MY VISION

My vision has evolved from my social, professional and spiritual experiences. My vision is to exert my influence as a creative leader who innovatively solves socio-economic problems and effectively represent the powerless and the voiceless. 

CREATIVITY

I define creativity as expanding or unleashing that which is limited, empty or bound into the greatness your mind can see, feel and perceive. As a leader, I define creative leadership as the ability to positively expand and influence the thinking and being of people to produce positive results or outcomes that they thought were unachievable.

MY PHILOSOPHY

Past studies show that all the activities that are creative are usually transformative in some respect. In these studies, there is belief that much or all of life can be taken as examples of transformative creativities(Vossoughi, Hooper & Escudé, 2016). Creativity, therefore, should be seen as a quest to cope with dreadful and desperate life events that resides genetically in human experiences

Creativity Past and Present

Historical Scholarly Creativity Literature

In 1953, Alex Osborne was the first to write about the practical application of brainstorming and creative problem solving (CPS). Osborn was the co-founder of a highly successful New York advertising agency and this process was based on his work on the advertising field, dealing with the natural tension between people on the more creative side to develop successful marketing tools and meet the needs of customers.

In 1961, Rhodes’s notion of creativity comes from his research on creativity, in which he collected forty definitions of creativity and sixteen definitions of imagination, but soon he discovered that these definitions overlapped and intertwined with each other. Having categorized the definitions, he came up with a 4 P’s model of creativity in 4 parts: a) person, b) process, c) press and d) products. 

  1. A) Personcovers information about personality, intellect, temperament, physique, traits, habits, attitudes, self-concept, value systems, defense mechanisms, and behavior.
  2. B) Processapplies to motivation, perception, learning, thinking, and communicating.
  3. C) Pressrefers to the relationship between human beings and their environment.
  4. D) Productis what is created when an idea becomes embodied in tangible form.

In 1981, Bill Shephard and Roger Firestien acknowledged the social roles in the CPS process, including the role of the client, the facilitator, and the resource group. The notion of the process buddy in addition to the pluses, potentials, concerns, and highlighting were invented to evaluate and select the best ideas.

Treffinger and Isaksen (1992) observed that people often used CPS to clarify their understanding of problems, generate ideas and plan to take action. It also clarified and distinguished between the roles of the facilitator, client, and resource group. They realized that CPS could be better and do more to aid in distinguishing among the components to support problem ownership and decision-making.

Historical Creativity Resources

Alex Osborne 7 Steps in Advertising

The seven steps included

  1. Orientation: Pointing out the problem
  2. Preparation: Gathering pertinent data
  3. Analysis: Breaking down the relevant material
  4. Hypothesis: Piling up ideas by way of ideas
  5. Incubation: Letting up to invite illumination
  6. Synthesis: Putting the pieces together
  7. Verification: Judging the resultant ideas

Rhodes 4 P’s model of creativity

4 parts: a) person, b) process, c) press and d) products. 

  1. A) Personcovers information about personality, intellect, temperament, physique, traits, habits, attitudes, self-concept, value systems, defense mechanisms, and behavior.
  2. B) Processapplies to motivation, perception, learning, thinking, and communicating.
  3. C) Pressrefers to the relationship between human beings and their environment.
  4. D) Productis what is created when an idea becomes embodied in tangible form.

Bill Shephard and Roger Firestien

CPS Process

  1. Divergent Phase
  2. Mess-finding: Optional Step (Objective finding)…Problem sensitivity
  1. Fact-finding: (Consider all data gathered)
  2. Problem-Finding: (Clarify the problem)
  3. Idea-finding: (Generate ideas)
  4. Solution finding (Idea evaluation)
  5. Acceptance-finding (Idea implementation)…New challenges
  6. Convergent Phase

 The three stages developed by Treffinger and Isaksen (1992) included:

  1. Understanding the Problem: Mess Finding, Data Finding, Problem Finding
  2. Generating Ideas: Idea Finding
  3. Planning for Action: Solution Finding, Acceptance Finding

References:

 Osborn, Alex (1953). Applied Imagination: Principles and Procedures of Creative Problem Solving. New York, New York: Charles Scribner's Sons.

Parnes, S. J. (1981). The magic of your mind. Buffalo, NY: The Creative Education Foundation and Bearly Limited.

Rhodes, M. (1961). An analysis of creativity. The Phi Delta Kappan, 42(7), 305-310.

Treffinger, D. J., Isaksen, S.G. (1992). Creative problem solving: An introduction. Sarasota, Florida: Center for Creative Learning.

Treffinger, D. J., Isaksen, S.G, Firestien, R. (1982). Handbook for creative learning: Sarasota, Florida: Center for Creative Learning. 

Current Scholarly Creativity Studies Literature

Other scholars argue that there is a great need to identify what actually should be considered as appropriate to represent imagination that will spur creativity. Likewise, creativity will require an integrative approach that fosters conscious and unconscious processes collaboration(Przychodzen & Lerner, 2016). In addition, they hold that creative impasse will always originate in the unconscious mind form previous experiences but they will need processing that facilitates editing and integration of them in the products that are creative. They hold the view that creativity will decline drastically especially when the consciousness of an individual is engaged in other activities that preoccupy them. Past studies show that all the activities that are creative are usually transformative in some respect.

Przychodzen, W., Przychodzen, J., & Lerner, D. A. (2016). Critical factors for transforming creativity into sustainability. Journal of      cleaner production, 135, 1514-1523.

Current Creativity Resources Requirements

The Ph.D. in Creative Leadership for Innovation and Change is currently offered by the University of the Virgin Islands. This Ph.D. program will prepare learners from all fields and backgrounds for leadership by offering an extensive study of relevant leadership knowledge. This advanced knowledge will be applied toward developing creative and innovative practice(s) in leading institutions and other complex human organizations.This doctoral program has been academically rigorous, emphasizes applied research, and employs a scholar-practitioner model. The program consists of a core curriculum of 18 credits that serve as a foundation for advanced study of leadership and organization, a series of courses in research methods comprising 9 credits, and specialization tracks, of which the student shall choose one. More specifically, the Creativity and Innovation track offered by Buffalo State makes this a necessary creativity requirement to become a true creaive leader.

Wouldn’t it Be Great if:

  1. CPS was prevalent in the public sector
  2. Creativity class was required for leadership
  3. Creativity concepts were taught in elementary schools
  4. I could volunteer in areas I have no knowledge about
  5. We talked more about God in the study of creativity
  6. We included CPS into the legislative process
  7. We considered creativity outside of art and music
  8. All high schoolers graduated with a creativity certificate
  9. There were more magazines or blogs about creativity
  10. We used CPS to cure cancer

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