Based on a typology of contextualized multiple thinking, this paper aims to elaborate how the levels of thinking (data, information, knowledge, and intelligence), and the types of thinking as a whole, can be used to profile the characteristics of multiple thinking in organizational learning, re‐conceptualize the nature of creativity in organizational action and thinking, and provide a new systematic framework to broaden the possibilities and approaches to developing multiple thinking and creativity in organizational action and learning in education and other sectors.
The paper presents a theoretical framework of multiple thinking and creativity in organizational learning.
Based on the typology of contextualized multiple thinking, a new theoretical framework can be proposed to facilitate understanding and development of multiple thinking and creativity in organizational learning and to enhance the effectiveness of action of individuals and organizations in education and other sectors in a complicated context.
The theoretical framework provides a new direction and new strategies for conceptualizing research, development and practice, designed to promote thinking, creativity and effectiveness in organizational action and learning in education and other sectors in a new era of globalization and great transformation.
Cheong Cheng, Y. (2005), "Development of multiple thinking and creativity in organizational learning", International Journal of Educational Management, Vol. 19 No. 7, pp. 605-622. https://doi.org/10.1108/09513540510625635Download as .RIS
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