Kūrybiškumas šiandieninėje visuomenėje yra labai svarbi ne tik kaip individuali žmogaus savybė, bet taip pat kaip ir pačios organizacijos savybė. Tereikia sudaryti palankias sąlygas, leidžiančias kūrybiškumui skleistis, t.y. kuo bus įvairesnė, turtingesnė aplinka, tuo daugiau peno bus teikiama organizacijoje dirbančių žmonių vaizduotei (A.Petrulytė, 2001; A.Maslow, 1959; J.Kasiulis, V.Barvydienė, 2003); kuo bus suteikiama didesnė laisvė, tuo žmogus galės laisviau ir nevaržomai dirbti (A.Petrulytė, 2001; D.Grakauskaitė – Karkockienė, 2002, R.Lekavičienė, 2003); kuo didesnę motyvaciją turės organizacijos darbuotojai, tuo labiau jie bus suinteresuoti siekti tobulumo (A.Petrulytė, 2001; J.Kasiulis, V.Barvydienė, 2003; James A.F.Stoner ir kt., 2000). Problemų šiuolaikinėje veikloje yra išties pakankamai daug, tad norint išlikti, reikia problemas spręsti kūrybiškai ir novatoriškai, t.y. surasti ir suprasti problemą, iš visų galimų idėjų išsirinkti tas, kurios yra daugiausiai tikėtinos ir žadančios, ir galiausiai pasirinkti problemų sprendimą, kuris bus efektyviausias iškilusiai problemai spręsti. Vadovas organizacijoje yra labai svarbus asmuo, nes nuo jo priklauso visos organizacijos sėkmė. Vadovas atlieka daugybę funkcijų ir viena iš jų yra laiku pastebėtos problemos, nes pats svarbiausias dalykas sprendžiant problemą – tai suvokimas, kad ji egzistuoja. Žinoma, norint tinkamai ir greitai išspręsti problemą, būtina vadovo patirtis. Taigi kūrybiškumas ir problemų sprendimas – tai... [toliau žr. visą tekstą] / There are many definitions and approaches to understanding creativity. Creativity is the making and communicating of meaningful new connections to help us think of many possibilities; to help us think and experience in varied ways and using different points of view; to help us think of new and unusual possibilities; and to guide us in generating and selecting alternatives. Effective problem solving relies on a balance of two different types of thinking. The first is “creative” thinking in which one makes and communicates meaningful new connections by devising unusual new possibilities. The second is “critical” thinking, in which one analyzes and develops mechanisms to compare and contrast ideas; improve and refine concepts; screen, select and support alternatives and make judgments effect decisions. These two different types of thinking are more complementary than contradictory and should be viewed as mutually supportive aspects of effective thinking and problem solving. CPS is a methodological framework designed to assist problem solvers with using creativity to achieve goals, overcome obstacles and increase the likelihood of enhancing creative performance. The accomplished analysis showed, that the workers, who work in AB “X” bank, are creativity, but they want to be more creativity in the future. In the problem solving they use their experience and they like everything, what is new and unexpierenced. The work consist of 68 pages. There are 5 charts and 28 pictures... [to full text]

In this work is analysed problem – younger and older teenager and young adult visual thinking peculiarities and education. Objective of this research is to find younger and older teenager and young adult visual thinking peculiarities and provide recomendation for education of visual thinking. Research task: 1. To analyse visual thinking development singularities in nonfiction education and psichological literature. 2. Compare younger and older teenager and young adult visual abstractiveness level. 3. Compare younger and older teenager and young adult colow expression of images expressing notions: „happyness“, „anger“, „fear“, „sorrow“, „fault“, „shame“. 4. Compare younger and older teenager and young adult expression using shapes of theese notions („happyness“, „anger“, „fear“, „sorrow“, „fault“, „shame“). In this work used theese methods of objective: analyse of science literature, grapic objective, that is drawing task, data – processing using PC (SPSS package), statistics. I have used graphic research methodology provided by D. Jurkšaitė (1982): using colors and shapes express six notions („happyness“, „anger“, „fear“, „sorrow“, „fault“, „shame“). In this research used these colors: yellow, orange, pink, red, hirsch, light blue, blue, purple, salad-bowl, green, brown, black. Task perform time infinitive. In objective attendanced 150 respondents, in three age groups: 50 younger teenagers, 15-16 years, 50 older teenagers,18-21 years and 50 young adults, 22-27 years... [to full text]