often leading to unexpected “aha” moments.

For example, individuals may take a walk or engage in physical activity while incubating a problem, transcending traditional problem-solving thinking.

Using critical analysis tools, creative problem-solving can be achieved from the insight stage to the evaluation stage. Individuals should objectively review their ideas and consider key questions like, “Does this idea align with the problem I am trying to solve?” Group evaluations can also aid in this transition, as receiving feedback from others can help refine and improve ideas.

The transition from the Evaluation stage to the Elaboration stage is essential for implementing successful solutions. Elaboration involves fleshing out the best ideas generated during the evaluation phase, allowing for refinement and iteration. Teams may engage in brainstorming sessions, create prototypes, or conduct small-scale trials to test the solution’s feasibility. This process paves the way for implementing the most suitable solution to the problem at hand.

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How to Inspire Students Through Problem Solving

Date October 24, 2024

Est. Reading Time 3 mins

Learning isn’t linear. It’s a dynamic, ongoing and intuitive process for students to think outside the box, arrive at new conclusions and cultivate effective solutions for real-world challenges.

Educators know there isn’t just one path to inspiring problem solving in the classroom. Because children are inherently creative, their limitless imagination gives them a greater likelihood of producing innovative ideas free from restriction or self-doubt. Teachers can help students achieve creative problem-solving skills by pairing their natural curiosity with hands-on STEM experiences.

Take a look at these helpful tips to inspire your students through problem solving and encourage independent, critical thinking.

Tips for Inspiring Student Problem Solving

1. ask open-ended questions.

Children are masters of making candid observations. By asking open-ended questions, educators empower students to arrive at their own conclusions.

For example, if a student presents a problem they haven’t yet solved, a thoughtful response might sound like, “What’s working well here? What if there was a different way to look at this problem? How could you carry this idea throughout your project?” Or perhaps best of all – “What will happen if you follow your instincts?” These types of open-ended questions create space for student ideation and support autonomous learning, giving children ownership over their ideas.

2. Promote Authentic Problem Solving

Educator Rich Lehrer says that creating an authentic approach to problem solving involves making real-world connections. While hypotheticals are great to consider, students respond well to challenges they can identify in their daily lives.

Authentic problem solving adds meaningful context to everyday challenges, making STEM topics less abstract and more relatable. By putting meaningful problem solving at the heart of using technology for good, Lehrer inspires the next generation of inventors to make positive changes in the world.

3. Build Persistence

“Mistakes are proof that you are trying!” Does this phrase sound familiar? Problem solving is often a trial-and-error process. When students are given project-based learning opportunities, they lean into the power of persistence. There’s nothing quite like the moment when a student brings their ideas to life.

Positive reinforcement from enthusiastic educators and peers is a sure way to build resilient, confident and competent creators. Another great way to demonstrate the power of perseverance is to introduce innovative role models. For instance, persistent innovators like National Inventors Hall of Fame ® Inductees are ideal role models who will spark inspiration!

4. Incorporate Invention Education

Invention education is an inspired approach to learning that fosters creative problem solving and builds confidence in STEM subjects through the hands-on act of invention. Students test prototypes, revise their designs and troubleshoot any existing flaws.

For more than 30 years, the National Inventors Hall of Fame has been developing invention education programs that provide unique experiential learning opportunities. These programs help students develop the I Can Invent ® Mindset – the same powerful mindset National Inventors Hall of Fame Inductees have used to develop world-changing solutions. The Hall of Fame’s approach to invention education creates an environment that welcomes innovative thinkers and supports collaboration as students design new and unique solutions for modern challenges.

Learn More Ways to Inspire and Empower Students

Teachers are often children’s biggest advocates because they see and know their potential. By engaging children with authentic problem solving and instilling the confidence to find solutions, early STEM experiences lead to tangible life skills. The more educators across the country strive to foster classroom environments where every idea is valued and each student feels inspired to problem solve, the better the academic outcomes! To learn more, explore our website .

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