O2C2 uses the Creative Problem Solving 6.1™ methodology. This is a powerful and flexible method to make effective use of the creativity of individuals, groups and organisations. CPS provides the framework to tackle problems and to come up with new solutions.
You may recognize the following:
Ideas flow. But how do you translate the idea into action? How do you ‘sell’ the idea internally? Who within the organisation is going to help you achieve this change?
Companies and organisations differentiate themselves by continously developing faster and more efficiently new products, services or processes. Creativity is important and necessary. Without creativity, there can be no innovation! But this creativity and innovative power will have to lead you in the right direction in order to achieve positive results. CPS helps you achieve this.
Read More about CPS?
In the 1940s Osborn made the creative process more explicit with brainstorming and creative problem solving. Since Osborn, research has led to the further development of Creative Problem Solving (CPS). This article describes the step-by-step and systematic development of CPS that led to the current version of CPS 6.1™.
There is a wide range of change models. How do you choose between models such as the approach of De Bono, Design Thinking, Synectics, Triz or others? The teaching and use of CPS (about the most scientifically researched change model) has been proven to be effective. This article examines the scientific basis and development of CPS, the basic work carried out in Buffalo and the courses and training programmes that were evaluated.
These references indicate that the CPS training programmes have a positive impact
Creative thinking can be taught! This also applies to young people! Torrance proves this by analysing data from 142 studies from the period 1960-1972. This shows that the CPS methodology is the most popular way to teach children how to think creatively. Not only was CPS the most widely used methodology, it was also the most successful (91%). A second analysis of data from 242 studies from the period 1972-1986, in which a distinction is made between children and adults, confirms this picture. Torrance also describes the existence of two international programmes aimed at developing the creative skills of young people: