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Short Article 07

Editorial note

This new series of artciles by Hall Houston will offer an overview of various alternative trends in education and the readers are encouraged to do their own explorations. Values clarification was covered in the January issue of HLT.

Creative Problem Solving

Hall Houston

Hall Houston is an English Instructor at City University of Hong Kong, English Language Centre. His first book, The Creative Classroom, has just been published by Lynx Publishing, www.lynxpublishing.com. E-mail: hallhouston@yahoo.com

Brainstorming is a well-known exercise in business and education circles. A small group of people get together and generate ideas. Judgment is suspended until the very end. Unusual, crazy ideas are encouraged and the more ideas produced, the better. This article will introduce you to CPS (Creative Problem Solving) which incorporates brainstorming into a six-step method to solve problems. 

This method includes elements of creative and critical thinking. It has been tested and improved with research over the past few decades.

CPS consists of six steps.

1.	Constructing Opportunities (Choosing a problem)
2.	Exploring Data (Finding relevant information)
3.	Framing Problems (Making a problem statement)
4.	Generating Ideas (Thinking up solutions)
5.	Developing Solutions (Deciding on the best solution)
6.	Building Acceptance (Creating an action plan for implementing the solution)

Each step has two stages, a generating stage and a focusing stage. The creators of creative problem solving encourage a flexible approach, emphasizing that teachers using the process don’t need to do every step in order, and can even leave out several steps. The authors recommend suspending judgment during the generating stages, and taking a positive but critical approach during the focusing stages.

Now here’s a closer look at each step, with some sample activities for each one:

The first step is known as Constructing Opportunities. Here participants identify problems, goals, challenges and opportunities currently facing them (generating stage). They decide which one to work on (focusing stage).

In the generating stage, participants can use questions and sentence starters to encourage ideas. Here are a few 

WIBNI – Wouldn’t it be nice if…?
WIBAI – Wouldn’t it be awful if…?
Grant me three wishes and I will…
The one thing that needs to happen in my life is…
(Source: VanGundy 1987)

What would you like to do, have, or accomplish?
What would you like to be able to do better or differently?
What makes you angry, tense, or frustrated about it?
What makes you really excited or happy about it?
(Source: Treffinger, Isaksen, Dorval 2000)

In the focusing section of the first stage, there are several things to consider:

Influence – Can you take action about this problem?
Interest – Do you really care about this problem?
Imagination – Do you need to apply your creativity to solve this problem?
Importance – Is the problem that important?
Priority – Is now the best time to deal with this problem?
Stability or change – What will happen if the problem is not confronted?
(Source: Treffinger, Isaksen, Dorval 2000)

Ask students to write their ideas on the board or on poster-size sheets of paper. During the focusing stage, they can discuss the ideas in small groups, and then take a vote.

The second step is Exploring Data. Participants share information (not only facts, but also feelings, memories, etc.) on the subject (generating stage). They select what information is the most relevant (focusing stage).

Participants can use the “five W’s and an H” method, where they ask who, what, when, where, why, and how questions. Also, they can create a model of their ideal state in the future, and contrast this with the current situation. In the focusing section, participants should look over a record of their data and find the most relevant pieces of information.

Encourage students to look outside the classroom for information. They can do research at the library, conduct interviews, and search the Internet.

The third step is Framing Problems. Participants produce a wide range of problem statements that effectively encapsulate the problem (generating stage). Afterwards, they decide on the ideal problem statement (focusing stage).

Treffinger, Isaksen, Dorval (2000) recommend the following four criteria for a good problem statement: it should be in question form, it should encourage creative thinking, it should not be phrased in a restrictive manner, and it should be succinct. Participants should work at expressing the problem statement in as many different ways as possible, changing words, phrases, and word order.

In this step, emphasize accuracy in their problem statements. Put some sentence patterns and vocabulary on the board to guide students.

The fourth step is Generating Ideas. This stage is what most people think of when you mention brainstorming. Participants think up new and varied ideas addressing the problem statement (generating stage). Then, they identify the best ideas (focusing stage).

Any of these 4 activities can be used in the fourth step:

Random input – Use a word, picture, piece of music, or drawing to stimulate thinking about the problem.

Think in metaphors – Create metaphors that apply to your problem statement, and expand on them.

Other fields – Look into subjects completely unrelated to your problem statement for answers.

Fresh eye – Talk to someone outside of your group about the problem statement.

Students can write their ideas on cards and pass them around. Alternatively, you can give each student some post-its to write their ideas on. 

The fifth step is Developing Solutions. Participants look at the ideas chosen during the fourth stage, and come up with criteria for judging them (generating stage). Then, using these criteria, they decide which ideas have the most potential (focusing stage).

Treffinger, Isaksen, Dorval (2000) have established 5 criteria for choosing solutions: Cost (Can we afford this solution?), Acceptance (Will others accept this solution?), Resources (Can we get the materials we need?), Time (Do we have the time to do this?) and Space (Do we have the room and facilities to get this done?).

Students can do a pyramid discussion, where everyone works in pairs, then in small groups, then all together as a class. 

The sixth step is Building Acceptance. Participants discuss the potential solutions, ways of gaining support from others, possible obstacles to success, and overcoming resistance to gaining acceptance (generating stage). Then they compose a concrete action plan that identifies specific steps that can be taken (focusing stage). 

Use the 5 W questions to think about what might help you accomplish your plan, and what obstacles you might encounter with this solution. Establish an action plan that includes short-term steps and long-term steps.

The final action plan can go up on the school’s website for everyone to see.

While most language teachers do not have the freedom to devote several classes to a creative problem solving program, some of the activities could prove to be quite useful. Some of the steps can serve as warmers or fillers, or be used to further discussion of topics from your coursebook. 

To learn more about CPS, refer to the titles in the reference list.

References

VanGundy, Arthur B. 1987. Creative Problem Solving: A Guide for Trainers and Management. New York: Quorum.

Treffinger, Donald J., Scott G. Isaksen, and K. Brian Dorval. Creative Problem Solving: An Introduction. Waco: Prufrock Press.

Treffinger, Donald J. 2000. Practice Problems for Creative Problem Solving. Waco: Prufrock Press.