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Tools and methods developed during the era of quality and optimization have shown their limitations and become inappropriate in the context of the requirements of innovation. Nowadays the need to rebuild design practices in enterprises is strongly felt both in terms of human skills and methodological expertise. In part, a way to face the innovation era's difficulties has been provided through the theory of inventive problem solving. This theory represents a significant breakthrough in driving problem statement and solving in a direction that is expressed through the idea that technical systems are driven by objective laws. A second postulate concerns the notion of contradiction, but so far only few contributions have addressed the relations between laws and contradictions. This paper, through a qualitative approach, presents a solution to this limitation and proposes a possible use of laws within the choice of the appropriate conflicting pair, prior to the use of any TRIZ solving techniques. Tests to observe the impact of the proposed approach were conducted in a French engineering ‘grande école’ during three semesters with 180 engineers. The contribution of this paper is twofold. On the one hand, there is a theoretical contribution to the theory of inventive problem solving. In addition, the proposed method offers especially TRIZ practitioners new ways for problem understanding and problem formulation. [ABSTRACT FROM AUTHOR]

This study examined average-, high- and top-performing US fourth graders' rational number problem solving and their understanding of rational number representations. In phase one, all students completed a written test designed to tap their skills for multiplication, division and rational number word-problem solving. In phase two, a subset of students sorted cards that showed part-whole, ratio, quotient, measure, and operator perspectives of rational number representations. Each perspective was shown in numerical notational, word-problem, and visual formats. The results indicated that top-performing students scored significantly higher in problem solving and showed more effectively linked rational number representations than the other groups. The results imply that successful rational number problem solving is intertwined with representational knowledge for a wide range of rational numbers and that the bulk of US students do not possess effective skills for working with rational number representations. [ABSTRACT FROM AUTHOR]

This paper covers the main findings of the doctoral research that was concerned with seeking to extend aspects of dilemma theory. In professional practice, the Trompenaars Hampden-Turner Dilemma Reconciliation ProcessTM is a vehicle delivering dilemma theory in application. It informs a manager or leader on how to explore the dilemmas they face, how to reconcile the tensions that result, and how to structure the action steps for implementing the reconciled solutions. This vehicle forms the professional practice of the author who seeks to bring more rigor to consulting practice and thereby also contribute to theory development in the domain. The critical review of dilemma theory reveals that previous authors are inconsistent and variously invalid in their use of the terms ‘dilemma theory,’ ‘dilemma methodology,’ ‘dilemma process,’ ‘dilemma reconciliation,’ etc., and therefore an attempt is made to resolve these inconsistencies by considering whether ‘dilemmaism’ at the meta-level might be positioned as a new paradigm of inquiry for (management) research that embodies ontological, epistemological, and methodical premises that frame an approach to the resolution of real world business problems in (multi) disciplinary; (multi) functional and (multi) cultural business environments. This research offers contributions to knowledge, professional practice and theory development from the exploration of the SPID model as a way to make the elicitation of dilemmas more rigorous and structured and in the broader context of exploring ‘dilemmaism’ as a new paradigm of inquiry. [ABSTRACT FROM AUTHOR]

The article reports on mathematical lens problem solving from basic fractions to calculus. It reports that the Simplex lock is said to incorporate thousands of codes, exactly 1082 combinations. It infers that the metallic lock is made up of five buttons that can be pushed individually or simultaneously with the other four buttons. A fresh and new look in contrived-rate problems from a true problem-solving perspective. It states that problem solving from basic fractions do not differ much from solving calculus.

The article focuses on the lessons to learn after the tragic explosion of the Challenger space shuttle in 1986. According to the author, the accident took place caused by direct result of overlooked fact which include the tools designed for process improvement is not always possible to the level of complex system. It also involves problem solving especially in complex systems which demands capabilities that process improvement tools cannot provide. Moreover, the article also reminds the importance of potential thinking process, particularly in dealing complex system policy problems that cannot be solve through easy quantification.

Process Improvement (PI) is an approach for helping organizations to identify and resolve inefficient and ineffective processes through problem solving and pilot testing change. Use of PI in improving client access, retention and outcomes in addiction treatment is on the rise through the teaching of the Network for the Improvement of Addiction Treatment's (NIATx) Model for Improvement. Emphasizing five phases of change, five key principles for change, and four revolving aims, NIATx has taught hundreds of addiction treatment administrative and clinical staff to lead successful process improvement initiatives. This paper draws on experience from NIATx and offers methods and concepts to consider in the teaching of core process improvement tools and techniques. [ABSTRACT FROM AUTHOR]

The article discusses John McDowell's central mentalist notions, conceptuality and mindedness. Conceptuality when applied to everyday living means that we tend to use an equipment based on its usefulness to a specific task not by the physical properties it has such as weight or color. It is the process of how a person conceive, perceive or cope something. Mindedness as discussed by the author stressed that a person is said to be coping when it is involved in a particular activity. It notes that when a person is involved in learning, problem solving, responding to training, that person is mindful of what he is doing.

The problem solver's perception of elements in a problem-situation will influence the extent to which he recognizes a problem and the nature of the constraints he associates with the problem. Constraints represent the extent to which the problem is defined or specified and problem formulation takes place as constraints are adjusted. Through such mechanisms as psychological set and functional fixedness, the previous problem-solving experiences of an individual can shape the constraints he perceives for subsequent problems. His prior experiences can either facilitate (positive transfer) or inhibit (negative transfer) problem solving, depending in part on the structure of the problem. The constraints likely to be associated with the problems of varying degrees of structure are examined and suggestions are made for reformulating problems by adjusting these constraints. [ABSTRACT FROM AUTHOR]

This article reviews the research on problem solving and its related topics. If a general problem-solving ability is assumed, it becomes reasonable to raise questions about the characteristics of good and poor problem solver. The relationship of rigidity and problem solving was extensively researched by the author. In several studies, an attempt to discern shifts in performance after training designed to change attitudes. A number of studies were reported in which the variable manipulated was the atmosphere in which the problem solving occurred.

The article discusses the effects of environmental deprivation on basic psychological processes and cognitive development of children. Theories propose perceptual processes and their development as the foundation for later abstract and cognitive skills. Other theorists have placed more emphasis on language and language development as crucial to the problem solving process. Part of the basis for what can be considered of the assumption that the development of language is socially determined, but that perceptual development is not.