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Analysis of Individual Creative Thinking and Problem Solving Skills in Workplace


Creative thinking skills are as much about attitude and self-confidence as about talent. Creativity is often less ordered, structured, and predictable. For individuals high in creative thinking skill, range information improved idea generation originality, which in turn enhanced creative outcome novelty but reduced outcome usefulness(TamaraMontag-Smit,2016). Creativity thinking isn’t limited to artistic types. Creative thinking is a skill that anyone can nurture and develop. Creative thinking can take the following forms:

Artistic Creativity

Scientifically creative students had better cognitive inhibitory and response inhibitory ability than artistically creative students, but no significant difference existed between them in switching(Boldt G,2019). Artistically creative tasks might include designing logos, writing advertising copy, creating the packaging for a product, or drafting a phone script for a fundraising drive

Analysis of Individual Creative Thinking Skills

Creative Problem-Solving

The early history of the study of creative problem solving introduced some central themes that remain relevant today. The two overarching themes to emerge are:

  1. The experience of insight (also known as the aha! or Eureka! moment) is an important phenomenon that can result in fantastic creative ideas (Wertheimer, 1945).
  2. Creative ideas are challenging to find. The first theme, insight, was a focus of Gestalt psychologists, who also studied fixation, the “archenemy” of insight (Adams, 2001).

Creative problem-solving stands out as innovative. A creative problem-solver will find new solutions rather than merely identifying and implementing the norm. It is about brainstorming new ways to reduce energy use, finding new ways to cut costs during a budget crisis, or developing a unique litigation strategy to defend a client.

Creativity in STEM

Several studies have focused, in particular, on differences in Person and Process factors between Arts and Science (Furnham & Crump, 2013;). For instance, Furnham and Crump (2013) found that art students, compared to science students, were more open, but less conscientious. Kaufman et al. (2013) found that art students were less agreeable, but reported higher self-assessed creativity, than students in science studies (e.g. chemistry, mathematics, psychology). The fields of science, technology, engineering, and math (STEM) are highly creative. Designing a more efficient assembly line robot, writing an innovative new computer program, or developing a testable hypothesis are all highly creative acts. The history of science and technology is filled with projects that did not work, not because of errors in technique or methodology, but because people remained stuck in their assumptions and old habits. STEM fields need creativity to flourish and grow.

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