Basadur, M. S., Graen, G. B. & Green, S. G. (1982). Training in creative problem solving: Effects on ideation and problem finding in an industrial research organization. Organizational Behavior and Human Performance, 30, 41-70.
Covington, M. V. (1987). Instruction in problem solving and planning. In S. L. Friedman, E. K. Scholnick, & R. R. Cocking (Eds.). Blueprints for thinking: The role of planning in cognitive development (pp. 469-511). London: Cambridge University Press.
- Socioemotional Development research papers examine the theory that suggests that identity is developed throughout a personâs lifespan, and is characterized by a series of crises that an individual must resolve in order to move on.
Discuss one (1) project where you used a problem-solving approach to address what turned out to be common-cause variation, or where you used a process improvement approach to deal with a special cause.
The purpose of this paper is to first identify the different issues and opportunities that TeraTech is facing, and to discuss the various alternatives that could help them solve their problems....
Firestien, R. L. & McCowan, R. (1988). Creative problem solving and communication behavior in small groups. Creativity Research Journal, 1, 106-114.
Firestien, R. L. (1990). Effects of creative problem solving training on communication behaviors in small groups. Small Group Research, 21, 507-521.
Firestien, R. L. & Treffinger, D. J. (1983). Ownership and converging: Essential ingredients of creative problem solving. Journal of Creative Behavior, 17, 32-38.
Duell, O. K. (1986). Metacognitive skills. In G. D. Phye & T. Andre (Eds.). Cognitive classroom learning: Understanding, thinking and problem solving (pp. 205-242). Orlando, FL: Academic Press, Inc.
Greeno, J. G. (1980). Trends in the theory of knowledge for problem solving. In D. T. Tuma & F. Reif (Eds.). Problem solving and education: Issues in teaching and research (pp. 9-23). Hillsdale, NJ: Erlbaum.
To successfully implement the initial public offering (IPO), GeneOne must follow the nine-step problem-solving process to determine the issues, find the core problem, identify risks, and find the optimal solution.
If I am a faculty member, my "customers"—who include hirers of graduates, university administrators, governing boards, state legislatures, research funding agencies, parents, and students—want different and frequently contradictory things. Industry wants graduates who have good technical, communication, and teamwork skills and who can think critically and solve problems creatively. Administrators and governing boards want the university to have high national rankings (which are invariably based on research reputations), large amounts of external funding, and high "productivity," turning out as many graduates in as short a period of time as possible and at the lowest possible cost. Legislatures want the universities to be responsive to the taxpayers’ needs, which usually means having a strong but affordable undergraduate program. Funding agencies want results obtained quickly and cost-effectively. Parents want low tuition and graduation in four years or less. And then there are the students.
Isaksen, S. G. (1995). CPS: Linking creativity and problem solving. In G. Kaufmann, T. Helstrup, & K. H. Teigen, (Eds.), Problem solving and cognitive processes: A festschrift in honour of Kjell Raaheim (pp. 145-181). Bergen-Sandviken, Norway: Fagbokforlaget Vigmostad & Bjørke AS.
Angelo & Cross (1993) outline a variety of classroom assessment techniques, all of which generate products suitable for inclusion in student portfolios. The devices they suggest include minute papers, concept maps, audiotaped and videotaped protocols (students reporting on their thinking processes as they solve problems), student-generated test questions, classroom opinion polls, course-related self-confidence surveys, interest/knowledge/skills checklists, and reactions to instruction.
Isaksen, S. G. (2004). The progress and potential of the creativity level - style distinction: Implications for research and practice. In W. Haukedal, B. Kuvas (Eds). Creativity and problem solving in the context of business management (pp. 40-71). Bergen, Norway: Fagbokforlaget.