New Horizons for Learning: Lifelong Learning

New Horizons for Learning: Lifelong Learning

Creative Problem Solving: Overview and Update

by Dr. Don Treffinger

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Understanding the Challenge. In this component of CPS the key word is �Clarity.� The purposes of this component are to clarify a broad goal or challenge, to set the principal direction for your problem solving efforts, and to define a specific problem on which to work. If you have ever served on a school committee, you�ve probably experienced the need for clarity in understanding the challenge. At the beginning of their work, committee members often agree about their task, or at least they think they do! They might say, for example, �We want more computers in our school!� However, once they begin to discuss what they really mean by �more computers� and �in our school,� they often discover that everyone has a different idea (what kind of computers? in the classroom or in a lab, or both? laptops for every student? �.), and they need to invest some effort in clarifying or defining the problem or challenge. To do that, they might use any or all of three CPS stages in this component, which are:

Constructing Opportunities. This stage involves establishing a constructive goal for your work, and considering an opportunity statement that is broad, brief, and beneficial. An opportunity statement often begins with a phrase such as, �Wouldn�t it be nice if�. [WIBNI�]�

Exploring Data. This stage involves examining many sources of data and focusing on the most important elements of the task or situation. What do you know about the situation? What do you need or want to know? Prompt yourself for important data by asking, �Who? What? When? Where? Why? How?�

Framing Problems. In this stage, problem solvers pose a clear and specific problem statement for their task. An effective problem statement opens the door for the search for many new and useful ideas. Instead of saying, �The problem is�� (or �we can�t because��), effective problem statements begin with an open-ended phrase or stem that invites creative thinking. For example, we often use the stems �In what ways might we� (IWWMW�)� or �How might we� (HMW�)�

Generating Ideas. This component of CPS emphasizes the search for many, varied, and novel possibilities for a problem or challenge. The key word for this component is �Ideas.� This component has one stage, also called Generating Ideas. In this stage, problem solvers apply specific tools, such as brainstorming, to come up with new ideas.

Preparing for Action. This CPS component helps you to transform promising ideas into workable solutions, and to get ready to carry out those solutions. The key word for this component is �Action.� The goals of this component are to develop promising solutions so they�re as strong as possible, and then to consider specific action steps through which those solutions will have the best possible chance of success. There are two specific stages in this component; they are:

Developing Solutions. In this stage, you will ask, �What do we see ourselves doing to carry out our best ideas?� You will plan deliberate strategies to organize, refine, and develop their most promising options.

Building Acceptance. This stage involves considering ways to increase support and to decrease or overcome resistance to possible solutions. It also involves developing a specific and detailed Plan of Action to carry out the solution successfully.