Article describing the similarities and differences between CPS and QR.

1. • SCHOOLS OF THOUGHT •
Creative Problem Solving
and Qualitative Research
BY MARTHA E. GUIDRY
Consumer Reactions • Avon, CT • martha@ConsumerReactions.com
W
hen a client wants to use the tail end of a focus group as an idea-
generating session with consumers, qualitative research consultants
(QRCs) are faced with a challenge. Although the primary intent of
the research may be to understand a particular product or marketing
challenge, moderators are often asked, “Can we ask the respondents to give us
Qualitative research ideas to make it better?” or “Can’t we just ask them, since we’ve got them in
relies primarily on the room anyway?”
Although many practitioners have attended one (or many) of the Creative
“convergent thinking” Problem Solving Institute (CPSI) conferences and understand the ideation
and asks participants process, confusion still remains as to how the disciplines of Creative Problem
Solving (CPS) and qualitative research actually dovetail. The framework on the
to evaluate, judge, next few pages offers a useful guide to understanding and better communicating
how and if ideation fits into the research process.
discuss the issue at
hand and (usually)
narrow down a number
of options into a
favored subset. In
CPS, idea generation
focuses primarily on
“divergent thinking,”
which is effective only
in environments ripe
for the productive
generation of many
possibilities.
14 QRCA VIEWS SUMMER 2006 www.qrca.org

2. C O N T I N U E D Schools of Thought
Overall, qualitative research focuses on
gathering information, reporting facts and
soliciting reactions from a pre-selected group
of individuals with some similar characteristics,
behaviors and/or attitudes.
According to the authors of Moderating to
the Max, qualitative research is all about “what
is,” while idea generation or CPS is about “what
could be.” Other practitioners support this
same line of thinking, stating that qualitative
research is about the “truth," while CPS is about
the “possibilities.”
Regardless of how it is articulated, qualitative
research focuses on the current reality for the
respondent. A respondent might be asked:
“What is your experience with a product?”
or “What are the biggest challenges in this
situation?” or “What are your feelings about
this brand?” Qualitative research relies primarily
on “convergent thinking” and asks participants
to evaluate, judge, discuss the issue on hand and,
usually, narrow down a number of options into
a favored subset.
In CPS, the idea-generation portion of the
model focuses primarily on “divergent thinking,”
which is only effective in an environment ripe for
the productive generation of many possibilities.
Unlike convergent thinking in a typical
qualitative project, divergent thinking relies on
Two Distinct Disciplines, deferring judgment, generating a large quantity
Yet Complementary of ideas rather than narrowing down the options
First, a clear definition of each discipline is essential and seeking wild and crazy ideas, rather than
to analysis and understanding. Although the process those driven from an individual’s own experience
of solving problems has been around for centuries, or interaction with a product or service.
it required the thinking of Alex Osborn and Despite these fundamental differences in the
Sidney Parnes in the early 1950s to make the goals and outcomes of qualitative research vs. a
problem-solving process an explicit, rather than CPS session, practitioners agree that qualitative
an intuitive, process. research can play a role in the CPS process. A
As it exists today, CPS consists of three basic working model of the relationship between the
building blocks: Explore the Challenge, Generate disciplines is outlined in Figure 1.
Ideas and Prepare for Action. Simplified, these
broad phases integrate a disciplined approach of
diverging and converging within each step of the Figure 1:
process to help participants solve a problem or Relationship of CPS to Qualitative Research
challenge. Using CPS, an individual or team
frames the issue to ensure that the correct
problem is being solved, generates ideas to
identify many potential solutions and finally
narrows down the ideas and makes them into
actionable plans (Parnes, 1981).
Qualitative research, as defined by the CPS Tools* QR
Qualitative Research Consultants Association
(QRCA), is designed to reveal a target audience’s
range of behavior and the perceptions that drive
behavior with reference to a specific topic or
issue. Qualitative research uses small groups to
guide and develop the construction of hypotheses * with different motivations
that are descriptive, rather than predictive.
Q U A L I TAT I V E R E S E A R C H C O N S U LTA N T S A S S O C I AT I O N 15

3. Schools of Thought C O N T I N U E D
qualitative research with creative output. Figure
2 (Davis) illustrates that three out of the four
essential characteristics required to be creative
are missing in a typical qualitative setting:
Person, Process and Press.
Figure 2: 4 P’s of Creativity
Fit with Qualitative Research
Press
Both CPS and qualitative research can be Product Person
done independently of each other, as well as to
augment the outcomes from either discipline. In
addition, a number of tools can be used in both Process
qualitative research and CPS (as illustrated in
the dark purple section of figure1); however, the
intent and purpose of each tool varies depending
upon the discipline employed.
In a typical qualitative setting, people are
Working Together purposely recruited to be representative of
Let’s first focus on how qualitative research can the general population. For the most part,
augment virtually any step in the CPS process. respondents who meet the study criteria cannot
In the first stage of CPS, it is critical to clearly be adequately screened to ensure a good mix of
frame the challenge or problem through the ideators. Unless the QRC does the recruiting
exploration and mining of all the available (which is unlikely), he or she relies on somewhat
data. Qualitative research is a natural fit for unskilled “telephone dialers” to find the sample.
exploring the perceptions, opinions, beliefs and In addition, the participant is not trained in
assumptions about any topic with a specific creativity or creative problem solving. As well,
target audience. the Process in qualitative is deliberately convergent.
For example, if a company desires to develop The discussion guide is structured to broadly
a new type of razor, then a focus group might approach the topic area, then move to more
serve as one conduit for soliciting feedback on specific areas during the interview. In addition,
the consumer’s current experience. Armed with techniques selected by the QRC are meant to
this information, the team can supplement any gather data and/or converge on ideas, rather
qualitative learning on the topic with additional than diverge for idea generation.
quantitative study output, consumer 1-800 feedback Furthermore, the Press (or environment) in
or usage data. All this information provides a qualitative is usually not set up to be playful or
rich context to understand the opportunities in uninhibited; although there are exceptions to
their new-product development efforts. this rule, it is not the norm. The time allocated
In the second stage of CPS (idea generating for respondent interaction in a qualitative setting,
and converging on the high potential ideas), ranging from thirty minutes to three hours, is
qualitative research again can play an important generally not enough to adequately train a
role, BUT only in the convergent phase. Given a respondent in the creative process.
subset of lead ideas, respondents can easily Additionally, the client has specific expectations
communicate relative appeal and help prioritize on the content delivered by the research. As such,
ideas for the team. Through various interviews, techniques selected to produce such content are
virtually all the practitioners in the field state different from those in a typical CPS, where
that focus groups or other qualitative settings the group sets the agenda and directs the course
are not the appropriate forum to generate ideas of action.
for a variety of factors. Finally, the only area remaining in this
Scholarly research typically evaluates framework is Product, or the creative output.
creativity in the context of the “four Ps,” which Absent the other conditions for a creative
provides a helpful framework to assess the fit of context, the natural inclination is to evaluate
16 QRCA VIEWS SUMMER 2006 www.qrca.org

4. product rather than enhance an idea or In a qualitative setting, projective also responsible for asking the
output. techniques or metaphorical tools (such as appropriate questions or using the right
In the final stage of CPS, qualitative pictures or metaphors) are generally used to stimuli to get the content desired by the
research can be used to effectively evaluate explore imagery or personal reflection on an client. In addition, the moderator writes
an action plan. Similar to converging on a experience, brand, product, issue or topic. a summary report on the findings from
number of different ideas in Phase 2, For example, a respondent may be asked to the research, which is entirely about
respondents can help select the most create a collage that expresses how she feels content resulting from the feedback.
effective elements of the final plan by when she is having a “bad hair day” or In contrast, the facilitator in CPS is
providing feedback on a variety of options. complete the sentence of “When I have a responsible for process only. The client
Again, respondents would not develop an bad hair day, I feel like __.” In contrast, and resource group are accountable for
action plan for the challenge at hand, but when a picture is shared in CPS using the the content. If, during the CPS process,
instead they would provide guidance to forced connection technique, the intent is to it is determined that a new problem or
identify the strongest next step or issues that generate new ideas based on the linkage to challenge might need to be addressed,
might inhibit the effectiveness. this picture or object unrelated to the the client determines if the resource
problem or challenge. The facilitator might group changes the objective and
Implemented Separately ask, “What ideas do you get for solving this pursues different content in the actual
As suggested, qualitative research and CPS problem when you look at this?” Clearly, the session.
can co-exist and complement each other; outcome of using this tool in these two So how do you decide whether you
however, they can clearly live on their own. contexts produces different output. are doing qualitative research or idea
As identified in Figure 1, a large scope of In qualitative research, the technique of generation with CPS? Although many
projects could fall outside the realm of laddering is generally used to explore the practitioners suggest a line of
qualitative and be ideally suited for a CPS links between the basic attributes or benefits separation, Jean Bystedt summed it up
ideation session (as noted in the blue of a product or service to the feelings and quite eloquently. She explained, “When
segment). associations they convey. For example, a you stop collecting data, it is no longer
If a potential client requests that a QRC typical project might ladder from the qualitative research. When you
ask respondents to generate ideas in a functional benefits of a laundry detergent try to make something better, it’s CPS.”
session, most practitioners agree that a well (cleans my clothes, removes stains, etc.) to a
designed idea-generation session or CPS higher-order emotional insight that the
may be more appropriate. Even at firms detergent “gives me pride in having my kids Special thanks to the following
specializing in an accelerated concept- looks their best.” In contrast, a laddering practitioners, with experience spanning
exercise in a typical CPS is a divergent moderator training at RIVA, field
development process that integrates idea
activity to identify new and different ways moderating, CPSI training, CPSI
generation with qualitative research, the
to articulate a problem statement, rather than participation and creativity/CPS
ideas are generated by “trained brains” or facilitating, who willingly provided
“trained consumers” PRIOR to the to identify an insight.
Often, an excursion helps participants insight and ideas toward this article:
qualitative research. The respondents in a
focus group setting are never asked to in a qualitative setting recollect their
Rosalia Barnes, Jean Bystedt, Jane
generate the ideas, only to evaluate and experience with greater detail and feelings
Goldwasser, Debbie Gowan, Lynn
judge the ideas to help the concept- than they could with typical Q&A. A QRC Greenberg, Laurie Kirsten, Siri Lynn,
development team craft stronger ideas. would narrate a script related to the topic, Maureen Olsen, Deborah Potts and Susan
In contrast, many qualitative research such as waiting for a prescription at the Robertson.
projects don’t need CPS (red portion in pharmacy. The participants would “relive”
Figure 1). Many projects don’t require the experience through the excursion, which
solving a problem or coming up with a new would enable them to provide more vivid
details about experience. The moderator
Bibliography
idea. To name just a few areas, these could Bystedt, J., Lynn, S. and D. Potts, Ph.D.
include understanding a brand image, might ask: “What was easy?” or “What was
(2003) Moderating to the Max. Ithaca,
exploring usage of a product in context or challenging?” or “How were you feeling?” NY: Paramount Market Publishing, Inc.
just getting closer to the consumer During a CPS session, a similar
experience through observational or excursion would be targeted at generating Davis, Gary A. (2004) Creativity is
ethnographic research. ideas to fix the challenges faced while Forever. (5th ed.) Dubuque,IA:
waiting for a prescription, not gathering the Kendall/Hunt Publishing Company.
data about the experience.
Shared Tools
Parnes, Sidney J. The Magic of Your
Both CPS and qualitative research share
Mind.(1981) Buffalo, NY: Creative
some common tools as identified in Figure Role Differentiation Foundation, Inc.
1; it is critical, however, to understand that One final aspect to consider is the role
although the same “tool” or “technique” differentiation between a moderator of
may be used in both disciplines, the qualitative research and a facilitator of CPS.
motivation for using that tool/technique is Typically, a moderator is expected to be
different. Let’s look at three examples: responsible for both process and content.
metaphorical tools, laddering and an The moderator is given specific client
excursion. objectives, and not only does she craft and www.ConsumerReactions.com
manage the discussion process, but she is 860-675-5522