McFadzeanEncouraging creative thinking.docx
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McFadzeanEncouraging creative thinking.docx
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McFadzeanEncouragingcreativethinking
Encouragingcreativethinking
McFadzean,Elspeth.Leadership&OrganizationDevelopmentJournal
20. 7
(1999):
374-383.
Abstract(summary)
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Inordertodevelopmoreinnovativeproducts,processandservices,organizationsmustencouragetheiremployeestothinkmorecreatively.Thepurposeofthisarticleistoexplorecreativeproblemsolvingandtopresentamodelthatcanhelpfacilitatorsandteammemberschooseanappropriatetechniquefortheirsituation.
Inordertodevelopmoreinnovativeproducts,processandservices,organizationsmustencouragetheiremployeestothinkmorecreatively.Thepurposeofthisarticleistoexplorecreativeproblemsolvingandtopresentamodelthatcanhelpfacilitatorsandteammemberschooseanappropriatetechniquefortheirsituation.
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∙Jumptofirsthit
ElspethMcFadzean:
HenleyManagementCollege,Henley-on-Thames,UK
Introduction
Inordertodevelopinnovativeproducts,servicesorprocedures,organisationsmustencouragetheiremployeestobecomemorecreative.Onemethodofundertakingthisistoutilisecreativeproblem-solvingtechniques(VanGundy,1992;VonOech,1983;Carr,1994;deBono,1992;RobinsonandStern,1997).Therearenumeroustypesofcreativeproblem-solvingtechniques.VanGundy(1992)hasclassifiedtheseintotechniquesthatareusedbyindividualsandthosethatareutilisedbygroups.Inaddition,hehasalsodividedthemintotechniquesthatuserelatedstimuliandthosethatuseunrelatedstimuli.Perhapsthemostpopulartechniqueisthatofbrainstorming,wheregroupmemberscommunicateideastothefacilitatorwhowritesthemdownonaboardorflipchart.VanGundy(1988),McFadzean(1998a)andCouger(1995)havealsodescribedcountlessothercreativeproblem-solvingtechniques.Thepurposeofthispaperistodevelopaframeworkthatwillenableteammembersand/orfacilitatorstochoosewhichisthemostappropriatetechniqueforthemtoutilise.Inaddition,thepaperwillalsodiscusstheimplicationsforchoosingparticulartechniquesandwilldescribethestrengthsandweaknessesofthesemethods.Thenextsectionofthispaper,therefore,willpresentthecreativeproblem-solvingframework.Theremainderofthearticlewilldescribesomeofthetechniquesandtheirimplications.Finally,asummaryofthepaperispresented.
Thecreativitycontinuum
Newelletal.(1962,pp.65-66)havedefinedcreativityasfollows:
"Problemsolvingiscalledcreativetotheextentthatoneormoreofthefollowingconditionsaresatisfied:
""1Theproductofthinkinghasnoveltyandvalue(eitherforthethinkerorforhis/herculture).""2Thethinkingisunconventional,inthesensethatitrequiresmodificationorrejectionofpreviouslyacceptedideas.""3Thethinkingrequireshighmotivationandpersistence,takingplaceeitheroveraconsiderablespanoftime(continuouslyorintermittently)orathighintensity.""4Theproblemasinitiallyposedwasvagueandill-definedsothatpartofthetaskwastoformulatetheproblemitself."
NagasundaramandBostrom(1993)andGryskiewicz(1980;1987)suggestthatcreativityoccurswhennewrelationshipsbetweenexistingelementsoccurand/orwhennewelementsarebroughtin.Forexample,camerashaveexperiencedalotofchangesduringthepastfewyears.Today,wehavecompact,disposable,polaroid,digitalandvideocameras.Thedisposablecamerahasbeendevelopedbychangingtherelationshipsbetweenexistingelements.Insteadofhavingaplasticcase,disposablecamerashavecardboardcases.Thedigitalcamera,however,hasbeendevelopedbybringinginnewelements,intheformofnewtechnology.Thesecamerasnolongerusefilmtostorepictures.Instead,memorycardsordiskscanbeinsertedintothecamera.Theimagesarecapturedandcanthenbeeasilytransferredtoacomputer.
AccordingtoMcFadzean(1998b),Couger(1995),VonOech(1983)anddeBono(1992),creativitycanbeencouragedbychangingaperson'smindsetorparadigm.Kuhn(1970,p.10)introducedtheconceptoftheparadigmtothescientificworld.Hesuggestedthatscientificparadigmsareacceptedexamplesofactualscientificpractices,exampleswhichincludelaw,theory,application,andinstrumentationtogether-[that]providemodelsfromwhichspringparticularcoherenttraditionsofscientificresearch.Smith(1975)definesaparadigmasasharedsetofassumptions,awaypeopleperceivetheworldandawayofexplainingwhatisgoingonroundaboutthem.Moreover,Smithsuggeststhatifpeopleareinthemiddleofaparadigmitisdifficultforthemtoperceivethesituationinanyotherway.Creativeproblemsolving,however,canhelppeopletomodifyorevenchangetheirparadigm(McFadzean,1998b;deBono,1992).
McFadzean(1998b)andVanGundy(1988)suggestthatparadigmchangescanbemadebyusingthreedifferentstrategies,namely:
1.association,
2.stimulation,and
3.expression.
Theobjectiveofbrainstorming,forexample,istodevelopasmanyideasaspossible.AccordingtoOsborn(1957),thisisbecausethequantityofideaswillultimatelyyieldquality.Inotherwords,themoreideasgenerated,themorelikelyitisthatthegroupwillproducesomegoodqualityideas.Inaddition,thereshouldbenocriticismduringthisphase.Thisisbecausearelaxedandjudgement-freeatmosphereencouragestheflowofideaswhichwouldbeseverelyimpededifparticipantswereallowedtoconveytheirjudgementoneachidea(Majaro,1988).Thefacilitatormustalsoencouragethegrouptocombineandimprovetheirideas.Theparticipantsshouldbuildonpreviousideas-calledpiggybacking-andtolookforwaysofcombiningtwoormoreideastogenerateathirdideanotthoughtofpreviously.Piggybackingisaformofassociation.Theparticipantscanundertakepiggybackingwhenevertheyseefit.Thisisthereforefreeassociation.
Theideasdevelopedduringabrainstormingsessionareusedtosparkoffnewideas.Inotherwords,participantsarestimulatedbyinformationthatisrelatedtotheproblemorsituation(McFadzean,1996).Inaddition,brainstorminganditsderivatives(e.g.brainwritingandnominalgrouptechnique)utiliseeitherverbalorwrittenexpression.Thismeansthatideasarecommunicatedbywritingthemdownorspeakingtotherestofthegroup.ThesetypesoftechniquesareshowngraphicallyinFigure1.
McFadzean(1996)andGarfieldetal.(1997)haveshownthatthesetechniquesdonotnecessarilyencourageparticipantstomodifyorchangetheirparadigms.McFadzean(1996),however,hasshownthatbychangingthemethodsofassociation,stimulationandexpression,participantscanbeencouragedtochallengetheirparadigms.Forexample,objectstimulationutilisesforcedassociationandunrelatedstimuli.Here,participantsareaskedtodescribeobjects.Thesedescriptionsarethenusedasunrelatedstimulitoencouragethedevelopmentofnewandnovelideas.Inotherwords,theyareforciblylinkedbacktotheproblem.Forinstance,acompanycouldusethistechniquetodevelopnovelideasforanewmarketingstrategy.Theparticipantscouldchooseacompanyoutsidetheirownindustrysectoranddescribethemarketingtechniquesthattheythinkaresuccessful.Participantsfromasupermarket,forexample,couldlistthemarketingstrategiesdevelopedbyotherfirmssuchasVirginAirways,DisneyWorld,BT,theRoyalBankofScotland,etc.Thesestrategiescanthenbelinkedbackanddevelopedsothattheycanfitinwiththesupermarket'soverallstrategy.Forexample,supermarketsarenowofferingfinancialservices,whichwerepreviouslyonlyofferedbybanks.
Objectstimulationthereforeencouragesparticipantstostretchtheirgivenparadigmbyutilisingunrelatedstimuliandforcedassociation.ThisisshowninFigure2.
Paradigmscanbebroken,however,byusingunlimitedmethodsofexpressionaswellasunrelatedstimuliandforcedassociation.AnexampleofaparadigmbreakingtechniqueisRichPictures(McFadzean,1998a;McFadzeanetal.,1998).Here,participantsareaskedtodrawapictureofwheretheyseetheircompanyintenyears'time.Theyarethenaskedtodrawapictureofhowtheyseethecompanyatthepresenttime.Next,eachparticipantdescribesthetwopicturesandgivesreasonsforwhyhe/shehasusedtheseparticularimagestorepresentthecompany.Thetechniquecandrawoutalotofinformationthatwouldnotnecessarilyhavebeenrevealedusingmoreconventionaltechniques.Inaddition,theparticipantscanseeinstantaneouslythedifferencesbetweenthepictureofthefutureandthepictureofthepresent.Thestimulidevelopedfromthesepicturescant
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