April 3, 2026

Creativity Techniques - Individual and Group Based


Creativity is required in research, development, design, and improvement/maintenance.

Creativity is coming up with novel, appropriate solutions to problems/challenges/opportunities.


Creativity and Innovation Techniques

Idea generation: Creativity
Converting ideas into reality: Innovation

Creativity Techniques
Ssub-categories

Problem Definition - including problem analysis, redefinition, and all aspects associated with defining the problem clearly.
Idea Generation - The divergent process of coming up with ideas.
Idea Selection - The convergent process of reducing all the many ideas into realistic solutions
Idea Implementation - Turning the refined ideas in reality.

Processes - Schemes and techniques which look at the overall process from start to finish.




7 Step Model

A
Adaptive Reasoning
Advantages, Limitations and Unique Qualities
AIDA
Algorithm of Inventive Problem Solving
Alternative Scenarios
Analogies
Anonymous Voting
ARIZ
Assumption Busting
Assumption Surfacing
Attribute Listing

B

Backwards Forwards Planning
Bodystorming
Boundary Examination
Boundary Relaxation
BrainSketching
Brainstorming
Brainwriting
Browsing
Brutethink
Bug Listing
BulletProofing
Bunches of Bananas

C

Card Story Boards
Cartoon Story Board
CATWOE
Causal Mapping
Charrette
Cherry Split
Chunking
Circle of Opportunity
Circle Time
Clarification
Classic Brainstorming
Cognitive Acceleration
Collective Notebook
Comparison tables
Component Detailing
Concept Fan
Consensus Mapping
Constrained BrainWriting
Contradiction Analysis
Controlling Imagery
Crawford Slip Writing
Creative Problem Solving - CPS
Criteria for idea-finding potential
Critical Path Diagrams

D

Decision seminar
Delphi
Dialectical Approaches
Dimensional Analysis
Disney Creativity Strategy
DO IT
Do Nothing
Drawing

E

Escape Thinking
Essay Writing
Estimate-Discuss-Estimate
Exaggeration
Excursions

F

F-R-E-E-Writing
Factors in selling ideas
False Faces
Fishbone Diagram
Five Ws and H
Flow charts
Focus Groups
Focusing
Force-Field Analysis
Force-Fit Game
Free Association
Fresh eye

G

Gallery method
Gap Analysis
Goal Orientation
Greetings Cards

H

Help-Hinder
Heuristic Ideation Technique
Hexagon Modelling
Highlighting

I
Idea Advocate
Idea Box
Ideal Final Result
Imagery for Answering Questions
Imagery Manipulation
Imaginary Brainstorming
Implementation Checklists
Improved Nominal Group Technique
Interpretive structural modeling
Ishikawa Diagram

K
Keeping a Dream Diary
Kepner and Tregoe method
KJ-Method

L
Laddering
Lateral Thinking
Listing
Listing Pros and Cons

M
Metaplan Information Market
Mind Mapping
Morphological Analysis
Morphological Forced Connections
Multiple Redefinition

N
NAF
Negative Brainstorming
NLP
Nominal Group Technique
Nominal-Interacting Technique
Notebook

O
Observer and Merged Viewpoints
Osborn's Checklist
Other Peoples Definitions
Other Peoples Viewpoints

P
Paired Comparison
Panel Consensus
Paraphrasing Key Words
PDCA
Personal Balance Sheet
Pictures as Idea Triggers
Pin Cards
PIPS
Plusses Potentials and Concerns
PMI
Potential Problem Analysis
Preliminary Questions
Problem Centred Leadership
Problem Inventory Analysis - PIA
Problem Reversal
Productive Thinking Model
Progressive Hurdles
Progressive Revelation
Provocation

Q
Q-Sort
Quality Circles

R
Random Stimuli
Rawlinson Brainstorming
Receptivity to Ideas
Reciprocal Model
Reframing Values
Relational Words
Relaxation
Reversals
RoleStorming

S
SCAMMPERR
SCAMPER
Sculptures
SDI
Search Conference
Sequential-Attributes Matrix
Similarities and Differences
Simple Rating Methods
Simplex
Six Thinking Hats
Slice and Dice
Snowball Technique
SODA
Soft Systems Method
Stakeholder Analysis
Sticking Dots
Stimulus Analysis
Story Writing
Strategic Assumption Testing
Strategic Choice Approach
Strategic Management Process
Successive Element Integration
SuperGroup
SuperHeroes
SWOT Analysis
Synectics
Systematic Inventive Thinking

T
Talking Pictures
Technology Monitoring
Think Tank
Thinkx
Thril
TILMAG
Transactional Planning
Trigger Method
Trigger Sessions
TRIZ
Tug of War

U
Unified Structured Inventive Thinking
Using Crazy Ideas
Using Experts

V
Value Brainstorming
Value Engineering
Visual Brainstorming
Visualising a Goal

W
Who Are You
Why Why Why
Wishing
Working with Dreams and Images

Entries for many of the techniques are available in:
https://www.mycoted.com/Category:Creativity_Techniques

See the chapter on creativity from the book

https://books.google.co.in/books?id=tOOD9PQrAJcC&pg=PA32#v=onepage&q&f=false



https://wwwbruegge.in.tum.de/MeRE/RE08/RE08/ppgrube-SelectingCreativity-slides.pdf



Handbook of Research on Creative Problem-Solving Skill Development in Higher Education


Zhou, Chunfang
IGI Global, 21-Sep-2016 - Education - 632 pages


Developing students’ creative problem-solving skills is paramount to today’s teachers, due to the exponentially growing demand for cognitive plasticity and critical thinking in the workforce. In today’s knowledge economy, workers must be able to participate in creative dialogue and complex problem-solving. This has prompted institutions of higher education to implement new pedagogical methods such as problem-based and case-based education.

The Handbook of Research on Creative Problem-Solving Skill Development in Higher Education is an essential, comprehensive collection of the newest research in higher education, creativity, problem solving, and pedagogical design. It provides the framework for further research opportunities in these dynamic, necessary fields. Featuring work regarding problem-oriented curriculum and its applications and challenges, this book is essential for policy makers, teachers, researchers, administrators, students of education.

https://books.google.co.in/books?id=9mgeDQAAQBAJ


Technology for Creativity and Innovation: Tools, Techniques and Applications: Tools, Techniques and Applications


Mesquita, Anabela
IGI Global, 31-Mar-2011 - Technology & Engineering - 426 pages


It is widely accepted that organizations and individuals must be innovative and continually create new knowledge and ideas to deal with rapid change. Innovation plays an important role in not only the development of new business, process and products, but also in competitiveness and success of any organization.

Technology for Creativity and Innovation: Tools, Techniques and Applications provides empirical research findings and best practices on creativity and innovation in business, organizational, and social environments. It is written for educators, academics and professionals who want to improve their understanding of creativity and innovation as well as the role technology has in shaping this discipline.

https://books.google.co.in/books?id=K3WXN9a2uP0C

Online Tools for Providing Inspiration and Creativity 

Journal of Visual Communication in Medicine
Volume 28, 2005 - Issue 1
https://www.tandfonline.com/doi/abs/10.1080/01405110500074600?journalCode=ijau20


Resources for Creativity Teaching
https://pdfs.semanticscholar.org/a1c0/4a357ffee316c06e25c5209279ed9502c4de.pdf





To be updated

Ud. 4.4.2026
Pub. 27.12.2018

Spirituality - Concept, Explanation and Measurement



WHAT IS SPIRITUALITY?


Spirituality has been defined in the psychological literature in numerous ways ( Zinnbauer & Pargament, 2002; Zinnbauer & Pargament, 2005; Zinnbauer, Pargament, & Scott, 1999).

On the basis of the works of a number of authors dealing with spirituality and spiritual well-being, Westgate (1996) identified four components of spirituality: meaning and purpose in life (i.e., the
sense of a search for, or the finding of, meaning and purpose), transcendent beliefs and experiences (i.e., an awareness or experience of something beyond life’s rational aspects), intrinsic values (i.e., values, held by the individual with no ulterior motives, that guide his or her life), and community or relationship aspects (i.e., relationship with others and a willingness to help them). Westgate
pointed out that the first two components were included in all of the writings reviewed concerning spirituality although there was a large degree of variety concerning specific definitions and descriptions of these dimensions.

Almost all researchers appear to agree that spirituality is a multi-dimensional construct (Miller & Thoresen, 2003; Seybold & Hill, 2001; Zinnbauer & Pargament, 2005). The significance of a
multidimensional approach to spirituality is that the various components of
spirituality may be related to other variables in a differential manner. .  MacDonald and Holland (2003) used the multidimensional Expressions of Spirituality Inventory (ESI) (MacDonald,
1997, 2000) in order to investigate the relation between spirituality and psychological functioning as operationalized by MMPI-2 scales and found general support for the predicted relation between spirituality and measures of depression and psychopathy. However, these researchers uncovered a pattern of differential correlations between the five ESI dimensions and the MMPI scales. For example, the MMPI Social Introversion scale was related to the Experiential / Phenomenological Dimension but not to the Paranormal Beliefs dimension, whereas the reverse was true for the MMPI Paranoia scale.


One of the few approaches to spirituality that does not include any references to religion – direct or indirect - was put forward by Elkins, Hedstrom, Huges, Leaf, and Saunders (1988). These researchers listed four major assumptions concerning spirituality. One of these assumptions is that spirituality is not identical to religiosity and an individual who is unaffiliated with traditional religion can still be ‘‘spiritual.’’ On the basis of an extensive literature search, Elkins et al. (1988) developed a multidimensional definition of spirituality. According to this definition, spirituality is composed of the following nine components: (a) Transcendent Dimension, (b) Meaning and Purpose in Life, (c) Mission in Life, (d) Sacredness of Life, (e) Material Values, (f) Altruism, (g) Idealism, (h) Awareness of the Tragic, and (i) Fruits of Spirituality. On the basis of this definition, Elkins et al. then developed the Spiritual Orientation Inventory (SOI) whose nine subscales demonstrated acceptable levels of reliability (Elkins, 1988) and which was found to discriminate between groups who were assumed to differ on level of spirituality (Lauri & Elkins, 1988). Later factor analysis of the SOI uncovered two higher order dimensions of spirituality - an experiential dimension and a spiritual value dimension (Zainuddin, 1993).

The SOI has been used in a number of empirical studies as a measure of spirituality (e.g., Smith, 1995; Sherman, 1996; Tloczynski, Knoll, & Fitch, 1997).



EJBO Electronic Journal of Business Ethics and Organization Studies Vol. 13, No. 2 (2008)
61 http://ejbo.jyu.fi/
Spirituality and Ethical Behaviour in the
Workplace: Wishful Thinking or Authentic Reality
Peter McGhee
Patricia Grant

Carrette & King (2005)  offer a universal and useful definition of spirituality consisting of four
behavioural characteristics that evidence a specific mindset. The behavioural characteristics of spiritual individuals include:

1. Seeking to transcend their ego (i.e. their own self-interests)
2. Awareness and acceptance of their interconnectedness with others, creation and their Ultimate Concern
3. Understanding the higher significance of their actions while seeking to integrate their lives holistically
4. Believing in something beyond the material universe which ultimately gives value to all else


A brief description of each of these follows. According to Ashforth & Pratt (2003), themes of self–transcendence figure prominently in most definitions of spirituality. What is selftranscendence? It is something that calls us beyond the “self ” (i.e. the ego) to concern for, and relationships with, others and with the ultimate “other”. Torrance (1994) interprets it as “the individual in continuous interaction with a larger reality in which he or she transcends their personal existence” (p.82). Such persons transcend their egoistic self not by floating off to some mystical union or separate realm of existence but by coming to terms with its enlarging and transformative potentiality. Emmons
(1999) echoes this in noting that such a rising may not be limited to rising above our natural world to relate to a divine being but could also include achieving a heightened state of consciousness (Mayer, 2000), having peak experiences (Maslow, 1970) or entering a state of ‘flow’ (Csikszentmihalyi, 1990).

Spiritual persons seek to live an authentic life sourced in meaningful relationships. The process of self-transcendence, of affirming the spirit and transcending the ego, results in a growing awareness and acceptance of interconnectedness. This also is a general theme in the writing on spirituality (Kale, 2004; Sass, 2000). Spiritual individuals who recognise and imbue the truth of interconnectedness demonstrate the following qualities. First, they connect to the self. Spirituality is an interior journey to find the true self with which the conceited, arrogant, intellectualising, rationalising ego is so easily confused (Weil, 2002). Second, they connect to others. They no longer see themselves as an isolated “atomistic ego-subject” (Yu, 1987, p.143). For such individuals,
spirituality is a state of being, a process towards wholeness that reflects being-in-the-world (Lapierre, 1994) and understands authentic being-in-communion with others and the Ultimate
Other (Buber, 1970).


The importance of a sense of purpose is also apparent in the spirituality literature (Elkins, Hedstrom, Hughes, Leaf, & Saunders, 1988; Emmons, 2000; Wink & Dillion, 2002) Spirituality represents a higher level of understanding that enables the contextualisation of lower levels. It provides answers to the question “why?” and confers individual lives with a sense of integrated wholeness (Mitroff & Denton, 1999) The process of “meaning-making” helps us understand how spiritual individuals revise or reappraise an event or series of events in a manner that gives a higher level of meaning, that is, a spiritual meaning (Baumeister & Vohs, 2005).


Finally, spirituality is the personal expression of an ‘Ultimate Concern’. According to Tillich (1952), ultimate concerns are those ‘God values’ in our lives which have centring power; they are the things with which we are ultimately concerned. Elkins et al. (1988) survey of diverse historical literatures on spirituality supports Tillich’s view. They noted that a spiritual person has an experience-based belief in a transcendent dimension to life. The actual content of this belief may vary from a traditional theistic view of a personal God (e.g. Christianity), a non-theistic view of that infinite potential (e.g. Buddhism), or a humanistic view of the transcendent as being simply a natural extension of the
conscious self into the area of the unconscious or Greater Self. Whatever the content or models used to describe the transcendent, the spiritual person believes in something beyond the material universe (Mitroff & Denton, 1999). Furthermore, he or she believes that contact with this unseen dimension is beneficial (Dierendonck & Mohan, 2006; Emmons, Cheung, & Tehrani, 1998; WHOQOL SRPB Group, 2006).




Transcendence



All of us encounter the transcendent part of life, something that takes us beyond our current way of thinking, feeling, or acting. We master a foreign language, listen
to a new kind of music or learn to pilot a canoe. All these things are examples of
self-transcendence and they are also comprehensible; we can understand the system
of processes, abilities, and decisions behind each of these new activities. We could
refer to these situations as offering a kind of weak transcendence, something that
is beyond us but also within our reach—transcendence “of an internal and human
sort” (Nussbaum, 1990, p. 379). It is something that can be achieved or comprehended,
often without a fundamental change in our way of life or outlook.


There are  more radical forms of strong transcendence that defy comprehension, understanding, and control. This happens when we find that life cannot be put into a box or reduced to a set of propositions and rules despite our best efforts. In the words of philosopher Emmanuel Levinas (1969), we find that our world is not just a settled, controllable “totality” of a clearly understood
system but is an “infinity” that sometimes goes beyond our human control and understanding. This infinity can appear in situations that challenge our settled view of things, as when the death of a loved one makes us realize the finitude of life. The psychiatrist-philosopher Karl Jaspers (1932) referred to these as limit situations or experiences. Strong transcendence also appears in the puzzles and paradoxes of life—things that seem to be simultaneously true but not reconcilable with each
other. For instance, the world seems to have an underlying unity, but at the same
time there is great diversity. Religious people can speak of God as love and at the same time acknowledge the presence of suffering in the world.  Finally, it is evident in our human freedom to make choices, pursue goals, react in different ways, and exercise creativity (Theophan, 1995, p. 72). No matter how carefully we study and plan, our own actions and those of others—even the effects of planful modern science and technology—continue to surprise us and defy prediction. In religious traditions, many thinkers speak of spiritual life as involving some kind of ascent and contact with
this transcendence and that after returning from such an encounter we find ourselves changed in important ways.

While most human philosophies and religions embrace at least some form of
weak transcendence, views on strong transcendence vary markedly. Most forms of
humanistic philosophy reject the idea of strong transcendence.  A view such as this emphasizes our ability to control the world instead of seeing it as a gift to be received. On the other hand,
many religious systems would argue that while weak transcendence exists and is
good, a view of the world or the human person that stops there is radically incomplete.
We must also take strong transcendence into account. For the majority of religious people in the world, this transcendence is not just an abstraction, but it has a personal quality. The something that is beyond relates to us in love, and we in turn offer it our love. This is known as theism, belief in a God
who is free, transcending both us and the world, but who wishes to relate to us. As transcendent, God can become an object of devotion.  Nontheistic religions may acknowledge strong transcendence but
deny its personal quality. This is a traditional stance within Buddhism.

Strong transcendence poses problems for science in general and psychology in particular on a number of fronts. First, scientists generally prefer models that attempt to explain things without reference to transcendence.   Second, some scientists have a limited view of logic which conflicts with aspects of transcendence such as paradox. As Wolfhart Pannenberg has noted,
some scientists have a tendency to confuse rationality (something that makes
sense) with rationalism (something that conforms to a rigid understanding of
logic; Tupper, 1973, p. 261), a stance that is quite restrictive and at odds with
how most people—including scientists—actually arrive at knowledge (Watts &
Williams, 1988, p. 56; Polanyi, 1962). Third, freedom also poses problems for many scientific explanations. Like most aspects of strong transcendence, freedom is defined in a negative way as not
chance or not necessity; as such it cannot be directly observed (Macquarrie, 1982,
p. 13). In the words of Levinas it is a trace phenomenon; we can see its effects as in the free response we make to the demands of others (Treanor, 2005), but we can never see the thing itself. You can observe the fact that you are reading this
book and understand how this is different than alternatives that you might have
chosen, but you cannot measure or prove that freedom allowed you to make the
choice. Some scientists assume that since something cannot be directly observed,
it cannot exist. Scholars who accept the presence of strong transcendence argue
that problems like rationalism or freedom show us a natural limitation of science
in its quest to grasp the human being. They suggest that we cannot understand
the human person solely by looking at ourselves from a non-transcendent point
of view. We must also seek other ways of knowing, (Goldsmith, 1994, p. 95;
Howard, Youngs, & Siatczynski, 1989; Powlison, 2003, p. 205; Macquarrie, 1982,
pp. 26, 41–42; Zizioulas, 2006).

Hope for an afterlife is an important part of religion for most theists, and an understanding of this phenomenon must accept that for believers this type of transcendence is entirely real. However, many scientists—including some psychologists—would find this difficult to accept because it is not directly observable. As a science, psychology suffers under limitations and needs to avoid “psychologism,”
the tendency to assume that all of religion can be explained by psychology when it obviously excludes critical aspects of the phenomena (Vergote, 1969, pp. 5–21).


Introduction to Organizational Behavior - Online Book

May - Management Knowledge Revision - Cost and Management Accounting and Organizational Behavior



To be updated

Ud. 4.4.2026
Pub. 20.2.2019

Wisdom - Theory - Science




Wisdom has been exalted in many cultures as a desired resource representing the ideal integration
of knowledge and action, mind and virtue (Clayton & Birren, 1980). In antiquity, wisdom was
reserved for divine beings. It was worshipped but was beyond the reach of mortals. It was secularized by the Greek philosophers Socrates, Plato, and Aristotle. Since that time, scholars in western cultures have contemplated the nature of the wisdom of human beings and its role in the conduct of life and the organization of society.  Wisdom is associated with good judgment and actions that contribute to living well (e.g., Kekes, 1983, 1988).

Kekes (1988), for example, summarizes the importance of wisdom, ‘‘Wisdom is like love, intelligence, and decency in that it is a good thing to have and the more that we have of it the better we
are. The opposite of wisdom is foolishness, universally recognized to be a defect’’ (p. 145).

 Wisdom was established as an intellectual virtue and as a means for individuals and communities to live
well despite the uncertainties of human life (Kekes, 1988; Nussbaum, 2001; Taylor, 1955).

Aristotle was one of the first to argue for the primacy of practical over theoretical knowledge in decisions about the appropriate and ethical ways to act in life matters (e.g., Taylor, 1955). He believed that practical wisdom enabled an individual to resourcefully adapt theoretical and scientific understanding to concrete situations and dilemmas (e.g., Kekes, 1983; Nussbaum, 2001; Taylor, 1955). Practical wisdom in Aristotle’s model presupposed that an individual was also morally virtuous.
Practical wisdom is used to set priorities for action, and this selection process is guided by intuition and values and tempered by emotion.

Wisdom Theory Developed by Psychologists


One agenda of psychological science is to study general processes of the mind and behavior using standardized empirical and experimental methods.

Initial research by Clayton and Birren (1980) examined the beliefs and implicit theories that people hold about the nature of wisdom and the characteristics of people who are considered wise. They determined that wisdom is associated with cognitive, affective, and reflective characteristics and that wise persons are knowledgeable, mature, tolerant, emphatic, experienced, and intuitive. Subsequent studies have established that socially shared concepts of wisdom differ from concepts of other desirable psychological characteristics, such as intelligence, creativity, or a mature personality profile (e.g., Holliday & Chandler, 1986; Sternberg, 1985). 

Researchers have also asked whether implicit beliefs about wisdom differ across cultural groups, organize judgment and behavior in social life (e.g., professional settings, mentoring), or regulate personal growth. In addition, contemporary work includes methods developed to assess the personality and affective characteristics attributed to wise persons (e.g., Ardelt, 2004), as well as those attributed to
wisdom-related knowledge and behavior. 

The Berlin Paradigm

The Berlin Paradigm combines a broad definition of wisdom as excellence in mind and virtue with a specific characterization of wisdom as an expert knowledge system dealing with the conduct and understanding of life. We called this domain of knowledge the fundamental pragmatics of life (see Fig. 1). It is applied to life planning (e.g., which future life goals to pursue and how?), life management (e.g., how to deal best with critical problems such as suicide or family conflict?), and life review (e.g., how best to make sense of our life history and past experiences?). This knowledge is used by an individual to construct her or his own life. Alternatively, it contributes to the coconstruction of the lives of others in the form of good advice, exceptional judgment, excellent mentoring, or insightful organization of education and society

Source for the above content.
The Fascination of Wisdom Its Nature, Ontogeny, and Function
Paul B. Baltes and Jacqui Smith
Volume 3—Number 1,  2008 
Association for Psychological Science




Targowski, Andrew
Harnessing the Power of Wisdom (2013),


Cognitive Informatics and Wisdom Development: Interdisciplinary Approaches: Interdisciplinary Approaches



Targowski, Andrew
IGI Global, 31-Dec-2010 - Psychology - 260 pages


Wisdom is the ultimate human virtue. Its development and  application is important for humans and civilization.

Cognitive Informatics and Wisdom Development: Interdisciplinary Approaches argues that wise civilization cannot function without wise people and vice versa, that wise people cannot function without positive conditions for the development of wise civilization. Using the cognitive informatics approach as a basis for the investigation of wisdom, this book offers solutions on how to study and evaluate the state of wisdom in 21st century society and the requirements for wise civilization and its monitoring systems.

https://books.google.co.in/books?id=_JXSqkmF0YUC


Wisdom is information reflecting good judgment and choice; it is the final cognition unit in the Semantic Ladder and has different levels of scope and quality depending on the four minds, namely basic, whole, global and universal mind, which are supported by the art of living, understood as the reflection of behavioral aspects of wisdom within the philosophical framework of the hierarchy of possible purposes of one’s life.

Wisdom Literature

Maxims of Ptahotep

https://en.wikipedia.org/wiki/The_Maxims_of_Ptahhotep

https://www.ucl.ac.uk/museums-static/digitalegypt/literature/ptahhotep.html  (Many passages)

Beginning of the collection of fine words

Said by the man of the elite, foremost of arm
god's father and beloved of the god
eldest son of the king of his body
overseer of the city, vizier Ptahhotep
in teaching the ignorant to be wise
according to the rules of fine words,
something useful to whoever heeds,
and something harmful to whoever transgresses it.




To be updated now. Interest in the topic once again generated by Sajid Ali Khan






Updated on 4.4.2026, 19.5.2022, 25.8.2021