Creative Problem Solving - PowerPoint by ZRA214

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									Creative Problem Solving


   Mental Models
Steps to Engineering Goals

   Foundation
       Mental models
       Knowledge creation model
       Creative problem solving process
   Superstructure
       Engineering design & problem solving
       Communication & teamwork
       Learning, innovation, & information management
   Roadway
       Products and services
Mental Models

   Understanding how we prefer to think helps
    us in understanding learning,
    communications, and teamwork
   Mental models are a method of visualizing
    how we think
Mental Models, Learning Styles
   Myers-Briggs (MBTI)
       Extroverts-Introverts
       Sensors-Intuitors
       Thinkers-Feelers
       Judgers-Perceivers
   Kolb’s
       Concrete experience-Abstract conceptualization
       Active experimentation-Reflective observation
   Felder-Silverman
       Sensing learners-Intuitive learners
       Visual learners-Verbal learners
       Inductive learners-Deductive learners
       Active learners-Reflective learners
       Sequential learners-Global learners
   Herrmann Brain Dominance
Herrmann Brain Dominance Model

   Metaphorical model
   People prefer to act in certain modes or are
    more comfortable in certain situations
   Model reflects these preferences
   Four quadrants of preference
   Only 7% strong in only one quadrant
   60% strong in two quadrants
   30% strong in three quadrants
   3% Strong in all four quadrants
Herrmann Brain Dominance Model

   Four quadrants

       A, Analyzer        D, Synthesizer

       B, Administrator   C, Collaborator
Analytical Quadrant

   Thinking: factual, analytical, quantitative,
    technical, logical, rational, critical
   Deals with: data analysis, risk assessment,
    statistics, budgets, technical hardware,
    analytical problem solving, making decisions
    based on logic and reason
   Culture: materialistic, academic,
    authoritarian, achievement oriented,
    performance driven
   Examples: Mr. Spock, George Gallup
Analytical Quadrant

   Subjects: math, science, engineering,
    technology (depending on how taught)
   Professions: lawyers, engineers, computer
    scientists, analysts, technicians, bankers,
    surgeons
   Talk: the bottom line, getting the facts,
    critical analysis
   Called: number crunchers, human machines,
    eggheads
Sequential Quadrant

   Thinking: organized, sequential, controlled,
    planned, conservative, structured, detailed,
    disciplined, persistent
   Deals with: administration, tactical planning,
    procedures, organizational form, safekeeping,
    solution implementation, maintaining the
    status quo
   Cultures: traditional, bureaucratic, reliable,
    production oriented, task driven
   Examples: J. Edgar Hoover, Chief Geronimo
Sequential Quadrant

   Subjects: courses that are very structured,
    sequentially organized
   Professions: planners, bureaucrats, administrators,
    bookkeepers, project managers
   Talk: we have done it this way, law & order, self-
    discipline, play it safe
   Called: pendants, picky, nose to the grindstone
   Easy to notice in area of time, stick to schedule
Interpersonal Quadrant

   Thinking: sensory, kinesthetic (sensation of
    movement, presence, position), emotional,
    people-oriented, symbolic
   Deals with: awareness of feelings, body
    sensation, spiritual values, music, teamwork,
    nurturing, personal relationships,
    communications
   Culture: humanistic, cooperative, spiritual,
    value driven, feeling oriented
   Examples: Gandhi, Martin Luther King
Interpersonal Quadrant

   Subjects: social sciences, music, dance,
    highly skilled sports, like group activities
   Professions: teachers, nurses, counselors,
    social workers, musicians
   Talk: the family, the team, personal growth,
    values
   Called: bleeding hearts, soft touch, talk-talk-
    talk
Imaginative Quadrant

   Thinking: visual, holistic, innovative, metaphorical,
    creative, imaginative, conceptual, spatial, flexible,
    intuitive
   Deal with: future, possibilities, synthesis, play,
    dreams, visions, strategic planning, the broader
    context, entrepreneurship, change, innovation
   Cultures: explorative, entrepreneurial, inventive,
    future oriented, playful, risk driven, independent
   Examples: Leonardo da Vinci, Albert Einstein, Frank
    Lloyd Wright, Amelia Earhart
Imaginative Quadrant

   Subjects: arts, geometry, design, poetry,
    architecture
   Professions: “art”, the invention aspects of
    engineering, entrepreneurs, explorers, artists,
    playwrights, scientist in research
   Talk: playing with an idea, the big picture,
    the cutting edge, innovation
   Called: having head in the clouds,
    undisciplined, unrealistic dreamers
Implications

   Effective engineers need to develop skills in
    all four quadrants
   Effective teams need members with skills in
    all four quadrants
Knowledge Creation

   “Old School”, you are taught (quadrant A)
   “New School”
       Understand need, Socialization process, Tacit sympathized
        knowledge (quadrant C)
       Understand the big picture, develop concept,
        Externalization process, Explicit conceptual knowledge
        (quadrant D)
       Understanding the technology, data, analysis , develop
        solution, Combining process, Explicit systemic knowledge
        (quadrant A)
       Using the knowledge, implement solution, Internalization
        process, Tacit operational knowledge (quadrant B)
Creative Problem Solving

   Five steps
       Problem definition
       Idea generation
       Creative idea evaluation
       Idea judgment
       Solution implementation
Creative Problem Solving

   Five steps                        Metaphors (think like)
       Problem definition                “Explorer”/”Detective”
       Idea generation                   “Artist”
       Creative idea evaluation          “Engineer”
       Idea judgment                     “Judge”
       Solution implementation           “Producer”

								
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