RUNNING HEAD: PROBLEM SOLVING CULTURE & COMMUNICATION

Team 2 Week 6, Discussion Summary

Mary Ann Cozad, Shane Gray
LDR630
Siena Heights University, Graduate College
12/02/2016

PROBLEM SOLVING CULTURE & COMMUNICATION

Summary
Creative problem solving
Evans (1990) stated that Creative behavior is oriented toward solving meaningful
problems and results in new ideas and discoveries (p. 30). A dynamic problem solving process
requires creativity and a cognitive level which understands the importance of seeing past the
normal state of things. Basadur and Basadur (2011) provided a series of four stages within a
dynamic cognitive creative problem solving process: generation, conceptualization, optimization,
and implementation (p. 29). Through the stages, creativity is initiated through generation. The
status quo is disrupted through the initial stage, as the objective is to discover new problems and
opportunities. This process in a sense, sets out to discover immerging problems, or evidence of
problems which already exist.
Problem solvers wanted
He (2015) stated that problem solving is one of the eleven most popular learning
goals and often appears on the list of employers most wanted skills for college
graduates (p. 57). The skills of a manager have to include problem solving. An employer
requires his or her managers to make accurate assessments in order to maintain alignment with
the organizational goals. A problem is considered a discrepancy between desired goals and the
existing state or a difficulty restraining from achieving goals (p. 59). Therefore, a manager
should adopt an ability to detect a problem, diagnose the problem, determine a proper response
to the problem, and apply the plan that was decided upon, to rectify the problem.
Generators for improvement
Bringing a problem solver into an already existent culture can be difficult on those who
are content with the status quo. Creative problem solvers, according to Basadur and Basadur
(2011) may be perceived to be somewhat unfocused or even disruptive, as their behavior

PROBLEM SOLVING CULTURE & COMMUNICATION

reflects more of an orientation to introducing (generating) a new problem (p. 29), which for
those who are satisfied with the way things have always been, could be offended. In fact, the
bulk of employees who are rewarded, generally fit into the category of conceptualization,
optimization, and implementation (p. 29), within the stages of problem solving. Some of the
most creative problem solvers, are employees who seem to be most adaptable to change. The
employer should focus on creating a system by which each deserving employee is rewarded for
their positive contribution, otherwise they risk losing good employees, to the status quo.
Step-by-step
Creative problem solving may take on a linear approach, which requires that a series of
steps be followed throughout the process, in order of their method. However, not every problem
will accept the same solution. Therefore, it is important that managers develop these skills with
diverse application. According to Myszkowski, Storme, Davila, and Lubart, (2015), creative
ability is field-specific. As a result, each domain which involves creativity is best considered
separately (p. 675). As stated by Myszkowski et al. (2015), creative problem solving involves
the two part system, consisting of divergent-exploratory thinking and convergent-integrative
thinking; moreover, a manager often has not only to diverge and look for every possible
solution, but also to converge, decide and elaborate the most useful solution in order to
implement it efficiently (p. 675). Both of these abilities have a high relevancy in determining a
mangers level of efficiency in problem solving, which leads to a high probability in predicting
their level of success.
Inquiry
Inquiry communication skills are necessary to explore situations before advocacy can be
implemented, states Thompson (1993). Tomkins (2001) describes inquiry as seeking
information. In doing so, open-ended questions pose opportunity for member response. Senge

PROBLEM SOLVING CULTURE & COMMUNICATION

(as cited in Thompson, 1993) coins the phrase collective inquiry (p. 2) or team learning,
which requires communication and rethinking preconceived misconceptions of reality. Inquiry
is complicated and requires more emotional intelligence and maturity than advocacy states
Argyris and Schon (as cited in Thomson, 1993). Before a mission can be accomplished, all
members must be collective and consistent in the intrinsic purpose and avenue thereof.
Advocacy
Once the inquiry phase has been established, advocacy can formally begin. To be a
successful advocate, a leader must maintain professionalism, avoid potential biases, and
genuinely support the team. Keeping members on task may be a challenge. Prompting deep
level thinking is crucial. Tompkins (2001) explains the overall theme of advocacy is to guide
and instruct.
Conceptual blocks
Whetton (2002) defines conceptual blocks or restraints into four categories: 1)
constancy one way thinking; 2) commitment lacking a fresh approach and/or limited
thinking to previous situations; 3) compression stifling creativity and/or inability to zone in
on main focus; 4) complacency no inquiry and a mindset of rapid action.
Avoidance of conceptual blocks
The key to avoiding conceptual blocks is to create an equilibrium of the two integral
components of advocacy and inquiry. Problem solving can only truly begin once communication
is fostered. Likewise, communication cannot begin without the essential elements of inquiry first
and advocacy second. Howell and Ernest (as cited in Thompson, 1993) created a Continuum of
Purpose (p. 99). Included in this table, inquiry is to maximizing options as advocacy is to
limiting to one option. Roughly translated, inquiry is a form of group brainstorming. Advocacy
is leader influence moving forward once a collaborative plan has been formed.

PROBLEM SOLVING CULTURE & COMMUNICATION

Solving problems cohesively

The act of learning is not static. It evolves continuously. Perception and manifestation
are vital for leaders and team members alike to cohesively understand objectives. The mere
suggestion of problem solving elicits a win-lose outcome. However, todays learners engaging in
effective problem solving will embrace a win-win playing field (Thompson, 1993).

PROBLEM SOLVING CULTURE & COMMUNICATION

References
Basadur, M., & Basadur, T. (2011). Where are the generators? Psychology of Aesthetics,
Creativity, and the Arts, 5(1), 29-42. doi:10.1037/a0017757
Evans, J. R. (1990). Quality improvement and creative problem solving. Production and
Inventory Management Journal, 31(4), 29. Retrieved from
http://search.proquest.com/docview/199903166?accountid=28644
He, W. (2015). Developing problem-solving skills with case study in a conceptual management
course. Journal of Business Case Studies (Online), 11(2), 57. Retrieved from
http://search.proquest.com/docview/1673824748?accountid=28644
Myszkowski, N., Storme, M., Davila, A., & Lubart, T. (2015). Managerial creative problem
solving and the big five personality traits. The Journal of Management Development,
34(6), 674-684. Retrieved from http://search.proquest.com/docview/1682162926?
accountid=28644
Thompson, M. P. (1993). The skills of inquiry and advocacy. Why managers need both.
Management Communication Quarterly: McQ (1986-1998), 7(1), 95. Retrieved from
http://search.proquest.com/docview/232854495?accountid=28644
Tompkins, T. C. (2001). Using advocacy and inquiry to improve the thinking process of future
managers. Journal of Management Education, 25(5), 553-571.
doi:10.1177/105256290102500506
Whetten, D. A., & Cameron, K. S. (2002). Developing management skills, (5th ed.). Upper
Saddle River, NJ: Prentice-Hall. Retrieved from
http://vizedhtmlcontent.next.ecollege.com/CurrentCourse/Advocacy%20and
%20Inquiry.pdf