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"Outlines a method for tapping one's creative potential in order to generate ideas without undue stress, providing coverage of such strategies as beginning with an end goal in mind, and managing energy efficiently"

""How to get past the most common myths about creativity to design truly innovative strategies. We tend to think of creativity in terms reminiscent of the ancient muses: divinely-inspired, unpredictable, and bestowed upon a lucky few. But when our jobs challenge us to be creative on demand, we must develop novel, useful ideas that will keep our organizations competitive. The Myths of Creativity demystifies the processes that drive innovation. Based on the latest research into how creative individuals and firms succeed, David Burkus highlights the mistaken ideas that hold us back and shows us how anyone can embrace a practical approach, grounded in reality, to finding the best new ideas, projects, processes, and programs. Answers questions such as: What causes us to be creative in one moment and void in the next? What makes someone more or less creative than his or her peers? Where do our flashes of creative insight come from, and how can we generate more of them? Debunks 10 common myths, including: the Eureka Myth; the Lone Creator Myth; the Incentive Myth; and The Brainstorming Myth Written by David Burkus, founder of popular leadership blog LDRLB For anyone who struggles with creativity, or who makes excuses for delaying the work of innovation, The Myths of Creativity will help you overcome your obstacles to finding new ideas"-- Provided by publisher."

"Knowledge is good," preaches the inscription under the statue of college founder Emil Faber in the film Animal House. But as valid as that declamation may be at a university, in the corporate world what passes for knowledge can be a killer. Companies and teams rely on "what we know" and "the way we do things here" to speed decision making and maintain a sense of order. But progress demands change, risk taking, and occasionally, revolution. Processes must be overhauled, assumptions challenged, taboos broken. But how do you do it? Who among the group will take responsibility for a brand new initiative or unorthodox decision? Who will be willing to stand up and say, in essence, that the emperor has no clothes? As much as we laud the concept of "thinking outside of the box," most of us think it's a lot safer to stay inside. It's time to call in a "zero-gravity thinker" who is not weighed down by the twin innovation killers -- GroupThink and its close cousin, ExpertThink. Such outsiders are in plentiful supply, whether from the department down the hall, the branch office, a consulting firm or even another company. Unburdened by all the nagging issues that plague even very effective groups, the outsider will know new ways around a problem, identify possibilities where none seemed to exist, and spot potential problems before they spin out of control. According to The Innovation Killer, the right zero gravity thinker will ideally possess the following traits: Psychological distance: the most important tool of the impartial observer, it enables him or her to maintain an open mind. Renaissance tendencies: a wide range of interests, experiences, and influences more readily inspires innovative approaches. Related expertise: strength in a relevant area may lead to "intersection points" at which solutions are often found. The book helps identify when and why you should call in a collaborator, where to find one, and how you and your team can start working with him or her. There are also strategies for turning yourself into a zero-gravity thinker when it's simply not practical to bring in a true outsider. Knowledge is good, except when it trumps real innovation. Whether your team is too focused on the forest or can't see past the trees, this book will help you add the perspective you need to make the great decisions that will move your company forward."

"At the same time he emphasized the 'appalling neglect' of the study of creativity by psychologists. Examining the index of the Psychological Abstracts since its origin, he found that of the approximately 121.000 titles listed in 23 years, only 186 were indexed as definitely bearing on the subject of creativity. The major interest in the creativity disposition and the recognition of its importance for knowledge came from the fields outside of psychology. Large industries recognized the enormous value of new ideas. Various branches of the government are asking for individuals who have inventive potentialities. These needs have found psychology ill prepared. One of the major conceptual blocks for the study of creativity has been the conception of creativity as an inherited property of the genius (Razik 1967): 'Assumebly ... creativity is where one finds it, and little can be done through education to affect it' (p. 301). Another conceptual block for the 'creativity movement' centered in the measurement instruments commonly used in the schools: the traditional intelligence tests to assess the capacity of students for learning and the achievement tests to judge the progress students make on their way through the school program. Both intelligence and achievement tests were mostly limited to tasks for which there were single, predetermined 'right' answers (convergent thinking). "

"Menurut teori perkembangan, mahasiswa umumnya termasuk dalam rentang usia dewasa muda, dimana individu dihadapkan pada berbagai masalah, baik pada kehidupan di dalam maupun di luar kampus. Salah satu aset penting yang perlu dimiliki mahasiswa untuk menghadapi masalah-masalah serta memenuhi tugas perkembangannya adalah psychological well-being (PWB). Menurut literatur, studi mengenai PWB pada mahasiswa masih tergolong sedikit. Kreativitas merupakan elemen esensial pada kehidupan mahasiswa. Terdapat jenis kreativitas lain yang masih sedikit mendapat perhatian, yang disebut sebagai everyday creativity (EC). Kreativitas ini ditemukan berhubungan dengan psychological well-being, namun bagaimana kreativitas tersebut berperan dalam kehidupan mahasiswa masih belum banyak diketahui. Penelitian dilakukan pada sampel 120 mahasiswa Universitas Indonesia, menggunakan alat ukur Ryff’s Scales of Psychological Well-Being yang dikembangkan oleh Ryff (1989) dan Everyday Creativity Questionnaire yang dikembangkan Ivcevic & Mayer (2009). Hasil penelitian membuktikan terdapat hubungan signifikan antara everyday creativity dan psychological well-being.

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According to a developmental theory, senior college students in general are in the stage of young adulthood, where they encounter various kinds of challenges, both in and outside the campus. One of the most important resources that help college students cope with these challenges and accomplish the development tasks required in this stage is psychological well-being (PWB). According to the literature, there are not many studies on the psychological well-being of college students. Creativity is an essential element in the university life. A form of creativity, called everyday creativity, is reported to be rather neglected in the research on creativity. Everyday creativity is reportedly related to psychological well-being, but not much is known about the role it plays in the everyday life of college students. A study is conducted to a sample of 120 college students of Universitas Indonesia, using Ryff’s Scales of Psychological Well-being and the Everyday Creativity Questionnaire. Results show there is a significant correlation between everyday creativity and psychological well-being."

"[The book focuses on three big, well-researched ideas related to creativity training, divergent thinking, intrinsic motivation, and the CPS model of creative problem solving, and shows how to apply these ideas in designing lessons that promote creativity as well as encourage the development of content-based skills and knowledge. The book is written in a way that makes it easy for teachers to make these ideas their own, with many examples for use in K-12 classrooms.;The book focuses on three big, well-researched ideas related to creativity training, divergent thinking, intrinsic motivation, and the CPS model of creative problem solving, and shows how to apply these ideas in designing lessons that promote creativity as well as encourage the development of content-based skills and knowledge. The book is written in a way that makes it easy for teachers to make these ideas their own, with many examples for use in K-12 classrooms., The book focuses on three big, well-researched ideas related to creativity training, divergent thinking, intrinsic motivation, and the CPS model of creative problem solving, and shows how to apply these ideas in designing lessons that promote creativity as well as encourage the development of content-based skills and knowledge. The book is written in a way that makes it easy for teachers to make these ideas their own, with many examples for use in K-12 classrooms.]"

"This text helps your students hone their creative skills and apply those skills to solve nearly any problem. Drawing on National Science Foundation-funded, advanced research that studied problem-solving techniques in all areas of modern industry, the book presents a comprehensive, systematic problem-solving framework. Through hands-on techniques and exercises drawing on realistic examples, students will learn how to approach an ill-defined problem, identify the real problem, generate and implement the best solution, evaluate what you learn, and build on that knowledge."