CREATIVITY, INNOVATION & ENTERPRISE
Apply Critical and Creative Thinking Skills in Problem-Solving
o Use a range of critical thinking skills (e.g., analysis, comparison and
contrast, inference and interpretation, and evaluation)
o Use the creative thinking process (e.g., generating possibilities,
incubation, illumination)
o Identify barriers to effective thinking (e.g., traits, dispositions, working memory,
perception, lack of information)
o Identify contradictory perspectives and underlying assumptions
o Use metacognition in monitoring the quality of personal thinking
Able to develop products, processes and services, in a business or entrepreneurial context
o
Recognize entrepreneurial opportunities to develop products, processes and /or
services
o Use a range of critical and creative thinking approaches (e.g., Design Thinking,
Systems Thinking) and tools (e.g., Brainstorming, Mindmapping)
o Reframe and take a range of perspectives
o Identify the business focus in the design of products, processes, or services
UNDERPINNING KNOWLEDGE
Apply Critical and Creative Thinking Skills in Problem-Solving
Use a range of critical thinking skills (e.g., analysis, comparison and contrast, inference and
interpretation, and evaluation)

The specific types of critical thinking skills (e.g., analysis, comparison and contrast,
inference and interpretation, evaluation) that are used in building knowledge, the
development of understanding and problem-solving and their heuristics (mental
operations involved in their effective use). For example, comparison and contrast
involves identifying what is similar between two things, e.g., objects/options/ideas, etc;
what is different between these things; and what is significant about these similarities and
differences in specific situations.

The ways in which each specific type of thinking contributes to knowledge building, the
development of understanding and problem-solving. For example, analysis focuses on the
relationships of parts within systems and sub-systems, what each part contributes to the
working of the system, and how the functioning of the system is affect by these
interrelationships.

How good thinking involves the strategic and flexible use of all types of thinking. For
example, while each type of thinking focuses the mind on specific questions relating to
the problem under consideration, good thinking typically results from effectively
combining all types of thinking skills and using them in a strategic manner. Consider how
you might plan for your financial security in retirement? It will certainly involve the
strategic use of all specific types of critical thinking – as well as creative thinking.
Use the creative thinking process (e.g. generating possibilities, incubation,
illumination, etc)

What creative thinking involves (e.g., generating many, different types of, and novel
possibilities) and how the process typically works (interest, preparation, incubation,
illumination, verification, application). It is important to note that critical thinking skills
are naturally combined with the creative thinking process, especially for verification and
application. Also, the creative processes cannot be clearly defined in terms of time
needed and the outcomes achieved. Creativity cannot be forced and guaranteed. It may or
may not happen, despite the best efforts.
Identify barriers to effective thinking (e.g., traits, dispositions, working memory, perception,
lack of information, etc)

The range of barriers that can affect the quality of personal thinking (e.g., personality
traits and dispositions, working memory, habits of perception, lack of information, etc).
How these specific barriers actually impact and potentially impede the thinking process
(e.g., how certain personality trait configurations such as curiousity affect dispositions to
show initiative; how the limitations of working memory often lead to cognitive overload,
forgetting and frustration; how habits of perception lead us to see things from limited and
often distorted perspectives; how lack of information often leads to unfounded
generalizations, etc)

The ways in which we can reduce the impact of barriers to the quality of our thinking
(e.g., awareness of the barriers, how they work and their impact on our thinking;
consciously reframing and recognizing the traps of personal maps and subjective
perceptions; operating within the limitations of Working Memory and seeking to
organize and summarize information as much as possible; identifying/accessing the most
valid and current information about a topic, but still being critical in making inferences
and interpretations).

How thinking tools (e.g., ‘Thinking Hats, Mind-Mapping, Triz, etc) can organize,
manage and direct our thinking to help reduce the impact of some of these barriers. For
example, Mind-mapping is a powerful tool for organizing and summarizing a lot of
information on one sheet of paper – this helps our memory systems to work effectively
and reduces cognitive load. Triz helps to force our thinking to look at things from
different perspectives and, therefore, break away from our existing mental
models/perspectives.
Identify contradictory perspectives and underlying assumptions

The importance of perspectives as ways of shaping how we perceive the world and make
sense of it. For example, a humanistic psychology perspective makes certain assumptions
about human nature (e.g., individuals are born naturally good – or at least neutral). From
this perspective, violent criminals are the products of society – however defined – and not
the result of inborn maliciousness. Hence, many humanists oppose draconian
punishments such as the death penalty.

How any one perspective may provide both valid and limited views on a aspect of social
reality. For example, an economic perspective may help focus the mind to both the need
and methods for saving money. However, it may restrict perception away from the
psychological consequences of such cost cutting, which actually creates bigger long term
problems affecting performance and productivity. The field of ‘Systems Thinking’ tries
to make us think beyond any one perspective or ‘Mental Model’.

The basis of perspectives (e.g., underlying assumptions based on specific beliefs which
shape perception. How perspectives can be in conflict (e.g., economic Vs ecological, etc),
and the implications of conflicting perspectives in work and non-work contexts (e.g.,
disagreement, conflict, limited designs and applications, poor communication, etc).

The importance of ‘Reframing’ (the ability to look at things differently by taking
different perspectives and using different assumptions) for managing our personal
identities, creativity and building a better understanding of the world. How reality is
essentially a construction of the mind, based on experiences filtered by personality traits,
beliefs, language and memory. Hence, while we experience the world as an objective
reality it is, in fact, a subjective and personalized world. Visual illusions such as the
‘old/young lady’ and the ‘half full/empty glass’ demonstrate such subjectivity. The mind
will typically see what it has learned to see.

How to reframe (e.g., consciously take on different perspectives and challenging existing
- including personal – assumptions. Essentially, looking at the world through different
lenses.
Use metacognition in monitoring the quality of personal thinking

The importance of metacognition (thinking about one’s thinking to ensure its quality). As
humans we possess the unique capability of being able to reflect on what we do,
including our own thinking. This enables us to monitor how well we have done the other
types of thinking (e.g., analysis, comparison and contrast, inference and interpretation,
evaluation and generating possibilities). Hence, our metacognitive capability provides us
with an important capability in managing the quality of our own thinking.

How to use metacognitive thinking to effectively organize, monitor and evaluate the use
of specific types of thinking (e.g., awareness of its capability and uses, consciously
choosing to make time to be metacognitive when involved in important problem-solving,
planned reflection through diaries/logs, etc)
Able to develop products, processes and services, in a business or entrepreneurial context
Recognize entrepreneurial opportunities to develop products, processes and /or services

Attributes of entrepreneurial opportunities (e.g., identified need – overt or latent – not
presently or sufficiently met, business viability)
Use a range of critical and creative thinking approaches (e.g., Design Thinking, Systems
Thinking) and tools (e.g., Brainstorming, Mindmapping)
 Different critical and creative thinking approaches (e.g., Design Thinking, Minmapping)
and their underlying skill sets and practices
 Different tools and techniques that can be used for organizing and managing aspects of the
thinking process (e.g., brainstorming, mindmapping, force-field analysis, process
flowcharts, etc) and their related methods of good practice
Reframe and take a range of perspectives
 The concept of reframing and how it leads to different perceptions and feelings about aspects of
the external world
 The concept of perspective and its impact on organizing an internal world view in relation to
specific aspects of reality (e.g., human nature, political systems, education, meaning of life, etc)
 Ways in which reframing can occur (e.g., new experiences which challenge existing beliefs at a
high sensory level) and systematic personal learning and work to encourage the capability to look
at things differently
Identify the business focus in the design of products, processes, or services

What constitutes a business focus (e.g., costs, risks, efficiency, quality, novelty, etc)