Comparing and Evaluating Synectics and Lateral Thinking Theoretical Approaches of Creativity - Coursework Example

Comparing and Evaluating Synectics and Lateral Thinking Theoretical Approaches of Creativity Name Introduction Abstract: While creativity attempts to offer a universal remedy for a range of organisational problems, it faces challenges that limit its use. This rationalise the use of synectics and lateral thinking theoretical approaches. It is established that synectics and lateral thinking, although different in structure and scope, facilitate the improvement of the significance solutions to the persisting problems. The lateral thinking approach leads individuals to observe the problem from a range of angles. Synectics present analogies and metaphors to offer solutions to problems. A review of synectics and lateral thinking further shows a direct link between organisational efficiency, creative thinking, and organisational effectiveness and efficiency. Introduction Creativity is a core idea-generating or problem-solving mechanism (Proctor, 2009). It has been invariably illustrated in literature, as a multi-dimensional construct through which individuals, products, environment, and processes work collaboratively to create productive creative ideas (Massaro, 2012). According to Rosenbaum (2001), creativity demotes the process of developing and launching new ideas essential and suitable for a situation. Accordingly, ideas have to contain some level of newness and value to be considered as being creative. Although creativity appears to offer a universal remedy for a range of organisational problems, it does face some critical challenges that limit its use (Proctor, 2009). These include short-range thinking and overemphasising managerial control (Fen, 2011). The challenges call for effective approaches to creativity. A survey of literature indicates that studies that explored the theoretical approaches of creativity are scarce. At the same time, experience appears to show that some approaches tend to be more useful for certain forms of problems compared to others. For instance, brainstorming, which is applicable in many scenarios, is usually the first approach applied when looking for new insights. Still, it may not be adequately effective for all situations. When a problem still seems difficult to resolve, alternative approaches, such as synectics and lateral thinking offer useful perspectives capable of bringing in new solutions and insights. This paper compares and evaluates synectics and lateral thinking theoretical approaches. It is argued that synectics and Lateral Thinking, although different, facilitate the improvement of the value of solutions to the persisting problems within the organisation. Comparison Creativity is inherently multi-dimensional in nature. As a result, many theoretical approaches have attempted to categorize the approaches, leading to a baffling array of approaches. A popular approach is Lateral thinking, which was first proposed by De Bono (1977, 1999). Lateral thinking is focused on an individual’s capacity to think “out of the box” in order to create a change in his perception or thinking. Another well recognised approach is synectics, which Gordon (1960) developed. This approach relies on the use of analogies and metaphors. In using synectics, the creative team within an organisation uses direct analogies and metaphors to cultivate non-rational associations. According to Rosenbaum (2001), the lateral thinking approach is basically a model of perception and thought that leads the individuals to develop an indirect approach of creativity, where they observe the problem from a range of angles, which is different from the traditional approach that centres on providing a direct solution to the problem. It is, therefore, more philosophical than psychological in nature. On the other hand, organisations that use synectics encourage the members to talk in metaphors. Essentially, it involves the application of analogies, which are personal, direct, and symbolic. Synectics depends mainly on metaphors to make what appears to be unfamiliar be familiar, as well as what appears to be familiar unfamiliar. According to Massaro (2012), when individuals examine the similar aspects between two apparently dissimilar aspects, they get to view objects differently. It can be argued, therefore, that it tends to be more psychological than philosophical in nature. Synectics approach is different from lateral thinking, as two processes are relied on, to stimulate lateral thinking (Proctor, 2009). The two include ‘provocation’ and ‘escape’. According to Yousefi (2014), escape refers to the rejection of assumptions and pre-formed ideas through a shift of perspectives, while provocation refers to the process of suspending judgment. Clapham (2003) stressed the significance of positive emotions for lateral thinking. Therefore, he suggests the application of strategies like fantasy, humour, and play to excite positive emotions. At this level, the difference between lateral thinking and synectics is palpable (Proctor, 2009). In fact, rather than using humour and fantasy to excite positive emotions, as evident in lateral thinking, synectics relies on three metaphoric forms, namely personal analogy, which places emphasis on the empathic participation by having individuals attempt to identify with or recognize the object in the analogy. Next, is the use of direct analogy, which dwells on connecting the object of the analogy and external facts; and lastly, is the use of symbolic analogy, which consists of using words to describe the object of the analogy (Yousefi, 2014). In this case, the words seem to challenge each other. Still, synectics and lateral thinking approaches are similar, as they both distinguish between three key roles: the role of the facilitator, who seeks to manage the process; the role of the client, who owns the problem; and lastly, the role of the participant, who contributes their ideas to solve the problem (Hays, n.d.). In both approaches, since the participants are not the problem owners, they provide the exceptional perspectives useful for finding innovative solutions to the problem. Hence, the participants in synectics create solutions by creating metaphorical connections (Proctor, 2009). Again, the accepted concepts are not challenged. Rather, they can be integrated or developed. In lateral thinking, there is a provocative application of information and challenges accepted concepts by restructuring existing patterns (Walker, 2009). Hence, lateral thinking provides deliberate mechanism for pattern switching than synectics. What this also shows is that synectic approach allows participants to discover the links uniting apparently disconnected elements. Unlike lateral thinking, it is a means of mentally relating different things to provide new insight for situational problems (Barak, 2004). Taking these differences and similarities into perspective, it is critical to note that creativity usually forms the basis of innovation, where organisations manage their creative processes in order to strengthen their sustainable competitive advantage (Clapham, 2003). What this also implies is that organisations require intensive knowledge integration mechanism, which provide support to creativity in basically all the phases of the process to evaluate, determine and integrate ideas within a specific business model. Example An example of lateral thinking is random input method. The key principle in using random input technique is to explore the unconnected inputs by breaking from the conventional pattern of thinking and to apply these unconnected inputs to achieve new lines of thinking. The random input method can be applied in a practical work environment, such as a television broadcasting station. For instance, the editor may introduce a new word from the dictionary into the discussion of a topic. The relationship of the word is then explored, despite how remote it appears from the outset. The rationale is to determine the connections the word has to the topic that cannot be made ordinarily. Hence, the participants have to break out of the existing pattern. For instance, the editor can introduce butter when discussing or directing a television studio. At this stage, the journalists will conceive that butter can be used in cooking or spreading on bread. On the other hand, directing a television studio involves selecting shots and visualisation of the sequence. Initially, no logical connection appears to be obvious. However, after deep reflection an idea ultimately emerges for the journalists to try morphing between the television shots sequentially. In a practical organisational situation, synectics can be applied as an idea generating technique through analogy, in the same way as brainstorming. In using this method, the head of the production department triggers his production team to work on possible solutions to quality problems by fantasising on an ideal situation in which the production is perfect, or in reference to a leading competitor company (Vidal, 2010). For instance, the production head asks the team to imagine how the competitor company works in resolving the problem. The ideas the team members generate in their fantasy environment are discussed before being translated to the real situation in their company. By considering the problem in a fantasy context, the team is able to develop solutions. Evaluation Synectics In 'synectics,' different and diverse elements are joined together. As some researchers have suggested, it is associated with particular psychological states (Rickards,1980). When particular triggers are located that induce the anticipated psychological state, then the likelihood of creative breakthroughs is developed. Accordingly, the answer to improving creativity lied in the application of certain 'preconscious psychological mechanisms,' which Massaro (2012) defines as psychological state between having an unconscious mental processes and a focused conscious thought. Synectics is strongly associated with metaphors, analogies and non-verbal processes. To this end, it could be reasoned that the synectics approach is simple conceptually since team leaders would only require that the team thinks of a problem metaphoric terms, and in turn, the metaphor creates new insights (Barak, 2004). In practical terms, a team using synectics will need to rely on extra operational mechanisms to aid interpersonal behaviour, when the synectics approach is used in a group, instead of individually. According to Fen 2011), groups increase the likelihood of 'diverse elements', although they may also lead to a range of difficulties that come up in traditional meetings, such as personal goals and ambitions that supersede the shared ones, indiscipline from members and insufficient mechanisms for capturing data. Hence, to keep the team operating at an optimal level of effectiveness, different mechanisms or aids have to be used. Indeed, several mechanisms or innovations have been proposed to this end, including changing the role of a leader within the team that seeks to solve a problem, specifically in dividing the client’s role or an individual who commits to solve a problem and a leader or an individual responsible for the mechanics applied to operate the synectics process (Rickards, 1980). Additionally, innovations, according to Vidal (2010), include training synectics groups to accept the process, promoting active listening, and ensuring that the weak shared ideas are criticised positively. Additionally, the participants may also use notepads to capture ideas while waiting for their turn to contribute their ideas to the group. Synectics, however, suffers from several setbacks. Its biggest challenge lies on its emphasis on the 'how', which requires the creative team to either quote flowcharts suggested by Gordon in his earlier works of 1960s or using a sequence of steps in a flowchart that also tend to be modified based on the changing experience. These may bring about confusions. Indeed, estimating the diffusion of synectics becomes complex or tricky (Rickards, 1980). Lateral thinking Lateral thinking, as initially described by Edward de Bono, describes a mental process that leads to new insights. A key aspect of lateral thinking is in the confrontational use of information and challenging the accepted concepts (Rosenbaum, 2001). There are particular approaches for applying the lateral thinking. The reason for such approaches is twofold. First, they can be applied for their own sakes, although more significantly, they can be applied in developing the “lateral habit of mind” (Clapham, 2003). Several approaches can be applied in lateral thinking, some of which are derivative. From a review of literature, two techniques can be identified: reversals and random stimulation. Further review of literature reveals that the lateral thinking approach is under-researched, although it has significant implications for design work (Rickards, 1980). A review of one of the techniques, such as random stimulation, reveals that people who apply the technique under controlled experimental conditions can 'escape from the traditional approaches of looking at things (McGuinness, 2014). It can also be reasoned that under this mix of conditions, using the approach does not lead to generation of ideas or even a great amount of 'quality' ideas (Rickards, 1980). At this level, one is left with the feeling that although lateral thinking has achieved extensive dissemination at a popular level, it has not received wide application it deserves in research studies due to a paucity of literature in the subject matter (Rosenbaum, 2001). Conclusion Synectics and Lateral Thinking, although different in structure and scope, facilitate the improvement of the value of solutions to the persisting problems within the organisation. The lateral thinking approach is basically a model of perception and thought that leads the individuals to develop an indirect approach of creativity, where they observe the problem from a range of angles. Synectics involves the application of analogies, which are personal, direct and symbolic. Synectics depends mainly on metaphors to make what appears to be unfamiliar to be familiar, as well as what appears to be familiar unfamiliar. A review of synectics and lateral thinking makes it easy to conclude that there is a direct link between organisational efficiency, creative thinking, and organisational effectiveness and efficiency. It can further be established that they assists in encouraging productivity innovations, improving employee morale and improving their professional skills and team performance. They lead to an uninterrupted flow of ideas for creating of solutions. References Barak, M. (2004). Systematic Approaches for Inventive Thinking and Problem-Solving: Implications for Engineering Education. International Journal of Engineering Education, 20(4), 612-618 Clapham, M. (2003). The Development of Innovative Ideas Through Creativity Training. The International Handbook on Innovation. Retrieved: Fen, H. (2011). A review on the pragmatic approaches in educating and learning creativity. International Journal of Research Studies in Educational Technology 1(1), 13-24 Hays, M. (n.d.). The Synetics Creative Problem Solving Method. Retrieved: Massaro, M. (2012). Supporting creativity through knowledge integration during the creative processes. A management control system perspective. Electronic Journal of Knowledge Management 10(3), 259-267 McGuinness, M. (2014). s Lateral Thinking Necessary for Creativity? Lateral Action. Retrieved: Proctor, T. (2009). Creative Problem Solving for Managers: Developing Skills for Decision Making and Innovation. New York: Routledge Rickards, T. (1980). Designing for creatlwty: a state of the art review. Design Studies, 262-272 Rosenbaum, J. (2001). Practical Creativity: Lateral Thinking Techniques Applied to Television Production Education. International Journal Engineering Education 17(1), 17-23 Vidal, R. (2010). Creative Problem Solving: An Applied University Course. Pesquisa Operaciona 30(2), 405-246 Walker, D. (2009). Promoting Metaphorical Thinking Through Synectics: Developing Deep Thinking Utilizing Abstractions. Retrieved: Yousefi, A. (2014). The Effects of Synectics Teaching Model in Fostering Creativity. Management and Administrative Sciences Review 3(7), 1225-1231 Read More