What is Creativity ?What is Creativity ?

The ability to produce original, The ability to produce original, imaginative and unique ideas.imaginative and unique ideas.

‘‘LATERAL THINKING ?’LATERAL THINKING ?’

What is Creativity?What is Creativity?

A hunch is creativity trying to tell A hunch is creativity trying to tell you something. Frank Caprayou something. Frank Capra

INTUITIONINTUITION

What is Creativity?What is Creativity?

Imagination is more important Imagination is more important than knowledge. Albert Einsteinthan knowledge. Albert Einstein

DIVERGENT THINKINGDIVERGENT THINKING

Creativity and Decision MakingCreativity and Decision Making

Phases of CreativityPhases of Creativity Theories of CreativityTheories of Creativity Blocks to CreativityBlocks to Creativity Creativity Enhancing Creativity Enhancing

TechniquesTechniques Value-Focused Thinking Value-Focused Thinking

ApproachApproach Quality Tools for CreativityQuality Tools for Creativity

IntroductionIntroduction Better decisions requires better Better decisions requires better

alternativesalternatives Bad alternatives will lead to bad Bad alternatives will lead to bad

decisionsdecisions How do we obtain these better How do we obtain these better

alternatives?alternatives? Extend beyond current “the box”Extend beyond current “the box” Find ways to achieve objectives in Find ways to achieve objectives in

new waysnew ways These new alternatives have These new alternatives have

elements of novelty and elements of novelty and effectivenesseffectiveness

Creative?Creative?

But I’m not creative enough!!But I’m not creative enough!! There are techniques and tools to enhance There are techniques and tools to enhance

creativitycreativity These tools guide the formation and flow of These tools guide the formation and flow of

ideas in the mindideas in the mind You can be an expert in your field, and that will You can be an expert in your field, and that will

help the creative processhelp the creative process You can expand your cognitive process to You can expand your cognitive process to

become more creativebecome more creative Other experiences, puzzles, reading, etcOther experiences, puzzles, reading, etc

We want to have “fluency” and “flexibility”We want to have “fluency” and “flexibility” Quickly generate many ideas across a wide Quickly generate many ideas across a wide

rangerange

Psychological Theories of Psychological Theories of CreativityCreativity

Well studied area; very rich literatureWell studied area; very rich literature Psychoanalytic TheoryPsychoanalytic Theory

Creative thought is the product of brain Creative thought is the product of brain processing not accessible to conscious processing not accessible to conscious thoughtthought

Behavioral TheoryBehavioral Theory Creative behavior results from Creative behavior results from

environmental stimulienvironmental stimuli Appropriate awards can lead to creative Appropriate awards can lead to creative

behaviorbehavior Cognitive ApproachCognitive Approach

Creative behavior stems from a capacity Creative behavior stems from a capacity for making unusual and new mental for making unusual and new mental associations of conceptsassociations of concepts

Creative people create more “variations”Creative people create more “variations”

Psychological Theories of Psychological Theories of CreativityCreativity

Self-ActualizationSelf-Actualization Able to perceive reality accuratelyAble to perceive reality accurately Compare cultures objectivelyCompare cultures objectively Can look at things in a fresh, Can look at things in a fresh,

naïve, simple waynaïve, simple way Be happy and thus be creative!Be happy and thus be creative!

Phases of Creative ProcessPhases of Creative Process

PreparationPreparation Learn about the problemLearn about the problem Examine problem from various Examine problem from various

perspectivesperspectives Similar to structuring the problemSimilar to structuring the problem Understanding the structure of the Understanding the structure of the

problem and how elements relate problem and how elements relate to one another is preparation for to one another is preparation for the creative processthe creative process

Phases of Creative ProcessPhases of Creative Process IncubationIncubation PreparationPreparation

Explore new paths and alternativesExplore new paths and alternatives Many include unconscious Many include unconscious

processing of information processing of information Find solutions to problems in a Find solutions to problems in a

dreamdream Position of pieces of information Position of pieces of information

yields a creative solutionyields a creative solution How many have wanted to “think How many have wanted to “think

about it for a while?”about it for a while?”

Phases of Creative ProcessPhases of Creative Process

PreparationPreparation IncubationIncubation IlluminationIllumination

When all the pieces come togetherWhen all the pieces come together VerificationVerification

Does the solution have merit?Does the solution have merit? Return to the hard logic of the problemReturn to the hard logic of the problem Are all constraints being satisfied?Are all constraints being satisfied? How well does it perform with respect to How well does it perform with respect to

the fundamental objectives?the fundamental objectives?

Blocks to CreativityBlocks to Creativity A “block to creativity” interferes with A “block to creativity” interferes with

creativitycreativity Why should we be concerned about Why should we be concerned about

them?them? They hinder our decision analytical They hinder our decision analytical

processprocess If we understand what they are, and why If we understand what they are, and why

they hinder the process, we can they hinder the process, we can hopefully avoid themhopefully avoid them

Framing and Perceptual BlocksFraming and Perceptual Blocks Arise in the ways we tend to perceive, Arise in the ways we tend to perceive,

define, and examine the problemdefine, and examine the problem

Perceptual BlocksPerceptual Blocks Stereotyping – fit into some standard Stereotyping – fit into some standard

categorycategory Tacit assumptions – impose artificial Tacit assumptions – impose artificial

constraintsconstraints SaturationSaturation

Focus too quickly on “obvious” problemFocus too quickly on “obvious” problem Focusing to much on detailsFocusing to much on details Getting overwhelmed with dataGetting overwhelmed with data

Inability to see problem from other Inability to see problem from other viewpointsviewpoints Multiple objectives will be at playMultiple objectives will be at play Must understand other’s values and Must understand other’s values and

objectivesobjectives

Emotional or Value-based Emotional or Value-based BlocksBlocks

Fear of taking a riskFear of taking a risk Risk aversion is a key decision analysis Risk aversion is a key decision analysis

conceptconcept May be counterproductive to not offer May be counterproductive to not offer

“wild” ideas“wild” ideas Status quo biasStatus quo bias

Various levels of bias to current state of Various levels of bias to current state of affairsaffairs

Change can be hard to acceptChange can be hard to accept Reality versus FantasyReality versus Fantasy

Some people only want realistic solutionsSome people only want realistic solutions Such people are comfortable “in their box”Such people are comfortable “in their box”

Emotional or Value-based Emotional or Value-based BlocksBlocks

Judgment and CriticismJudgment and Criticism Do not apply your values too soon Do not apply your values too soon

in creative processin creative process Need to let ideas flow freelyNeed to let ideas flow freely

Inability to IncubateInability to Incubate Not well understoodNot well understood Accepted as a phaseAccepted as a phase Are we always given time to Are we always given time to

incubate an idea?incubate an idea?

Cultural BlocksCultural Blocks TaboosTaboos

Views of culturally accept behavior may Views of culturally accept behavior may block ideasblock ideas

HumorHumor Good ideas can be obtained in an informal Good ideas can be obtained in an informal

settingsetting Often want to let the joking free-wheel for a Often want to let the joking free-wheel for a

timetime Reason and Logic prevailsReason and Logic prevails

Overly analytical thinking (even though it is Overly analytical thinking (even though it is important)important)

Tradition and changeTradition and change Often a strong resistance to changesOften a strong resistance to changes The status quo got the decision maker The status quo got the decision maker

where they arewhere they are

Environmental BlocksEnvironmental Blocks Non-supportive environmentNon-supportive environment Environment that dissuades humor Environment that dissuades humor

and playfulness and playfulness Organization is overly structured and Organization is overly structured and

routineroutine Strictly hierarchical structureStrictly hierarchical structure Autocratic bossesAutocratic bosses

Bosses that have all the answersBosses that have all the answers Over focus on awards, competition Over focus on awards, competition

and oversightand oversight Strict timelinesStrict timelines

Often a tight suspense can lead to good Often a tight suspense can lead to good resultsresults

BrainstormingBrainstorming Introduced in 1930s by OsbornIntroduced in 1930s by Osborn Based on idea of eliminating Based on idea of eliminating

perceptual blocking filtersperceptual blocking filters Two Principles:Two Principles:

Defer judgmentDefer judgment Quantity breeds qualityQuantity breeds quality

Four rulesFour rules Rule out criticismRule out criticism Welcome freewheelingWelcome freewheeling Seek large quantities of ideasSeek large quantities of ideas Encourage combination and improvement of Encourage combination and improvement of

ideasideas

BrainstormingBrainstorming Works due to its synergistic effectWorks due to its synergistic effect

Among participantsAmong participants Combining of ideas is not just additiveCombining of ideas is not just additive Combine pairs, triples, etc of ideas to get Combine pairs, triples, etc of ideas to get

new ideasnew ideas Generally regarded as a group Generally regarded as a group

technique based on a specific technique based on a specific objectiveobjective Specificity focuses the effortsSpecificity focuses the efforts

Useful in situations calling for idea Useful in situations calling for idea generation rather than judgmentgeneration rather than judgment

SynecticsSynectics Gordon in 50s found novel ideas expressed Gordon in 50s found novel ideas expressed

as analogiesas analogies Research suggested use of analogies a key Research suggested use of analogies a key

insightinsight Reduce problem to barest essentials and Reduce problem to barest essentials and

search for a natural analogysearch for a natural analogy Two distinguishing characteristicsTwo distinguishing characteristics

Attack of the underlying concept of the problemAttack of the underlying concept of the problem Examination of problem from many anglesExamination of problem from many angles

Three types of analogy (metaphorical Three types of analogy (metaphorical thinking)thinking) Fantasy – idealistic versus realisticFantasy – idealistic versus realistic Direct – find personal parallel experiencesDirect – find personal parallel experiences Personal – place yourself in role of problemPersonal – place yourself in role of problem

ChecklistsChecklists Very simple means of generating Very simple means of generating

ideasideas Ask and list answers to series of Ask and list answers to series of

questions. For instancequestions. For instance Are there other uses?Are there other uses? Can something be adapted?Can something be adapted? Can something be modified?Can something be modified? Can components be re-arranged?Can components be re-arranged? Can components be combined?Can components be combined? Can some substitution be made?Can some substitution be made?

Osborn (1963) offered a series of Osborn (1963) offered a series of idea spurring questions. idea spurring questions.

Obsorn’s QuestionsObsorn’s Questions Put to other uses?Put to other uses?

New ways to use as isNew ways to use as is Other uses if modifiedOther uses if modified

Adapt?Adapt? What else is like this?What else is like this?

What other idea does this What other idea does this suggest?suggest?

Does the past offer a parallel?Does the past offer a parallel? What could I copy?What could I copy? Whom could I emulate?Whom could I emulate?

Obsorn’s QuestionsObsorn’s Questions Modify?Modify?

New twist?New twist? Change meaning, color, motion, sound, Change meaning, color, motion, sound,

odor, form shape?odor, form shape? Other changes?Other changes?

Magnify?Magnify? What to add?What to add? More time? Greater frequency? More time? Greater frequency?

Stronger? Higher?Stronger? Higher? Longer? Thicker? Extra value? Plus Longer? Thicker? Extra value? Plus

ingredient?ingredient? Duplicate? Multiply? Exaggerate?Duplicate? Multiply? Exaggerate?

Obsorn’s QuestionsObsorn’s Questions Minify?Minify?

What to subtract? Smaller? Condensed? What to subtract? Smaller? Condensed? Minature?Minature?

Lower? Shorter? Lighter? Omit? Lower? Shorter? Lighter? Omit? Streamline?Streamline?

Split up? Understate?Split up? Understate? Substitute?Substitute?

Who else instead? What else instead? Who else instead? What else instead? Other ingredient? Other material? Other Other ingredient? Other material? Other process?process?

Other power? Other place? Other Other power? Other place? Other approach? Other tone of voice?approach? Other tone of voice?

Obsorn’s QuestionsObsorn’s Questions

RearrangeRearrange Interchange components? Other Interchange components? Other

pattern? Other layout? Other sequence?pattern? Other layout? Other sequence? Transpose cause and effect? Change Transpose cause and effect? Change

pace? Change schedule?pace? Change schedule? Reverse?Reverse?

Transpose positive and negative? How Transpose positive and negative? How about opposites?about opposites?

Turn it backward? Turn it upside down? Turn it backward? Turn it upside down? Reverse roles?Reverse roles?

Change shoes? Turn tables? Turn other Change shoes? Turn tables? Turn other cheek?cheek?

Obsorn’s QuestionsObsorn’s Questions

Combine?Combine? How about a blend, an alloy, as How about a blend, an alloy, as

assortment, an ensemble?assortment, an ensemble? Combine units?Combine units? Combine purposes?Combine purposes? Combine appeals?Combine appeals? Combine ideas?Combine ideas?

Forced RelationshipsForced Relationships Generate ideas by relating seemingly Generate ideas by relating seemingly

unrelated ideasunrelated ideas Use combining concept from Use combining concept from

brainstormingbrainstorming Ideas may be related yielding more Ideas may be related yielding more

mundane solutionsmundane solutions Use ideas related to the problem and Use ideas related to the problem and

possible to each other if more possible to each other if more practical ideas are requiredpractical ideas are required Less effort validating the ideasLess effort validating the ideas

Start with the more general ideas and Start with the more general ideas and increase the specifics used laterincrease the specifics used later

Somewhat related is “Attribute Listing”Somewhat related is “Attribute Listing”

Morphological AnalysisMorphological Analysis Develop a grid of attributes along Develop a grid of attributes along

several dimensionsseveral dimensions Examine combinations of attributesExamine combinations of attributes Try to determine a solution/alternative Try to determine a solution/alternative

to each combinationto each combination Really provides a framework within Really provides a framework within

which to screen all combinations and which to screen all combinations and determine the most appropriate determine the most appropriate combinationscombinations

Strategy-generation table is closely Strategy-generation table is closely relatedrelated

Strategy-generation TableStrategy-generation Table

StrategyStrategy

InputsInputs

ProcessProcess

OutputsOutputs

FACTORS FOR CREATIVITYFACTORS FOR CREATIVITY

Mastery of the SubjectMastery of the Subject CuriosityCuriosity Divergent ThinkingDivergent Thinking Take RisksTake Risks Motivation and PersistenceMotivation and Persistence SerendipitySerendipity

THE CREATIVE PROCESSTHE CREATIVE PROCESS

PreparationPreparation IncubationIncubation InsightInsight EvaluationEvaluation ElaborationElaboration

REFERENCESREFERENCES

Amabile, T.M. (1983). The social psychology of creativity. New York:Springer-Verlag New York Incorporated.

Amabile, T.M. (1999). How to kill creativity. Harvard Business Review, september-october, 1998, 77-87.

Creativity in Education. (n.d.). Retrieved April 21, 2004, from http://www.ltscotland.org.uk/creativity/

Csikszentmihalyi, M. (1996). Creativity: flow and the psychology of discovery and invention. New York: Haper Collins.

REFERENCESREFERENCES

Csikszentmihalyi, M. (1999). Implications of a systems perspective. In R.J. Sternberg (ed.) Handbook of Creativity. Cambridge: Cambridge University Press.

De Souza Fleith, D. (2000). Teacher and student perceptions of creativity in the classroom environment. Roeper Review, 22(2), 148-158.

Driver, Michaela (2001). Fostering creativity in business education: developing creative classroom environments to provide students with critical workplace competencies. Journal of Education for Business, 77 (1), 28-33.

REFERENCESREFERENCES

Finke, R.A., Ward, T.B., & Smith, S.M. (1992). Creative cognition. Cambridge: MIT Press.

Galloway, C.A. (2001). Vygotsky's learning theory. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology [Electronic version]. Retrieved April 29, 2004 from Website: http://www.coe.uga.edu/epltt/vygotskyconstructionism.htm

Glover, J.A., Ronning, R.R., & Reynolds, C.R. (Eds.). (1989). Handbook of creativity. New York: Plenum Press

Learning and Teaching Scotland (2004). Creativity counts: portraits in practice [Electronic version]. Retrieved April 21, 2004, from http://www.ltscotland.org.uk/creativity/files/portraitsofpracticelts2004.pdf

REFERENCESREFERENCES

Lubart, T.I. (1999). Creativity across cultures. In R.J. Sternberg (ed.) Handbook of Creativity. Cambridge: Cambridge University Press.

Lubart, T.I. (2000). Models of the creative process: past, present and future. Creativity Research Journal, 13(3/4), 295-303.

Mumford, M.D., Mobley, M.I., Uhlman, C.E., Reiter-Palmon, R., & Doares, L.M. (1991) Process analytic models of creative capacities. Creativity Research Journal, 4, 91-122.

Nickerson, R. S. (1999). Enhancing creativity. In R. J. Sternberg (Ed.), Handbook of Creativity. Cambridge: Cambridge Press.

REFERENCESREFERENCES

Simonton, D. K. (2000). Creativity: cognitive, personal, developmental, and social aspects. American Psychologist, 55(1), 151-158.

Sternberg, R.J. (2001). What is the common thread of creativity: its dialectical relation to intelligence and wisdom. American Psychologist, 56, 360-362.

Sternberg, R.J. & Lubart, T. (1995a). Defying the crowd: cultivating creativity in a culture of conformity. New York: Free Press

Sternberg, R.J. & Lubart, T. (1995b). An investment approach to creativity. In S.M. Smith, T.B. Ward, and R.A. Finke (eds.) The Creative Cognition Approach. Cambridge: MIT Press.

Sternberg, R.J. & Lubart, T. (1996). Investing in creativity. American Psychologist, 51(7), 677-688.

REFERENCESREFERENCES

Amabile, T.M. (1983). The social psychology of creativity. New York:Springer-Verlag New York Incorporated.

Amabile, T.M. (1999). How to kill creativity. Harvard Business Review, september-october, 1998, 77-87.

Creativity in Education. (n.d.). Retrieved April 21, 2004, from http://www.ltscotland.org.uk/creativity/

Csikszentmihalyi, M. (1996). Creativity: flow and the psychology of discovery and invention. New York: Haper Collins.

Selected Online Resources

http://www.apa.org/monitor/nov03/creativitytoc.html Articles from American Psychological Association

http://www.erz.uni-hannover.de/~urban/compmod.htm URBAN's Components Model of Creativity

http://www.ascd.org/publications/books/1996sternberg/intro.html Introduction: Theory of Creativity

http://www.buffalostate.edu/library/creative/ E. H. Butler Library - Creative Studies Library

http://www.ltscotland.org.uk/creativity/ Creativity in Education - Learning and Teaching Scotland

http://www.ncaction.org.uk/creativity/ Creativity: find it; promote it - National Curriculum in Action

QUESTIONS/COMMENTS?QUESTIONS/COMMENTS?

Philomena Bernard Philomena Bernard School CounselorSchool Counselor Central Middle SchoolCentral Middle School 457-5895457-5895 Highland ElementaryHighland Elementary 457-5161457-5161 pmb2809@slp.k12.la.uspmb2809@slp.k12.la.us