• Identify, isolate and define the parameters of a real-world business problem as presented by a client company.
• Exhibit broad comprehension of concepts, theories, models and frameworks that underpin the development of creativity as a discipline and the creative problem solving process
• Apply the creative problem solving process to a real world business problem
• Describe the relationship between creativity, innovation and commercialization
• Describe the importance of risk management and risk mitigation when engaged in creative problem solving
• Construct and deliver a well-developed and persuasive presentation promoting an innovative solution to a real world business problem or challenge.

This graduate level course in business problem solving provides students with a broad-based understanding of creative problem solving in business from both theoretical and applied orientations. Students are presented with a comprehensive overview of theory of creative problem solving and its development as it relates to finding solutions to real world business problems. A significant characteristic of this course is its use of self-reflection to enhance students’ self-awareness with respect to their own level of acceptance and aptitudes for creative problem solving, and to identify areas where they may need to access expertise from partners, service providers, or other external sources. A significant differentiating characteristic of this course is its use of current business problems provided by corporations and/or non-profits. By using business cases and examples illustrating specific approaches to business challenges (both successful and unsuccessful) that have been undertaken in the recent past, the aim of this course is to train students to critically evaluate contemporary business problems and to formulate and develop creative and innovative solutions to those problems.
 
In addition to the theoretical aspect of the course, students will be assigned groups on the first day of class and tasked with defining and isolating a current business challenge provided by a client company, non-profit or other institution. The students must investigate the problem and formulate and develop a solution or solutions to that problem. Milestones will be established, and students will be able to consult with their peers in the class throughout the course for input and ideas and support. The final class will culminate in each group presenting a proposed solution to the class and a panel of external judges from the client company, non-profit or institution. This presentation represents the Mandatory Mid-term Assignment for the course. A Preliminary Assignment early in the course will require students to write a synopsis, review and comparison of a selection of the assigned readings (max. 4 pages).

Class Schedule
 

Preliminary Assignment: To help students get maximum value from ISUP courses, instructors provide a reading or a small number of readings or video clips to be read or viewed before the start of classes with a related task scheduled for class 3 in order to 'jump-start' the learning process.
 

Textbooks:
 
Dweck, Carol S, 2006, Mindset: The New Psychology of Success, Ballantine Books, New York, NY, Chapters 1,2,3,5,and 8. ISBN: 978-0-345-47232-8.
Puccio, Gerard J, 2012, Creativity Rising, ICSC Press, Buffalo, NY. (Cannot be provided by Academic Books)
 
Readings:
 
Amabale, T., 1993, ‘What Does a Theory of Creativity Require?’, Psychological Inquiry, Vol. 4, No. 2, pp. 179-237.
 
Amabale, T., 1999, ‘How to Kill Creativity’, Harvard Business Review, September October 1998, pp. 76-87.
 
Dyer, J., Gregersen, H. and Christensen, C., 2011, ‘Why Todays Business Leaders must be Innovators: The Importance of Creativity and Innovation in Maintaining Your Company’s Competitive Edge’, Excerpted from The Innovator’s DNA: Mastering the Five Skills of Disruptive Innovators, Harvard Business Review Press, Boston, MS.
 
Ibbotson, P. and Darse, L., ‘Directing Creativity: the Art and Craft of Leadership’, Rotman Magazine, Spring 2010
 
Martins, E.C.; Terblanche, F., 2003, ‘Building organisational culture that stimulates creativity and innovation’, European Journal of Innovation Management;  6, 1; ABI/INFORM Global
pg. 64

Miron-Spektor, E., Erez, M. and Naveh, E., 2012, ’ To Drive Creativity, Add Some Conformity’, Harvard Business Review

 
Cases
 
Teresa M. Amabile, T.M., 2018, Creativity under the Gun at Litmus Corporation, Harvard Business School, Case # 9-808-075
 
Chua, R.Y.J. and Eccles, R.G., 2010, Managing Creativity at Shanghai Tang, Harvard Business School, Case # 9-410-018
 
Petersen, S., Espinoza, F. and Wathieu, L., 2012, Tchibo Ideas: Leveraging the Creativity of Customers, ESMT – European School of Management and Technology