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28760 - IC -1-2004-1- UK – ERASMUS – EUC –1

Learning Unit Title

Creative problem solving strategies
(coordinated by Ursula Liebsch, Steinbeis Knowledge Transfer
Center, Germany)

SECTION ONE: Introduction

Learning unit (LU) 2 forms part of the IICEE project whose institutional partners,
framework and aims and objectives are outlined in the overall module guide.

1.1 Summary of LU 2
This learning unit offers an overview of the history, the tools and fundamental aspects
of creative problem solving strategies and focuses on the development of skills in
creativity techniques and strategic thinking.
This unit highlights the importance of creative solution finding techniques in
contemporary management and introduces the students to examples of best practise
in this area.

1.2 LU Statistics
LU Code: to be designated by each participating university
Module Level: as specified in the module guide
Learning Hours: 65-100 hours, including lectures, tutorial contact,
independent study, teamwork, e-learning activities
Semester Availability: each semester
Length of the Module: 15 weeks
Core or Option: Mandatory or optional according to the syllabus of the
participating universities.
Prerequisites: None; a foundation course previous to enrolment for this

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LU in business or business-related studies is

recommended
Credits awarded for 3 ECTS; to be finalized by each participating university
the module:
Named Pathways: will vary according to each institution
Professional will be integrated into each institution’s accreditation
Accreditation: process
Timetable: to be arranged by the participating institutions

Learning Unit Members:

Alavoine, Claude, IPAG*, Nice, France
Petkeviciute, Nijole, Vytautas Magnus University, Lithuania
Sola, Nicolas, Thames Valley University, London, UK
Szollos, Peter, Budapest Business School, Hungary
Van Vlierden, Marianne, Windesheim University of Professional
Education, Netherlands

SECTION TWO: Learning Experience

2.1 Aims
Apart from subscribing to the general goals of the IICEE project, LU 2 unit seeks to
provide current and future practitioners with a sound grounding in the area of creative
problem solving strategies and a high level of cross-cultural expertise. It has been
tailored to the needs of the learners who are preparing to work in an international
environment.

2.2 Learning outcomes

The learning outcomes listed below constitute the rationale of this unit. On its
completion, the participants will
 be aware of the importance of innovation and creativity in a companies process of
change in both reactive and pro-active ways
 learned about prevailing conditions for innovation and creativity in intercultural
different environments (establishing environments for creativity)
 learned about the theory and the practice of creative problem solving-techniques,
 be able to choose the right management tool of problem solving in a specific
situation.
 be familiar with strategies of conflict resolution in order to bring consensus in
negotiation and strategies of problems solving to transform ideas into realisation.

SECTION THREE:
Contents of Learning Unit 2
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This unit comprises three parts:

1.Theoretical background in
> Introduction to Strategic Management (PPT)
> Introduction to Creativity Techniques (PPT)
> Negotiation (PPTs)

2. Creative Problem Solving Strategies

(Compendium including questions and case studies)

3. Articles about intercultural aspects

in problems solving

1. Part: Theoretical background in

1.Introduction to Strategic Management (PPT)
2.Introduction to Creativity Techniques (PPT)
3.Negotiation (PPTs)

2. Part: Creative Problem Solving Strategies

(Compendium including questions and case-studies)
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1. Introduction
2. History of Theoretical Approaches of Strategic Management Methods
2.1 The importance of strategy in prehistoric times (Sun Tzu)
2.2 Strategy by Carl von Clausewitz
2.3 Strategy in the 50th and 60th ( Design School)
2.4 Strategy in the 70th (Planning School)
2.5 Strategy in the 80th (School of Systemic Management, Scenario Technique,
Positioning School)
2.6 Strategy in the 90th (Entrepreneurial School, Cognitive School, Learning School)
2.7 Strategy in early 2000 (configuration school)

3. Creativity Techniques
3.1. Introduction to Creativity and Intuition
3.2. Conditions for Creativity
3.3. Logic of Failure or Creativity Blockades
3.4. Step 1: Introduction into the Process of Creative Problem Solving
3.5. Step 2: Problem Analysis with Systematic-Analytic Techniques of Creativity
3.6. Step 3: Developing Ideas with Brain Intuitive Creativity Techniques
3.7. Step 4: Generating Ideas with Psychological Creativity Techniques
3.8. Step 5: Selection of Ideas and Systematic Integration of Elements of
Solution
3.9. Step 6: Evaluation and Decision

4. Creative Problem Solving Roadmap

4.1 Problem analysis
4.2 Prepare for a change
4.3 Mission Statement
4.4 Aims and objectives
4.5 Strategic Analysis:
4.5.1 External strategic analysis: outside-in reflection: company’s environment:
chances and risks
4.5.2 Internal strategic analysis: inside-out reflection: company’s strengths and
weaknesses
4.5.3 SWOT-Analysis
4.6 Strategic choice
4.6.1 Evaluation the options
4.6.2 Selection of the best ideas or strategies
4.5. Planning of Implementation

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3. Part: Articles about intercultural aspects in problems solving

3.1 Understanding the cultural environment in order to bring the appropriate problem
solving strategy
3.2 Managing diversity as a tool in order to increase performance through creativity
3.3 Competition or cooperation as cultural orientations in negotiation
3.4 Cultural influence on management behavior + tools leadership
3.5 Developing intercultural competence as a condition for career development in
enlarged Europe
3.6 Transformation process, sociology aspects and IC communication
3.7 Decision making process in Intercultural negotiation: interaction between
cultures and situational context
3.9 The nature and exchange of information: building trust in
intercultural negotiation

Red marked articles are not yet delivered!

SECTION FOUR:

Learning Resources
3.1 Materials to be provided
This LU constitutes besides Powerpoint presentations a complete course
book which is also suitable for usage as an e-learning compendium. The
body of its text has been supplemented by examples taken from
managerial practice and by detailed diagrams and illustrations. Additional
materials (e.g. exercises, multiple choice questions, critical incidents) will
be provided in class.

3.2 Essential texts for Learning Unit 2.

Probst, Gilbert J. B., Integriertes Management, Bern, 1985Ulrich, Hans. Bern u.a.,
Anleitung zum ganzheitlichen Denken und Handeln, 1990
Gomez, Peter, Systemmethodik,
Malik, Fredmund, Strategie des Managements komplexer Systeme, Bern u.a., 1989
Dörner, Dietrich, On the logic of failure: thinking, planning and decision making in
uncertainty and complexity, Bamberg, 1987
Paul Watzlawick John Weakland Richard Fisch, Lösungen Zur Therapie und Praxis
menschlichen Wandel, Bern 1997
Dorothy Leonard Walter Swap,When Sparks Fly - Igniting Creativity in Groups
Harvard Business School Press. Boston 1999
Edward de Bono, Serious Creativity, Schäffer Poeschel Stuttgart 1996
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Klaus Linneweh, Kreatives Denken – Techniken und Organisation produktiver

Kreativität, Rheinzaubern, 1996
Helmut Schlicksupp, Ideenfindung, Wuezburg 1992
Goleman, Daniel / Paul Kaufmann / Michael Ray, Kreativität entdecken, München
2000
Joyce Wycoff, Gedankenstriche, Freiburg 1993
David Perkins, Geistesblitze, New York, 2000
Tony Buzan, Kopftraining English title: use your head, München 1989
Klaus Doppler / Christoph Lauterburg, Change Management, Frankfurt/Main 2002
Peter Senge, The Dance of Change, London 2002
Michael Hammer, Reeinginering the Corporation, London. 2001
Michael Hammer, Agenda, London. 2001
Robert S. Kaplan ; David P. Norton, The balanced scorecard : translating strategy
into action, Boston, Mass. : Harvard Business School Press, 1999
Fredmund Malik, Management-Perspektiven : Wirtschaft und Gesellschaft, Strategie,
Management und Ausbildung, Bern, 2001.

Reinhard Krug, Aufbau eines Ideenmanagements - Mitarbeiterbeteiligung am

Veränderungsprozess, 2002
Franz Yaver Bea/ Jürgen Haas, Strategisches Management, München,2001
Günther Müller-Stewens/Christoph Lechner, Strategic Management
Schaeffer-Poeschel Stuttgart 2003
Fred R. David, Strategic Management, New Jersey.2003
Henry Mintzberg, Bruce Ahlstrand and Joseph Lampel, Strategy Safari London,1998
Slawomir Magala, Cross Cultural Competence, Routledge UK, 2005,
P. Harris, R. Moran, S. Moran, Managing Cultural Difference, Elsevier, 2004
Geert Hofstede, Culture’s Consequences, Sage Publications, 2001
Michael J. Hicks, Problem solving and decision making,Thomson Business Press,
2005
F. Trompenaars, P. Woolliams, Business across Cultures, Capstone Publishing Ltd,
2003
Donald W. Hendon, R. Hendon, P. Herbrig, Cross Cultural Business Negotiations,
Greenwood Publishing Group, 1996

P. Ghauri, J.C Usunier, International Business Negotiations, Elsevier, 2003

Bert Kapteijn, Probleemoplossing in organisaties (Problem solving in organisations)–,

Bohn Stafleu van Loghum, 1996

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Frank Kwakman and Albert Postma, Het team als probleemoplosser (The team as
problem solver), Kluwer Bedrijfswetenschappen, 1996,
Ineke Walravens, Probleem oplossen met creatieve technieken (Problem solving
using creative techniques, Uitg. Lemma), 1994

Eastern Europe

Borgulya, I. (1996): Üzleti kommunikáció kultúrák találkozásában. Janus Pannonius

Kiadó, Pécs, 237 p. (Business communication in meeting point of cultures)
Borgulya, I. (szerk.) (2004): Kultúraközi, szakmai és szervezeti kommunikáció. Pécsi
Tudományegyetem Közgazdaságtudományi Kar, Pécs, p.283. (Intercultural,
professional and organisational communication)
Falkné Bánó, K. (1999): Meeting the Intercultural challenge in Hungary. In: Meeting
the Intercultural Challenge. Knapp, K., Kappel, B., Eubel-Kasper, K., Salo-Lee, L.
(eds.), Wissenschaft & Praxis, Berlin, 128-138
Falkné Bánó, K. (2001): Kultúraközi kommunikáció. Nemzeti és szervezeti kultúrák,
interkulturális menedzsment aspektusok. Budapest, Püski Kiadó. (Intercultural
communication. National and organisational cultures, intercultural management
aspects)
Falkné dr. Bánó, K. (2006): Interkulturális útmutató nemzetközi cégek
és projektek vezetői és tagjai számára. EUWorking Papers, 1. BGF. Budapest.
(Intercultural guideline for international companies and projects)

Falkné Bánó, K. (200?): Miért es hogyan tanítsuk a kultúraközi kommunikáció

tárgyat? Külker. Főisk. Füzetek, Vol. 13. Budapest.

Felföldi, B. (200?): A szervezeti kultúra kutatásának újabb fejleményei: a

kommunikáció-központú megközelítésekről. Tudasmenedzsment. …

Hidasi, J. (200?): Ertekvalsag es ertekvaltas Japanban.

Polyák, I. (2004): Cross-cultural Communication, Budapest, Perfekt

Munt, I. (200?): AZ INTERKULTURÁLIS KOMMUNIKÁCIÓ SZEREPE
AZ IDEGENNYELV-OKTATÁSBAN Külker. Főisk. Füzetek, Vol. 13.
Raykova, A., Schachinger, C. (200?): Az interkulturális tanulás és az európai értékek

3.3 Other Learning Resources (journals, databases, websites):

Journals
Harvard Business Review on Innovation
Harvard Business School Press
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Harvard Business Review on Innovation

Harvard Business School Press. London, 1995
http://www.feek.pte.hu/tudasmenedzsment/index.php?ulink=686
http://www.terebess.hu/keletkultinfo/hidasij.htmlhttp://www.nepfoiskola.hu/mntl
ap/archiv/2003_1/tkit.htm
http://interkulturalis.lap.hu/
For further learning resources see module guide. Unit specific materials
and e-learning facilities will be available at the participating institutions. A
unit-specific website will be developed and will be regularly updated.

SECTION FIVE:
Teaching, Learning and Assessment
4.1 Learning Activities
This unit has been designed to blend traditional course delivery formats (lectures,
scripts) with innovative forms of learning such as interactive e-learning platforms. The
participants will be able to integrate their own experience and will form part of the
type of intercultural environment they are being trained for.
In line with the learning activities outlined in the module guide, this LU seeks to
develop all three dimensions of learning.
 The course book will equip the participants, first and foremost, with a
sound cognitive foundation for the contents dealt with in this unit and
allow them to understand the concepts underlying creative problem
solving strategies and its current approaches. Content-related end-of-
chapter student activities (as shown in the following example) and
individual assignments will enhance the knowledge acquired.
 The experiential dimension of learning (aka “learning by doing” or
“action learning”) will be supported by situational simulations, critical
incidents and case studies which encourage the learners to apply their
analytical skills and knowledge to resolve the problems at hand. Student
presentations will improve their visualisation and communication skills.
 Student interaction and the development of relational / interpersonal,
skills will be encouraged by guided student interaction and team tasks
which will also allow the work group members to test their ideas against
those of the team and to assess their own level of interculturality in a
participative learning environment.
Course delivery also relies on:
• independent intensive learning based on student-centred research (e.g.
bibliographical research and data collection);

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• guided self-tuition (recommended reading, scripts, technology

enhanced learning, i.e. TEL). This applies in particular to participants
who neither have strategic theory and creativity techniques experience
nor have studied this subject previously;
• reflection phases including group and self-evaluation.
Moreover, students will be able to contact their tutors during the delivery of the LU for
further support and/or guidance. This will primarily be electronic and by telephone but
can also be face-to-face by prior agreement.

4.2 Schedule of Work

Lectures, workshops and assignments take place in the participating institutions.
They may be integrated in international project weeks and concluded by an
international student conference held at one of the participating institutions.
The delivery of the contents will be structured as follows
 Introduction and identification of the major issues of creative problem solving
strategies
 Critical review of the relevant literature with the participants
 Regular weekly lectures based on the LU chapters
 Evaluation of the learning unit delivered

SECTION SIX: Assessment

5.1 Assignments and pass requirements
The contents of each of the following LU 2 assignments will be specified during the
introductory session. Students attempt each component of formal assessment and
are to achieve a pass mark of 50% for each.
1) Content-based individual assignments: In the course of this LU, participants will
undertake a set of individual tasks (e.g. task boxes, guided exercises, end-of-chapter
assignments) which carry a weighting of 60% of the overall mark. All tasks need to be
submitted by week 14.
2) End-of-unit assignments: At the end of the entire learning unit, the participants
will tackle one major case in small groups. Each group will present their case
solutions (maximum 15 minutes) and produce a written report (3000 words) of their
work to a larger audience. This task requires the application and integration of the
knowledge and skills the participants have acquired in the course of this programme.
It carries a weighting of 60%. The oral presentation will be given in week 15.
3) End-of-module assignment: On completing all three units of the IICEE module,
the students will be able to obtain an extra credit by working on one case study that
covers all the areas dealt with in the IICEE project. This case study can only be
undertaken if all three units have been passed successfully.

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5.2 Marking and Assessment Feedback

The assignments will be marked b y the LU 2 tutors in accordance with
the standard marking processes of their institutions. The participants will
receive written individual feedback together with a mark for each element
of the assessment. Additionally, students will be able to use the planned
workshops to gain formative feedback on initial ideas and processes from
their peers.
5.3 Evaluation of LU 2
LU 2 will be evaluated as specified in the module guide.

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