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This chapter provides an in-depth understanding of the cognitive processes that facilitate creativity from a multi-level perspective. Because cognitive processes are viewed as residing within the individual and as an individual-level phenomenon, it is not surprising that a plethora of research has focused on various cognitive processes involved in creative production at the individual level and the factors that may facilitate or hinder the successful application of these processes. Of course, individuals do not exist in a vacuum, and many organizations are utilizing teams and groups to facilitate creative problem solving. We therefore extend our knowledge from the individual to the team level and group level, providing more than 50 propositions for testing and discussing their implications for future research.

This paper aims to introduce a new phenomenon related to creative motivation called creative resolve response (CRR). CRR predicts how creative motivation will vary during problem solving.

In total, 66 MBA students were asked to respond at random intervals during different class problem‐solving activities. Participants were asked to rate on two preset scales their perceived certainty of solving the problem successfully and creativity level required. Mean creativity required responses were calculated for subgroups with different cognitive style ranges at each outcome certainty level. T‐tests were used to determine significant differences between various means.

The results suggest that creative motivation will vary systematically as a problem solver's perception of problem solving progress increases in a wax‐wane‐wax pattern.

Post hoc analysis suggested that potentially confounding effects related to problem heterogeneity, learning effects, environment, group interaction and interviewer response bias were not significant. However the relatively small sample size and limited scope of the problem activities suggests that further research is required to establish the extent to which the findings can be generalised.

CRR promises a new form of extrinsic control for managers to enhance creativity via extrinsic motivation. The author makes suggestions on how managers may enhance creativity by influencing employees to reconsider their perceived level of problem‐solving progress.

This paper links expectancy theory, cognitive style and creative motivation, and provides an alternative approach to trying directly to motivate employees to be more creative.

This paper aims to explore professional product designers’ views on creative design and to compare their viewpoints with the related academic literature on product marketing.

To find the designers’ views on creative design, face-to-face in-depth interviews based on repertory grid analysis and semi-structured questions were conducted with 32 professional and award-wining product designers who mostly design for international producers.

Although marketing scholars often approach design as a noun – something that can be viewed and analysed as a bundle of attributes, dimensions or characteristics – professional designers view design differently. To them, design is a verb, a problem-solving process through which they meet the challenges consumers have with products. Comparing professional product designers’ views on design creativity with the main topics in the product marketing literature places scholars’ dispositionalism against designers’ situationalism; it also enables marketing scholars to improve their viewpoints on product design and to bring practical problem-solving and design thinking into their research. This also increases mutual understanding between marketers and designers.

This research enhances the knowledge of marketing scholars, marketers and designers about each other’s perspectives on product design creativity, which will improve their mutual understanding and the business-to-business relationship between marketers and designers.

To the best of the authors’ knowledge, this research is the first study that has attempted to discover product designers’ opinions on the main topics in the related academic literature.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

This article explores creative problem-solving, outlines its limitations, and suggests that the main key to effective creative problem solving is using an independent facilitator.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

The purpose of this paper is to empirically test the knowledge-intensive process of creative problem-solving and its outcomes.

This study uses survey data from 113 leading Italian companies. To test the structural relations of the research model the authors used the partial least square (PLS) method.

Results show that work design and training have a positive direct impact on creative problem-solving process while organizational culture has a positive impact on both creative problem-solving process and its outcomes. Finally creative problem-solving process has a strong direct impact on its outcomes and this, in turn, on firms’ competitiveness.

This study suggests that managers must highlight the problem-solving process as it affects a firm’s capability to find creative solutions and therefore its competitiveness. Moreover, the present paper suggests managers should invest in specific knowledge management (KM) practices for enhancing knowledge-intensive business processes.

The present paper fills an important gap in the BPM literature by empirically testing the relationship among KM practices, multistage processes of creative problem-solving and their outcomes, and firms’ competitiveness.

The phenomenon of creativity spans research topics across Marketing and Consumer Behavior. Interest in, and research on, creativity has grown over the past several decades. With this heightened attention comes the question of how best to conceptualize and measure creativity. This question is addressed by reviewing the conceptualizations and measures used in the psychological study of creativity. From this review, we build a framework by which to analyze papers from the Journal of Consumer Research and the Journal of Marketing Research. Based upon this analysis, we provide recommendations and best practices for future research. Of particular importance, we recommend the use of convergent problem-solving tasks in combination with ratings of novelty and usefulness reported separately. Such measures allow one to distinguish between instances of effective-creativity (when an idea is both novel and useful) and instances of quasi-creativity (when an idea is novel but lacks usefulness). The importance of the framework to research and analysis beyond the experimental paradigm is discussed.

This study aims to describe how creative thinking ability could be improved through correcting the thinking schemata using cool-critical-creative-meaningful (3CM) learning model.

This study implemented mixed methods with explanatory sequential, which means a study that was conducted by collecting quantitative and qualitative data, consecutively. The creative thinking ability was measured through tests and then triangulated with the student teachers answers in the interviews. The qualitative data consisted of creative thinking schemata that were collected with task analysis and think aloud method. The data were analyzed in two stages. Quantitative data analysis was used to identify the effectiveness of 3CM learning. Qualitative data analysis was conducted using Miles and Huberman’s analysis.

The findings presented that 3CM learning model is significantly effective to improve the creative thinking ability of pre-service primary teacher; students with formal, content and linguistic schemata that are good and complete will also have good mathematical creative thinking ability; the mathematical creative thinking ability of student is determined by the completeness of their schemata; and a good and complete schemata (formal, content and linguistic) will help the students to produce several problem-solving alternatives.

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to test the proposed propositions further.

The results of this study suggest lecturers to give their students a great opportunity to develop their creativity in solving mathematical problems. Lecturers could give the students the opportunity to think systematically by beginning by criticizing the interesting contextual problems and ending with meaningful reflection with adequate learning resources.

3CM learning model is a model that is proven to be effective in helping the students in shaping the thinking schemata well and able to improve the creative thinking ability of the students.

We live in a world that is undergoing continuous and rapid change. Situations are regularly encountered that have not previously arisen. Technology, competition, changes in social values, new expectations of customers, economic upheaval and all the other kinds of changes that can occur in the business environment produce new problems for management. Often solutions to such problems requires insight that traditional, well used problem solving techniques are unable to provide. Under such circumstances the need for creative problem solving assumes a greater importance than ever before. Developments in world markets, shorter production cycles, the requirement to find new ways to resource the exploitation of opportunities, and the scarcity and cost of basic resources are just a few of the new challenges to the modern day executive. In order to respond to such challenges there is a need to think creatively.

This study explored students' experiences of creative problem-solving using a design thinking approach in higher education, mainly focusing on the importance of empathetic approach in the problem identification and definition phase.

The authors used a descriptive qualitative research design and thematic analysis, in which observation and 27 semi-structured reports were used to reveal the impact of design thinking on undergraduate students' experience of creative problem-solving.

The authors found multiple themes in students' responses concerning problem identification and definition in design thinking, which could be described as a systematic innovation process. Four major themes were identified. They included identifying and defining problems in a real-world context, empathizing with people from the target beneficiary group as a process of problem identification and definition, working with a team to expand the empathizing view, and perceiving the need for deep exploration in the empathetic process and defining a problem.

This study examined the perceived role of empathy in students' creative problem-solving process. However, the main limitation of this study was the small sample size, which can limit the generalizability of the results of the study. Nonetheless, this study provides valuable insights into understanding the role of empathy and problem identification as an essential process in creative problem-solving.

It is worthwhile to integrate design thinking as an effective teaching and learning strategy in university education, particularly for fostering empathy and creative problem-solving skills in students. Among the processes of design thinking, empathy is critical in the problem identification and definition phase.

This study adds to existing knowledge by examining the role and ways of perceiving real-world problems in a human-centered mindset in university programs.

This paper aims to consider why creative problem-solving techniques may not always produce useful results and sets out to explain why this might be and what steps should be taken to avoid it happening. The paper provides an understanding of how different creative problem-solving techniques are best suited to gaining insights into problems requiring different degrees of paradigm shift. It argues that team members’ personalities and thinking styles and team composition should be taken into account when using the techniques. It examines the role the facilitator plays in planning and conducting the ideation process.

The paper provides simple illustrations of some of the creative problem-solving techniques. It reviews relevant literature and argues how individual differences of team members along with team composition can influence team performance in using the creative problem-solving techniques.

Personality, thinking styles and learning styles are relevant to the effective use of creative problem-solving techniques. Team composition, team motivation and mood factors should also be taken into account. The facilitator is key in ensuring the efficacy of the problem-solving process.

This paper will be helpful to academics who study creative problem-solving as well as informing management practitioners and trainers about the procedures and potential pitfalls to avoid.