The Creative Problem Finding Hierarchy: A Suggested Model for Understanding Problem Finding

Abstract

This paper proposes a new hierarchy (model), which hopefully will allow researchers in this field to differentiate between the different levels of problem finding (PF). It has been found that at least 13 different terms have been used to describe the process of finding a problem. Some of these terms have been used interchangeably in previous research, even within the same work(s). Only a few articles distinguish between those terms. Although no clear distinction has been made among the terms in the PF literature regarding possible differences and which labels could be studied empirically, the present effort suggests that there might be important differences which could be explained by how well- or ill-defined the problem is, and the degree to which ideation and evaluation are required. Based on these two criteria, a rubric is presented here and should allow distinctions to be made among the terms. This paper concludes by suggesting that one term (i.e., problem finding) is to be used to avoid confusion. If this is not possible, for whatever reason, the term used instead should be defined and the reasons for the choice of terms clearly stated.

Full text

Ahmed M. Abdulla
Arabian Gulf University
Bonnie Cramond
University of Georgia
The Creative Problem Finding Hierarchy: A Suggested Model for
Understanding Problem Finding

The Creative Problem Finding Hierarchy: A Suggested Model for
Understanding Problem Finding
–Mackworth 1965, p. 51
“Most people are quite clear by now that there are real differences
between scientists who are largely solving problems and those who
are mainly raising questions.”

OUTLINE
- PF in Models of the Creative Process
- Different Kinds of Problems
- Terms Used in PF Literature
- Possible Differences between the Terms
- The Problem Finding Hierarchy
- Limitations and Future Directions
The Creative Problem Finding Hierarchy: A Suggested Model for
Understanding Problem Finding

PF IN MODELS OF THE CREATIVE PROCESS
- Dewey (1910): Perceiving a difficulty and Locating or defining the
problem
- Wallas (1926): Preparation
- Merrifield et al. (1962): Preparation, or problem recognition
- Parnes (1967): Fact finding, Problem finding, and Idea finding
- Newell and Simon (1972): Generation of a problem statement
- Mumford et al. (1991): Problem definition
- Amabile (1996): Problem or task identification
- Basadur and Basadur (2011): Generation (Problem finding and Fact
finding)

DIFFERENT KINDS OF PROBLEMS
-Well vs. Ill-Defined Problems (Pretz, Naples, & Sternberg, 2003)
-Presented vs. Discovered Problems (Getzels, 1975)
-Problem Recognition vs. Problem Discovery vs. Problem Invention
(Dillon, 1988)

DIFFERENT KINDS OF PROBLEMS

TERMS USED IN PF LITERATURE
0
25
50
75
100
PF
PP
PC
PF
PG
PI
PR
PD
HF

POSSIBLE DIFFERENCES BETWEEN THE
TERMS
It is no longer sufficient to simply refer to problem finding, and assume
that we are talking about one process or skill (Runco, 1994, p. 281,
emphasis added).

POSSIBLE DIFFERENCES BETWEEN THE
TERMS
-It is apparent that researchers in some fields, specifically mathematics
and science prefer to use particular terms to describe PF (i.e., problem
posing in mathematics; hypotheses formulation in science).
-Few researchers explicitly distinguished between some of those terms.
For example, Runco and Chand (1994) distinguished between problem
identification and problem definition. Moreover, Basadur and Basadur
(2011) distinguished between problem generation (the first stage) and
problem conceptualization (the second stage)

THE PROBLEM-FINDING HIERARCHY
-Based on
-1) Getzels’ 10 types of problems (Getzels, 1982)
-2) Basadur’s optimal ideation-evaluation theory (Basadur, 1995)
-3) and on a few other works, which suggest that there are subtle
differences between some of the terms (e.g. Basadur & Basadur, 2011;
Runco & Chand, 1994)

THE PROBLEM-FINDING HIERARCHY
-The PFH suggests that there might be some important differences
between five PF processes: problem discovery, problem formulation,
problem construction, problem identification, and problem definition
based upon two dimensions:
-1) to what degree the problem is ill-defined
-2) to what degree ideation and evaluation are required in each process

THE PROBLEM-FINDING HIERARCHY
Problem Discovery (PD1)
-In the case of Problem Discovery, only ideation might be required. The
absence of evaluation in PD1 is due to the fact that the problem has not
yet been formulated. In other words, there is nothing to be evaluated at
this level of PF.
-PD1 is an unconscious process and that no information is given about
the problem.

THE PROBLEM-FINDING HIERARCHY
Problem Formulation (PF)
-Represents the case in which the problem also does not yet exist, but it
can be conceived through some given information
-Another feature that distinguishes PF from PD1 is that an individual has
some kind of awareness or feeling that something needs to be done,
although he or she is not sure about the method that should be used or
the outcome.
-Both ideation and evaluation are needed in the PF process, but ideation
might be more important in the PF stage than evaluation

THE PROBLEM-FINDING HIERARCHY
Problem Construction (PC)
-In the PC case, the problem exists but needs to be constructed in a new
form.
-The problem finder is aware of the problem and has some information
regarding how the problem might be constructed.
-Ideation and evaluation might be equally important in the PC process.

THE PROBLEM-FINDING HIERARCHY
Problem Identification (PI)
-Problem exists but remains to be identified by the problem finder.
-In the PI case, the problem finder has good information about the
problem he or she encounters.
-Evaluation might be more important in the PI stage than ideation.

THE PROBLEM-FINDING HIERARCHY
Problem Definition (PD2)
-Refers to the problem that already exists but needs to be defined
through using some evaluative skills
-Evaluation is more prominent than ideation.

THE PROBLEM-FINDING HIERARCHY
Problem Definition (PD2)

SUMMARY AND LIMITATIONS
1. There are different kinds and levels of the PF (e.g. Getzles, 1982),
2. Evaluative skills must to be considered in studying PF (e.g. Runco &
Chand, 1994),
3. The ratio of ideation-evaluation may differ in each PF process (e.g.
Basadur, 1995), and
4. PF should not be considered as a single process; instead, there is a family
of PF processes (Runco, 1994).

SUMMARY AND LIMITATIONS
1. is an active process, which results from the interaction of metacognitive,
cognitive, affective, motivational, and environmental elements;
2. is a conscious process, and consciousness plays an important role in all
problem-finding processes. It is only in the PD1 process that subconscious
processing may also play an important role;
3. the creative problem solving is not a linear process. PF processes could
be found in different creative problem solving steps, not only at the
beginning of the creative problem solving process.
The CPF hierarchy is built on several assumptions about problem solving,
especially problem finding. These assumptions are that PF

SUMMARY AND LIMITATIONS
1. There is some uncertainty about the processes. They are, after all, not
easily observable and, like most cognitive operations, must be inferred
2. The CPF hierarchy should thus be viewed as a new guide that needs to be
refined as more data are collected
3. The hierarchy outlined here is offered as a guide and impetus to further
research on PF and to more refine investigations of the PF processes, but
there is much work left to be done to refine it, test it, extend it, and apply it

References
Basadur, M., & Basadur, T. (2011). Where are the generators? Psychology of
Aesthetics, Creativity, and the Arts, 5(1), 29-42.
Basadur, M. (1995). Optimal ideation-evaluation ratios. Creativity Research
Journal, 8(1), 63-75.
Dillon, J. T. (1988). Levels of problem finding vs. problem solving. Questioning
Exchange, 2(2), 105-115.
Getzels, J. W. (1975). Problem-finding and the inventiveness of solutions. Journal
of Creative Behavior, 9(1), 12-18.
Getzels, J. W. (1982). The problem of the problem. In R. Hogarth (Ed.), New
directions for methodology of social and behavioral science: Question framing
(pp. 37-49). San Francisco: Jossey-Bass.
Mackworth, N. H. (1965). Originality. American Psychologist, 20(1), 51-66.

References
Pretz, J. E., Naples, A. J., & Sternberg, R. J. (2003). Recognizing, defining, and
representing problems. In J. E. Davidson & R. J. Sternberg (Eds.), The
psychology of problem solving (pp. 3-30). New York: Cambridge University
Press.
Runco, M. A. (1994). Conclusions concerning problem finding, problem solving,
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creativity (pp. 272–290). Norwood, NJ: Ablex.
Runco, M. A., & Chand, I. (1994). Problem finding, evaluative thinking, and
creativity. In M. A. Runco (Ed.), Problem finding, problem solving, and
creativity (pp. 40-76). Westport, CT, US: Ablex Publishing.