Creative Problem Solving Training: What Works?

4769744435_1985998a32_z (3)[We’re pleased to welcome David Vernon of Cantebury Christ Church University. David recently published an article in Human Resource Development Review entitled “An Evidence-Based Review of Creative Problem Solving Tools: A Practitioner’s Resource” with co-authors Ian Hocking and Tresoi C. Tyler.]

  • What inspired you to be interested in this topic?

My colleague, Dr Ian Hocking, and I were interested in the nature of creative problem solving and how, if at all, this could be facilitated or improved by using a structured thinking tool. With the help of Tresoi Tyler we began a systematic search of the literature to explore and identify the various tools that have been used to enhance some aspect of creative problem solving. We then focused our search to examine precisely which tools have some/any evidence to support their use. In essence, we wanted to know which tools have been shown to work.

  • Were there findings that were surprising to you?

Yes. I think the aspect of our work that surprised us all was the mismatch between the Current Issue Covernumber, availability and use of creative problem solving tools and their empirical basis. This gave rise to what we referred to as ‘the plethora and the paucity’ – which simply meant that the plethora of available tools was matched only by the paucity of research showing that they had any real benefit.

  • How do you see this study influencing future research and/or practice?

In terms of practice we hope this will have two effects. First, our review will provide practitioners with a clear understanding of which tools have been shown to benefit a particular stage of creative problem solving. In this sense, we hope that it will serve as a useful resource. Second, we hope that this encourages practitioners to ask what we consider to be an essential question when faced with using any creative problem solving tool: ‘What is the evidence that this works?’

In terms of future research, again there are two directions we think our work can have some impact. First, we have provided in the review an outline of which tools seem to work at the various stages within creative problem solving. However, this work needs to be continued to ascertain the broader benefits of using such tools. For instance, such tools can be explored using a variety of different problem types and levels of training, as well as looking at long-term benefits and transfer effects. Second, many tools have little or no empirical support. This doesn’t mean they don’t work, of course. It may reflect the fact that no one has looked. Moving forward, we would hope that our review stimulates researchers to examine the possible benefits these tools.

The abstract for the paper:

Creative problem solving (CPS) requires solutions to be useful and original. Typically, its operations span problem finding, idea generation, and critical evaluation. The benefits of training CPS have been extolled in education, industry, and government with evidence showing it can enhance performance. However, although such training schemes work, less is known about the specific tools used. Knowing whether a particular tool works or not would provide practitioners with a valuable resource, leading to more effective training schemes, and a better understanding of the processes involved. A comprehensive review was undertaken examining the empirical support of tools used within CPS. Despite the surprising lack of research focusing on the use and success of specific tools, some evidence exists to support the effectiveness of a small set. Such findings present practitioners with a potential resource that could be used in a stand-alone setting or possibly be combined to create more effective training programs.

You can read “An Evidence-Based Review of Creative Problem Solving Tools: A Practitioner’s Resource” from Human Resource Development Review free for the next two weeks by clicking here. Want to stay current on all of the latest research from Human Resource Development ReviewClick here to sign up for e-alerts!

*Image attributed to Reilly Butler (CC)
This entry was posted in Creativity and Innovation, Human Resource Development, human resource development review, Teaching & Learning, Uncategorized and tagged , , , , , , , by Cynthia Nalevanko, Editor, Management INK. Bookmark the permalink.

About Cynthia Nalevanko, Editor, Management INK

Founded in 1965, SAGE is the world’s leading independent academic and professional publisher. Known for our commitment to quality and innovation, SAGE has helped inform and educate a global community of scholars, practitioners, researchers, and students across a broad range of subject areas. With over 900 employees globally from principal offices in Los Angeles, London, New Delhi, Singapore, and Washington DC, our publishing programme includes more than 560 journals and over 800 books, reference works and databases a year in business, humanities, social sciences, science, technology and medicine. Believing passionately that engaged scholarship lies at the heart of any healthy society and that education is intrinsically valuable, SAGE aims to be the world’s leading independent academic and professional publisher. This means playing a creative role in society by disseminating teaching and research on a global scale, the cornerstones of which are good, long-term relationships, a focus on our markets, and an ability to combine quality and innovation. Leading authors, editors and societies should feel that SAGE is their natural home: we believe in meeting the range of their needs, and in publishing the best of their work. We are a growing company, and our financial success comes from thinking creatively about our markets and actively responding to the needs of our customers.

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