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Aldous, C.R. (2005) Creativity in problem solving: uncovering the origin of new ideas, International Education Journal, 5(5), pp.43-56.
This article is based on a study involving a protocol analysis in which five expert problem-solvers were investigated, and different contexts were used to assess how they solved problems. Three secondary school mathematics teachers were part of the study subjects, as were an applied mathematics lecturer and a student in Grade 11 who was proficient in solving mathematics problems. From the study, three critical themes in generating new ideas are uncovered, including visual-spatial and analytical reasoning, the role of feelings in listening to the self, and interactions relating to conscious and non-conscious reasoning; these themes aid description of cognitive and non-cognitive elements used in creative problem-solving.
The article acknowledges that there are many definitions surrounding the term creativity and highlights one of them that is accepted in the fields of education and psychology. This definition describes creativity as a process in which effective novelty gets produced; that is, creativity yields things that are original and useful. It is noted that the creative process encompasses subjective and objective elements. Notably, creative models that have been developed draw largely from the creativity model by Wallas that includes preparation, incubation, illumination, and verification as the stages that a creative process should follow. Within the different phases of the process, various feedback loops arise.
One important aspect of this study that sets it apart from others that have been conducted in the creativity field is the assertion that creativity needs to be perceived from the perspective of the originator. The implication is that what should be considered while classifying productions in terms of whether they are creative or not should not be solely based on whether the same creative process had been previously used. It should be considered whether the originator in a specific case came up with a novel production. The study concludes that producing new ideas, which is the basis of creativity, involves interactions of thinking and feeling. In addition, generating these ideas includes both focused and defocused attention.
From the article, one important lesson is that the creative process creates feelings and includes preconscious and nonconscious activities. Preverbal and non-verbal processes play a crucial role as far as creativity is concerned. The underlying message that the author of the article passes is that when solving problems creatively, all elements relating to the creative process should be considered. The context is also an important factor when classifying the creativity of productions.
This source is from a credible journal in Australia that publishes comparative studies. It is peer-reviewed, and the information that the article presents adequately covers creative problem solving using new ideas. The analysis presented in the article reports the work of a study conducted about creative problem solving and is thus trustworthy. This journal article has been written by an expert in the field of creative thinking who holds a Ph.D. in mathematics education and creative problem-solving.
One major limitation in the study is the small number of participants, and this may raise questions about the application of the studys findings in other areas where creative problem solving is used. In addition, there is bias because the article only discusses solving problems through the creative process from the perspective of expert problem solvers only. It is also not clear how the outcome of the study can be related to other areas of society because it is based in the field of education.
The article adds value to research in creative problem solving by revealing the interaction of elements related to creativity, including brain circuits, different mental activities, and feelings generated as one listens to the self. The article also makes a significant contribution to creative problem solving by suggesting a framework of creative problem solving on the basis of the study that was conducted. This gives future researchers an idea of how to use their research to develop other problem-solving frameworks.
Vidal, R.V.V. (2004) Creativity and problem-solving, Economic Analysis Working Papers (2002-2010). Atlantic Review of Economics (2011-2016), 3, pp.1-22.
This article discusses various modern and interdisciplinary concepts of creativity and the creative process in relation to operational research. It also introduces research that has been conducted in this area of creativity. More importantly, in terms of problem-solving, the article discusses creative tools, as well as the creative problem-solving approach. The author also goes the extra mile to show the application of creative concepts and tools in different situations.
It is noted that finding solutions to problems in real life with the support of operational research exhibits characteristics of science and art. However, little has been written in relation to the art aspect where creativity lies. The author reports about one of the publications on creativity, which notes that building models are largely products of art, and for this reason, creativity is much needed. One publication that has also been highlighted introduces the concept of hard operational research, which is key to understanding situations and the development of tools. The concept of soft operational research, which largely emphasizes the management of relationships, is also introduced. In solving problems, it is important to specify the type of operational research to be used.
Being creative is a process, and tests can be applied to determine individual creative abilities. Moreover, there are ways through which creativity can be improved or blocked. The article adds that any creative activity, irrespective of whether it is a conscious or unconscious process, involves associative thinking. In the article, the author desists from defining creativity in simple and general terms and suggests calling it the ability to challenge assumptions, recognition of patterns, seeing differently, connecting, risk-taking, and seizing an opportunity. Creativity implies opening up to alternatives, and because people build-up blocks, the achievement of such open-mindedness becomes impossible.
These sentiments are cemented by Anwar et al. (2012, p. 44), who posit that there is no globally agreed-upon definition of creativity and that it entails being open to ideas and willing to explore the unknown. The author notes that the creative problem-solving process occurs in stages that were developed by Wallas, a psychologist, and these are: preparation, incubation, illumination, and verification. Solving problems using the creative approach is best done by starting with divergent thinking so that different ideas can be obtained and then switching to convergent thinking to determine the ideas that are most suitable.
The author of this article has written widely in the field of creativity and problem solving and has engaged in various research projects in this area. His knowledge in this area makes the information presented in this source worthy and valuable in the field of creativity. The article was published in a credible journal that has ensured quality publications in the last two decades. Originality is emphasized for authors who want to publish their work in this journal, and, therefore, this adds to the quality aspect of the journal. The article presents a comprehensive discussion of creative problem solving that covers different aspects of the creative process. Issues are discussed in-depth, which provides the audience with a deep understanding of key elements related to creative problem-solving.
The article contributes valuable insights to the field of creativity that are particularly relevant to operational research workers. For example, it adds to research in creativity by uncovering some of the major works published in creativity-operational research. It also provides additional research materials that provide more information about some of the themes covered in the article. This source complements some of the issues discussed by Aldous (2005) and explains some of them in more detail. For example, the article supports sentiments of cognition and learning, as well as the stages of the creative process, namely preparation, incubation, illumination, and verification (Vidal, 2004, p. 7; Aldous, 2005, p. 44).
However, the source does not agree with Aldouss work entirely. Vidal contradicts the approach by Aldous, where he provides explicit definitions of creativity and states that there is no single way of defining creativity.
Comparing and Contrasting the Articles
The two articles offer significant insights into the subject of creativity and how it can be used to solve problems. The authors in both instances take note of the definitions of creativity, and this helps highlight what one deals with when solving problems through the creative process. However, they differ in the way that the term creativity is defined. While Aldous gives simple and general definitions of the term, Vidal takes on a different approach by avoiding defining the term in such a way and instead suggests different ways through which the term can be understood and gives no specific meaning.
Of the essence is that the authors of the two articles introduce creativity in a way that the reader understands the term and the different ways it is applied in solving problems. Despite this difference in the way the two articles define creativity, there is concurrence that using creative problem solving requires one to be open to alternatives. It is also clear from both of them that the best solutions are chosen from the available options by determining the solution or idea that works best in the current situation.
Solving problems creatively involves a process that follows different steps. This is a point that both articles agree on. In this regard, the authors report that creative problem solving involves preparation, incubation, illumination, and verification as the stages that have to be followed to find solutions through the creative process. Similarly, the two articles also allude to the fact that creative activities may include conscious or unconscious processes, and this shows the similarity of issues related to creativity and problem-solving. The articles create a notion that people are creative in their own regards, but the level of creativity differs from one individual to another.
The focus of the two articles is different in the way the authors approach the subject of creative problem-solving. In the first article, the emphasis is on how new ideas can be developed (Aldous, 2005, p. 43). On the other hand, Vidal (2004, p. 1) is concerned with operational research and how it can be used, as well as other related elements, including creative problem solving and application of relevant concepts.
In addition, the findings by Aldous are based on the outcome of a protocol analysis study (Aldous, 2005, p. 43), but Vidals article largely depends on past research in the field of creativity and introduces notable publications that address creativity and its use in solving problems (Vidal, 2004, p. 1). The different approaches that the authors have used in addressing the idea of creativity and problem-solving help in widening the scope of understanding the creative process.
It is important to note the way the articles present their information and, in particular, the use of illustrations and examples of the application of creative concepts to solve problems. From Aldouss study, the step-by-step reporting of the participants tackling of problems in the subject of mathematics clearly shows the creative problem-solving process in action and makes it easier to understand its different aspects. This illuminating mode of delivery lacks in Vidals work, where there are no clear illustrations of how the concepts of creativity are utilized. Consequently, this leaves one to guess practical examples of applying the concepts from the general information that has been provided.
The authors of the two articles have done a commendable job, and they create an impression of well-conducted research in the area of creativity. Given the wealth of experience that the authors have in the field of creativity, the articles contain relevant information.
The smooth flow of information from one section to another makes it easy to connect the different ideas expressed in the articles. Reading both articles provides key insights that are of the essence in terms of how the creative process can be used to solve problems in different situations. Despite using different approaches in addressing the issue of creative problem solving, sufficient information is available in both articles to help one understand clearly what goes on in the mind when creative solutions are sought. The underlying message from both articles is that creativity helps in generating new ideas or solutions to problems, and the necessary process and steps should be used to find these ideas or solutions.
The CPD Portfolio extract
Career Statement
Over the next three years, I would like to rise through the ranks to a management position. Being an individual who is committed to career development, and one who is passionate about their career, I want to rise above the ranks and take on greater responsibility. Achieving this goal will require a commitment to current work obligations and showing a desire to develop my career.
Development Plan and Where Am I Now? Analysis
The development plan entails how perceived weaknesses can be improved to achieve my career goal. On the other hand, the Where Am I Now? Analysis illustrates my abilities and competencies. The development plan and the Where Are I Now? Analysis indicates the areas of my career that need to be enhanced through specific actions and my areas of strength that make me excel in my career.
Where Am I Now? Analysis
Summary of Perceived Strengths and Weaknesses
After conduction, the Where Am I Now? Analysis of certain strengths and weaknesses are evident. One of my strengths is that I am highly skilled in conducting research. I am also a critical thinker, and I am able to strictly adhere to rules and guidelines of professional conduct. Last but not least, I have an excellent ability to analyze cases. In terms of weaknesses, emotions often overcome me. Moreover, stress management is a problem for me. Lastly, my negotiation ability is the one that needs to be improved.
Development Plan
Reference List
Aldous, C.R. (2005) Creativity in problem solving: uncovering the origin of new ideas, International Education Journal, 5(5), pp. 43-56.
Anwar, M. N. et al. (2012) Relationship of creative thinking with the academic achievements of secondary school students, International Interdisciplinary Journal of Education, 1(3), pp. 44-47.
Vidal, R.V.V. (2004) Creativity and problem solving, Atlantic Review of Economics (2011-2016), 3, pp. 1-22.
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