Ch 3 Creative Intelligence

7/27/2019 Ch 3 Creative Intelligence

1/11

CREATIVE INTEL L IGENCE

- It is marshalling of convergent and divergent thinking abilities.

- The order in which these abilities are marshalled depends on the nature of theproblem and the skills and habits of the problem solver.

- The flow chart below shows the model of how convergent thinking and various

divergent thinking abilities are marshaled.

MODEL OF CREATIVE INTELLIGENCE


2/11

MODEL OF CREATIVE INTELLIGENCE

Problem sensitivity, curiosity

(ability to sense the odd )

Causes guessing ability

Problem restructuring

Anew understanding of the problem that facilitates interesting new approaches,divergent thinking, search for alternative approaches, solutions

FLUENCY FLEXIBILITY

(Ability to generate many responses to the problem) ( Ability to generate a variety of responses to the problem)

ORIGINALITY

( Ability to come up with novel, unique, appropriate solutions)

Evaluation through convergent thinking

Consequence Guessing Ability

Elaboration of Idea, Approach or solution

Refinement through Convergent Thinking Ability


3/11

Creative Intelligence Abilities

1) SENSITIVITY:

- It is the ability to spot the uncommon, to be sensitive to feelings, texture, sights,smells, sounds, ability to notice.

- The cues for sensitivity are WHY?, HOW?, WHEN?, or WHAT?

- Most people are able to spot problems when some goal is frustrated oruncomfortable symptoms manifest themselves.

Ex: - Car starting problem when about to go out

- Severe toothache

- For greater sensory awareness, nave perception is an important step followed by aregiment for cultivating the senses through hobbies, wider reading, exposure to thearts etc.

2)GUESSING ABILITY:

- It is important to guess about the causes and consequences of the problems.

- The first step to guess a cause of a problem is to restate the problem in moreabstract terms.

Ex: Why does a mother beat a child that she loves so intensely?

It becomes possible to make some guesses.


4/11

- i) Humans use punishment to modify the behaviour of other humans with whom thereis a relationship.

- ii) Humans may punish other humans with whom they interact because of theambivalence this relationship may create.

- Thus a mother may beat her child to modify its behaviour despite loving it and alsobecause a love hate relationship may have developed with her child.

- The guessing ability also requires a modelling mind ie a mind that is able to identifythe crucial features of a situation and the relationship between these features.

Ex: A fresh MBA after graduating from a prestigious management institute opts for a job

in a traditionally managed but fast growing textile company.

- He has been hired by the owner to install a modern budgetary control system.- The MBA graduate persuades the owner to send a note to the executives in which

it is intimated that efficiency is possible only with a modern budgetary controlsystem that the executives should cooperate with the MBA and installation of a

such system will make possible an accurate assessment of executiveperformance.

-What will happen?

- The MBA graduate should understand the power structure, makes himself useful tosome of the old timers, gets acceptance and then tries to install a modern budgetary

system.


5/11


6/11

Ex 3:

- Many Indian cities are marked by slums. Why?

Ex 4:

- Cities have been stuck with the problem of disposing off vast amounts of garbage.How to restructure the problem?

4) FLUENCY:

- The ability to ideate copiously is very useful for responding to that class of problemswhere it is unlikely that a single best solution exists or deduced by strictly logical

operations.

Ex:- ways to teach children how to cross streets

- how to propose a girl/boy

- how to get rid of fear of failure

- Fluency works primarily through associative thinking ie one idea leads to another,second to a third and so on and on.

-The greatest enemy of associative thinking is censorship. (desire to exclude the ideas assilly or impractical.

- Fluency can be practiced with practice.


7/11

5) FLEXIBILITY:

-It is a change in the meaning, interpretation, use of something

-It is a change in the understanding of a task

-It is a change in the direction of thinking

- The problem solver should look at the problem from a variety of viewpoints or angles.

Ex : Buying a house, choosing a spouse or a career

- It is the ability to shift frames of reference, choose a solution bearing in mind multiplecriteria, identify various facets of a situation, notice alternative paths to the same goal,

use different approaches for dissimilar problems.

Ex: - In a plant accidents have significantly increasedafter a safety department wassetup. Why? The different responses were as follows.

There is more accurate count of accidents.

- Due to the presence of the safety department, the employees have ceased looking outfor their colleague's safety.

- May be the plant capacity and output had substantially gone up and so it is naturalthat the number of accidents would go up.

-Safety department did not set up the safety procedures properly.

- The plant maintenance had declined at the same time when the safety department was setup


8/11

-May be new inexperienced operators had replaced some old hands and they wereresponsible for the increase in accidents.

Ex: - One decides to give a gift to his spouse. It can have many implications.

- Economic implication, less money in the pocket

- Gift may affect the relationship positively or negetively

- It may encourage a child or sister to expect a gift

- Neighbours wife, hearing of the gift may pressurise her husband, who mightblame the person responsible for this.

6. ORIGINALITY:

- It is the production of unusual ideas which are clever, surprising, novel, useful,relevant, elegant.

- Increase in fluency has shown to increase the originality

- Most people are not original because they tend to search for solutions in conventionaldirections.

Ex: Making a sentence using the words beat, stick and bear

- Most people would make a sentence such as He beat the bear with a stick


9/11

- In the race to the honey comb the female bear beat the male by the length ofa walking stick

- I have to bear with people who beat around the bush and do not stick to facts

People may be trained to go to the roots of the cues or facts in a problem andarmed with a wider set of their meanings, deliberately search in a solutionspace different from the one suggested by the surface cues of the problem.

Ex: Problem of passing an elephant through the eye of a needle.

Ans: Light source may be properly positioned behind the eye of the needle and

project the enlarged image of the eye on the screen. The image of the elephantmay also be projected to have the effect of elephant inside the needle hole.

Ex: Problem is to find the word for which BIRTH, HONEY and SUFFER areclues.

Ans: CHILD- Juxtaposition of basic principles may suggest a large number of applicationsof the principles and this increases the probability of synthesizing someoriginal ideas.

- Paradox or incongruity is likely to stimulate a compulsive search for anoriginal insight to resolve .


10/11

Ways of stimulating original thinking:

-Piling up alternative solutions

-Redefining the problem

-Looking for a solution opposite to the obvious

-Seeking the fundamental reasons underlying the symptoms

-Seeking an analogy to the situation in another field.

-Change the critical parameters of a system.

7) ELABORATION

- It is the ability to generate many responses that implement or spell out an idea.

Ex: Elaboration of an paper clip would be to gold plate it, add wire, add initials,a pricetag and sell it as a tie clasp.

- It involves the working out of the implications of a bright idea by a combination ofanalytical, evaluative and associative thinking.

8)CONVERGENTTHINKING ABILITY

- It is the production of conventional or logical solutions.

- It facilitates convergence to a solution.


11/11

Ch 3 Creative Intelligence

Documents

Transcript of Ch 3 Creative Intelligence