Managing Problems Creatively

Open University Business School MBA B822 Creativity, Innovation and Change

• Block 2 Aims and Resources
• Aims
• Resources
• Chapter 1 Introduction
• 1.1 Getting Oriented
• 1.2 Planning Your Study of Block 2
• Phase 1 Basic orientation to the block
• Phase 2 Begin thinking ahead about your practical activities for the block
• Phase 3 Practical training
• Phase 4 Developing the theoretical base
• Phase 5 Doing the practical work
• Phase 6 Later revision
• 1.3 Further Reading
• Chapter 2 Problems and Challenges
• 2.1 Problems, Opportunities, Challenges, Concerns, Difficulties …
• 2.2 Problem Hierarchies
• 2.3 Re-Patterning Existing Knowledge
• 2.4 Identifying Challenges
• 2.5 We Create Our Own Challenges
• 2.6 Problem Detection
• 2.7 Unpacking Challenges
• 2.8 Challenges have Frames
• 2.9 Continuous ‘Conversations’ with the Environment
• 2.10 Review
• Chapter 3 Using Methods and Techniques
• 3.1 Some Basic Definitions
• 3.2 Choosing Techniques and Methods
• The personal in techniques choice
• Objective aspects of choice
• A more conceptual approach
• The four types of decoy method
• 3.3 Is a Technique a Map, a Score or an ad hoc practice?
• A technological view: 'methods' as 'route maps'
• A performance view: techniques as 'open scores'
• A pragmatic view: techniques as ad hoc practices
• So why should the existence of these different interpretations affect you?
• 3.4 What Other Roles Do Techniques Play?
• Techniques used as training aids
• Techniques as cultural signals and cross-communication devices
• Techniques as 'commodities'
• 3.5 What to Expect as Your Skill with Techniques Develops
• 3.6 The Problem of Freshness of Vision
• 3.7 Review
• Chapter 4 Creativity and ‘Other Kinds of Thinking’
• 4.1 The Unconscious
• 4.2 The Right Brain
• 4.3 Imagery and Fantasy
• 4.4 Metaphor and Story-Telling
• 4.5 The Psychosomatic Connection
• 4.6 Different Sub-Personalities
• 4.7 Multiple Intelligences
• 4.8 General Advice on Working with ‘Other Kinds of Thinking’
• 4.9 Review
• Chapter 5 Precepts
• 5.1 Group 1 — Curiosity
• Precept 1: Adopt a 'set to break sets'
• Precept 2: Explore the 'givens'
• Precept 3: Broad picture, local detail
• Tree diagrams
• N-dimensional matrices
• Cartoon representations
• Gap finding
• Solo and group mapping
• 5.2 Group 2 — Forgiveness
• Precept 4: Value play
• Practical implications
• Precept 5: Build up, don't knock down
• Precept 6: Live with looseness
• 5.3 Group 3 — Love
• Precept 7: It is there already — nurture it
• Precept 8: Involve others
• Practical implications
• Precept 9: Connect and be receptive
• Practical implications
• 5.4 Group 4 — A Sense of Direction
• Precept 10: Know what you really want
• Clarity of motivation
• Clarity of content
• Precept 11: Cycle often and close late
• Allowing time to iterate
• Avoiding premature close
• Precept 12: Manage the process
• People — the 'cast' of the drama
• Choosing people who can tolerate wide levels of difference
• Designing the session to be less sensitive to differences
• How to look after them
• Place — the setting
• Symbolic aspects
• Practical aspects
• Process — the action
• Recording ideas
• Using self-adhesive notes, record cards, etc.
• Neutral response to ideas
• Try to encourage high quality listening
• Manage the timing carefully
• Keeping the pace going
• Respect silence
• Stop when approapriate
• Overcome interpersonal pressures
• The mechanics can get in the way
• Hygiene factors
• Choose the right method
• Previous bad experience may inhibit co-operation
• 5.5 Being a ‘Reflective Practitioner’
• 5.6 Review
• Curiosity
• Forgiveness
• Love
• A sense of direction
• Chapter 6 Frameworks
• 6.1 Emergent versus Self-Conscious Problem Solving
• Treating methods as 'scores'
• Handling 'tame' and 'wicked' problems
• Is there a basic number of stages?
• Eight frameworks
• 6.2 Framework 1: People and Places
• People
• Place
• 6.3 Framework 2: Problem Solving
• The problem-solving language game
• The 'staged' approach
• The 'mode' approach
• Mode and stage views compared
• Some limitations of the 'problem-solving' metaphor
• 6.4 Framework 3: Expand-Contract
• Example 1: The expand-contract cycle in the Innotech product development consultancy
• Example 2: The Buffalo Creative Problem Solving method
• Some difficulties with the 'expand-contract' framework
• 6.5 Framework 4: Idea Cultivation
• A Synectics session as an example of Framework 4 in action
• 6.6 Framework 5: Shareable Maps
• SODA methodology
• 6.7 Framework 6: Orchestrated Debate
• Example 1: Dialectic debate — a small group version
• Example 2: Soft Systems Method (SSM)
• 6.8 Framework 7: Story-Telling
• The basic structure
• How it appears in a simple story
• How it can appear in adult imagery work
• Relevance of this structure to other areas of creativity and problem solving
• Rapport building
• Anchoring
• 6.9 Framework 8: Self-Development
• Developing the tool-box or developing the self?
• The outcomes of self-actualization
• From self-development to organizational development
• 6.10 Review

MBA material, what do you expect?