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In order to develop more innovative products, process and services, organisations must encourage their employees to think more creatively. One method of achieving this is to encourage teams to utilise creative problem‐solving (CPS) techniques. There is a variety of different CPS techniques. Perhaps the most common technique utilised is that of brainstorming. This, however, does not necessarily produce novel and innovative solutions. The purpose of this article is to explore creative problem solving and to present a model that can help facilitators and team members choose an appropriate technique for their situation. The model has divided creative problem solving into three categories, namely paradigm preserving techniques, paradigm stretching techniques and paradigm breaking techniques. The article discusses these three categories and presents some examples of their use.

Today, more and more training and education are taking place on the Internet or intranet. Consequently, traditional teaching and learning skills need to change in order to gain the maximum benefit from virtual learning. Discusses three different learning theories, namely behaviourism, cognitivism, and humanism. Traditional classroom teaching tends to use the behaviourist and cognitivist approaches, where the instructor tends to control the learning. However, a virtual learning classroom lends itself to a more humanist approach, where learners can take control of their own learning. In addition, the virtual classroom can encourage experiential and collaborative learning. Consequently, tutors need to be able to facilitate learning and group processes rather than instruct the learners or communicate information. Develops, compares and contrasts two models of learning, that of the traditional classroom and that of the virtual learning environment. Finally, in order to enhance virtual learning in groups, a number of implications and recommendations are presented for facilitators.

More and more organisations are using teams to solve problems, plan for the future and improve products, processes and services. One method of enhancing group effectiveness is to use a facilitator. Facilitators, however, need to be trained in order to accomplish their role effectively. This can only be achieved successfully if trainers are aware of the competencies and skills needed to undertake the facilitation process. Explores the facilitation process and presents both the general and specific competencies that are essential for facilitation. General competencies are those that are vital no matter what type of group is meeting. Specific competencies, on the other hand, are those that are distinctive to the level of group development. Groups that are highly experienced and well‐developed will require the facilitator to have more sophisticated skills than groups that are less‐developed.

To date, many of the models and theories that seek to explain problem solving and decision making, have tended to adopt an overly reductionist view of the processes involved. As a consequence, most theories and models have proved unsuitable in providing managers with a practical explanation of the dynamics that underpin problem solving. A substantial part of a manager’s time is taken up with problem solving and decision making issues. The question of whether managers possess the necessary problem solving skills, or have access to “tools”, which can be used to manage different types of problems, has become an issue of some importance for managers and organisations alike. This paper seeks to contribute to the current literature on problem solving and decision making, by presenting a conceptual model of problem solving, which is intended to assist managers in developing a more holistic framework for managing problem solving issues.

Effective team development, facilitation and creative problem solving are three components that can help improve group problem solving and decision making. Group meetings can be notoriously ineffective and inefficient. They can be significantly improved if the facilitator and problem champion are aware of, and can influence, the variables that affect the group’s processes. This paper explores the elements involved in developing teams, enhancing facilitation skills and utilising creative problem‐solving techniques. These three areas are discussed in turn before presenting a model that shows the relationships that exist between them. This model is a useful framework for facilitators, problem champions and group participants because it can help in the preparation and support of group meetings. In addition, the model can also help managers to develop training courses for team development and facilitation.

Creative problem solving (CPS) and innovation are very important to companies who want to gain flexibility and competitive advantage. This article describes how an organisation can enhance its creativity by developing a creative culture within the company. In addition, the paper discusses group creative problem solving. A creativity continuum is presented which describes three different types of techniques ‐ paradigm preserving, paradigm stretching and paradigm breaking. It is important to know which type of technique should be chosen for a particular type of situation. Paradigm preserving techniques are deemed to be more comfortable but less innovative whereas paradigm breaking techniques encourage participants to develop highly novel ideas. They can, however, be uncomfortable to use and should therefore not be utilised by the unwary. This article describes six different CPS techniques ‐ two paradigm preserving, two paradigm stretching and two paradigm breaking techniques.

In order to develop more innovative products, process and services, organisations must encourage their employees to think more creatively. One method of achieving this is to encourage teams to utilise creative problem‐solving (CPS) techniques. There are a variety of different CPS techniques. Perhaps the most common technique utilised is that of brainstorming. This, however, does not necessarily produce novel and innovative solutions. The purpose of this article is to explore creative problem solving and to present a model that can help facilitators and team members choose an appropriate technique for their situation. The model has divided creative problem solving into three categories, namely paradigm preserving techniques, paradigm stretching techniques and paradigm breaking techniques. The article discusses these three categories and presents some examples of their use.

Today, universities are using technological advances that have enabled them to change their traditional delivery methods. Computer supported collaborative learning permits students to undertake courses via the Internet. This allows students from all over the world to take part in a course where they can gather information not only from the instructor but also from their fellow students. Consequently, the traditional forms of teaching must be adapted to better serve the needs of virtual learning students. The virtual instructor must do more than just communicate information to the students. He or she must learn to support the collaborative process between the learners and to encourage them to work as a team. This article describes a model for facilitating virtual learning groups and presents a case study to illustrate the concepts of running such a group. In addition, a number of implications for planning and supporting virtual groups are presented.

To extend the discussion held in part 1, and develop a two‐tier fifth‐generation model of corporate entrepreneurship and innovation.

The components that have been synthesized from a review of the literature in Part 1 are extended using evidence from the literature. These components are used to construct a two‐tier model of corporate entrepreneurship and innovation; a macro model which presents the high‐level environmental drivers of innovation and a micro model that discusses the contextual factors that underpin the corporate entrepreneurship and innovation process.

From the analysis conducted in part 1 it is evident that there is a strong relationship between the role of the corporate entrepreneur and the innovation process. It is suggested that by separating the corporate entrepreneur from the innovation process previous models have been overly reductionist in their construction, and their utility has, as a consequence, been severely constrained. The study therefore combines the role and activities of the entrepreneur with the innovation process into a unified framework. In doing so the paper develops a two‐tier fifth‐generation model of corporate entrepreneurship and innovation. The final sections of the paper present the model's implications for management and suggestions for further research.

This paper fulfils an identified gap in the literature, namely the development of a new holistic model of corporate entrepreneurship and innovation, which illustrates the environmental and contextual relationships between the corporate entrepreneur and the innovation process.

The learning industry and business educational establishments are being transformed by the use of the virtual learning environment. This enables learners to participate and collaborate from all corners of the earth at any time of the day. In addition, costs can be shared over multiple sites and learning materials can be more easily kept up to date. This paper discusses five different approaches to developing, supporting and participating in the learning environment. These are the pedagogical approach, the intellectual approach, the technical approach, the collaborative approach and the facilitative approach. From these approaches, an integrated model of virtual learning is developed. Finally a number of recommendations are presented.