• Knowledge Management Research
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• v.14 no.4
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• pp.19-46
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• 2013

This paper aims to show the learning process and the educational effects of Divide-and-Combine principles and State Models, which are included in the Butterfly Model for creative problem solving. In our State Models, there are Time State Model, Space State Model, and Whole-Parts State Model. We have taught middle school students (for 18 hours), high school students (for 24 hours), and undergraduate students (for 1 semester) about our proposed Models when they solved contradiction problems. Also, we have made the students learn our contradiction resolution algorithms by themselves based on team-based discussion. By learning and by using our Models, the students had the higher level of expertise in contradiction problems and had the growth mindset that made them have confidence in themselves and kept them challenging themselves about problems. Also, learning and solving with our Models improved the students' growth mindset as well as their problem-solving ability.

• The Journal of Information Systems
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• v.29 no.3
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• pp.179-195
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• 2020

Purpose & Design/methodology/approach Amidst the COVID-19 spread, interest in telework has been increasing as a way to respond to environmental changes and improve organizational performance. In this study, causal loop diagram, thinking process, and four principles of TRIZ were used to find various ways to achieve work-life balance for workers and firms in teleworking environment. Findings The result of the causal loop diagram shows that keeping work-life balance is needed to provide free extra time for workers and achieve the firm's performance through efficient coordination between departments in teleworking environment. Using thinking process of TOC, we proposed a evaporating cloud for work-life balance and reviewed assumptions and premises to maintain extra free time for workers and achieve firm's performance paradoxically, and suggested solutions through the breakdown of the assumptions and premises. Resolving the contradiction(RC) by spatial separation is to divide working spaces into home, smart center, and mobile work types, to find both ways to achieve the organizational performance, and to provide extra time for workers. RC by temporal separation is to divide working time into various unit time, and to find ways to achieve organizational performance through doing work at office or home periodically or shiftly according to a predetermined schedule and time setting. RC by situational separation is to give options of flexible methods of performing work according to the conditions of the company or the worker. RC by separation between part and a whole is to find ways to organize and do the work so that the entire work can be completed efficiently even if each work is performed separately in teleworking way. This study is meaningful in that it provides basic thinking framework for achieving work-life balance in teleworking environment and proposes ways to resolve conflict from various perspectives, but it is limited in that it has not been tested empirically.

• Journal of Gifted/Talented Education
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• v.25 no.5
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• pp.731-747
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• 2015

The purpose of this RSP program is to enhance the invention gifted students' creative thinking and self-efficacy in studying. This program has 20 subcategories and interesting activities attracting students' attentions which are based on TRIZ's 40 principles of invention. 3-Steps to learning, which are - experiencing, recognizing, and inventing are arranged as teaching methods of RSP program. In the first step, experiencing, students are motivated and get a glimpse of the principles of invention while experiencing innovative products. In the next step, recognizing, students grasp the related scientific principles from the products. In the last step, inventing, students are given keys to solutions for problematic situations and then they create new ideas after repetitive encounters with several products made by similar principles. RSP program is different from other programs in that it has this 'inventing' step, where students can create new ideas based on related basic knowledge. In conclusion, RSP program is systematically well organized with 4 steps(purpose, contents, teaching method and evaluation) and is shown to enhance invention gifted students' creativity and self efficacy in studying. Therefore, the RSP program is shown to be a reliable and useful program, and may be used in the classes for positive results.