Creativity in Solving the Serious Global Macroeconomic Problems - Essay Example

Table of Contents Table of Contents 2 Chapter Introduction Thinking and constructive conversion of an individual thought give rise to creativity. This process of converting an intangible idea into a tangible product requires both passion and commitment implying that absence of the latter means no creativity at all. Creativity involves giving life to ideas, which were hidden in the mind. Creativity has become one of the most eminent virtues in the working place, but many with innovation always mistake it. Innovation is different with creativity in that it involves conversion of ideas into products with economic value. The main difference is that innovation mostly involves improvement of an idea initially created by a different party while creativity involves one’s own idea. With respect to the current highly competitive and ever dynamic world creativity has become the greatest perquisite in solving the serious global macro economic problems in the four economic eras of agricultural, industrial, informational and innovational activities. Chapter 2 Description and Contextualization of the Event The event involved preparing our friends Mary's14th birthday scheduled for the coming weekend. We were six of us, me, 15 years of age, molly 14, Jane 14, Juliet 16, Meg 15, and Mary the birthday girl. Having initially prepared another friends birthday party two months ago and ended up to be a success, my friend Mary also requested me to prepare hers. The main idea here was to come up with an event, which will please all our friends and remain as long as forever in their minds. Most of Mary’s friends were her schoolmates and therefore, having the party at her home would not have been possible for her since her home was far away from school and so it would have been for most of her school friends to attend. According to the school rules, taking of alcohol, playing loud music and staying awake past midnight was prohibited and therefore, my presence was needed in organizing the party especially when it came to keeping all her schoolmate guests entertained despite the rules. The actual date was on a Friday but we had to push it to that Saturday when the students were free (Csikszentmihalyi, 2006). Mary had received 700 dollars grant from the parents to organize for the party and so we had to budget on that money to make it a success. The main venue was the music room, which was free that Saturday. That Friday morning, Meg and Juliet went shopping for decorations to decorate the music room while Mary and I went to one of our teachers, Mrs. Jones to check on the birthday cake’s progress. Mrs. Jones our music tutor had offered to bake a birthday cake for Mary for she was among her favorite students. We also sent reminders to our guests by dropping notes under their doors and texting others. It the evening we headed for the music room where we transferred all the music instruments to the store and rearranged the chairs for convenient intermingling among the students. We packed snacks in well-designed boxes bearing Mary’s birthday message we had previously ordered to be designed by the arts senior class. Among the snacks included biscuits, candies, crisps, nuts and a glass of juice. There were some voluntary entertainers from the music class so I planned their order of presentation in the party. The party was scheduled to start at 1600hrs and end at around 2200 hours. Among the distinguished invited guests was Mrs. Jones our music tutor and Mr. Johnson the patron for exceptional events in school. By Saturday lunchtime I had made sure the room was well decorate, chairs arranged and the birth day was already decorated and on the table. Chapter 3 Analysis and Evaluation Preparation Preparation with respect to my event involved collecting data, which justified that my concern for the success of Mary’s party (Benson & Proctor, 2003).The data collected was the amount of money we had, number of guests we had expected, the sitting capacity in the music room. I also had to consider the school rules and regulations mostly the ensuring no alcohol in the party and the guests dispersing by mid night. Most of the guests were of age of between 13 and 17 years so it was advisable to know in advance the mode of entertainment that will favor the entire age group. It was also important to bear in mind Mary’s home distance from school and the impossibility of having the party in her home (Isenberg & Jalongo, 2010). Incubation This involved critically showing how the above already collected data are of importance in the process of successfully integrating it to the success of Mary’s birthday. Mary’s budget being only 700 dollars, it had to be managed creatively in a way that it would bring forth one of the most successful parties in school history. The school rules having restricted alcohol, I had to device other mode of entertainment, which would make the youths to enjoy the party even with low music. Scheduling the party at 16 hours was aimed at making the guest comfortable and equally enjoys it. This was due to Mary’s constrained budget and still she deserved a nice party. Inviting voluntary music group members to entertain the guests the idea initially suggested by Mrs. Jones (Silva & Simoes, 2010). Illumination With respect to my creative idea, illumination involves highlighting the already collected data whose importance towards implementing the idea has been achieved through incubation (Kozmetsky & Yue, 2005). An extra effort was needed to make our guests enjoy the party considering its venue and other regulations of loud secular music alcohol and dispersing early. Mary had relatively little money to facilitate the party so it was advisable to pick a small room as the venue in order to accommodate a manageable number of guests. Having a voluntary entertainment group saved Mary from incurring money on other sources of entertainment, which would have been literally expensive. Implementation This is the final but most important stage of making creativity not only complete but also a success. It has to be noted that achieving a dream is not a day’s work instead; it is a process that will undergo different phases for it to be considered complete. The major and the first prerequisite are to generate a positive mind that the party will be a success no matter what. (Sukiennik, Bendat & Raufman, 2007). All the cost saving activities in the parties were affected ranging from, teacher Jones baking the cake, use of small but attractive snacks boxes prepared cheaply by the arts students and due of voluntary entertainers. Chapter 4 Input Stage Difficulties and Solutions Input stage determines how one will treat different form of stimuli by appreciating them and allowing creative ideas to clearly respond to stimuli. With respect to Mary’s party, the stimuli here were the problems that would have hindered the party from being a success .These Problems included, the school restrictions on alcohol, loud music and sleeping time and Mary’s budget. These problems were solved by Mrs. Jones baking the cake for free, the music group volunteering to entertain guests, using relatively smaller packages for snacks and using a smaller hall to accommodate a small number of guests. (Friend & Challenger, 2005). Chapter5 Problem Identification Construction of problems or identifying them tends to enhance some ones level of creativity since it will call for new Ideas in tackling the already identified problems. The problems I had identified in Mary’s party were the likely hood of having more guests than we could manage. The other problem was the like hood of the guests considering their age not fully enjoying Mary’s party because of the existing restrictions (Briot, 2009). Chapter 6 Evaluation of Possible Alternative There were different alternatives to different problems, which needed to be evaluated in order for the best one to be picked. The first alternative was to bake the cake at Mary’s home and bring it to school but I realized the time and moment to be spent in travelling there would not make economic sense (Whisker, 2005). . There was also a suggestion that the party should be an outdoor but after consideration we realized an outdoor will be a bit more expensive and might call for more entertainment in order to make the guests to pay attention. Chapter 7 Processing stage This is the stage whereby the already identified alternatives are put into practice. In this case processing included Mrs. Jones baking the cake, art student designing the snack pack, identifying the music room as the venue and having voluntary music entertainers. This processing intended to ensure that Mary’s party ended successfully (Isenberg & Jalongo, 2010). Chapter 8 Output Stage In this stage, the results obtained because of applying the alternative options in Mary’s party. Among the output expected included turn up of a manageable number of guests, packaging enough snack in attractive packs. Having access to free entertainment that will counteract guest’s boredom because of the school restrictions (Silva, & Simoes 2010). Chapter 9 Review Stage This stage allows one to weigh all the options with respect to the problems identified in order to ensure that all the problems will be solved without creating further problems. In this case, the review entails assessing whether Mary’s birth party will be enjoyable at the least possible cost (Sukiennik, Bendat & Raufman, 2007). Chapter 10 Conclusion Much as challenges especially in high school may be observed by many teenagers as undesirable factors that make life difficult, they are appreciated for their role in invoking ones creativity. Mary just like any other person deserved to have a successful party but the challenges underlying it may have compromised its success. These therefore call for the need to have a creative mind in ensuring that all the hurdles are skipped and eventually the party is successful. List of References Benson, E. & Proctor, T. (2003). The break-out principle: how to activate the natural trigger that maximizes creativity, athletic performance, productivity, and personal well-being. New York: Scribner. Briot, C. (2009). Mastering photographic composition, creativity, and personal style. Santa Barbara, CA: Rocky Nook. Csikszentmihalyi, R. (1996). Creativity: flow and the psychology of discovery and invention. New York: Harper Collins Publishers. Friend, R. & Challenger, V. (2005). Contemporary editing (2nd ed.). Boston: McGraw-Hill. Isenberg, F. & Jalongo, H. (2010). Creative thinking and arts-based learning: preschool through fourth grade (5th ed.) Upper Saddle River, N.J.: Merrill. Kozmetsky, V. & Yue, P. (2005). The economic transformation of the United States, 1950- 2000: focusing on the technological revolution, the service sector expansion, and the cultural, ideological, and demographic changes. West Lafayette, Ind.: Purdue University Press. Morris, M. (2006). Models architecture and the miniature. Chichester, West Sussex: Wiley- Academy. Shirky, S. (2010). Cognitive surplus: creativity and generosity in a connected age. New York: Penguin Press. Silva, A. Simoes (2010). Handbook of research on trends in product design and development technological and organizational perspectives. Hershey, Pa.: IGI Global, 701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA. Sukiennik, E. & Bendat, W. & Raufman, S. (2007). The career fitness program: exercising your options (8th ed.). Upper Saddle River, N.J, Pearson/Prentice Hall. Wisker, D. (2005). The good supervisor: supervising postgraduate and undergraduate research for doctoral theses and dissertations. New York: Palgrave Macmillan. 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