Abstract
In all, seventy-four high school department chairmen were tested with a battery of three instruments: the Problem List Questionnaire, the Problem Situations Test, and the Torrance Tests of Creative Thinking (Verbal Forms) . The battery yielded seven scores for each individual. The experimental group (48 Ss) then participated in an intensive 8-week workshop program in creative thinking and problem-solving that had been specifically designed for secondary school department heads. A control group of twenty-six did not participate. After the program, all seventy-four Ss were retested with the battery. Analysis of covariance yielded significant differences (p < .01) on six of the seven sets of scores. All differences were in favor of the experimental group. Workshop participants earned higher scores in “quantity” of ideas produced–and such ideas were rated higher in “usefulness,” “originality,” and “flexibility of thinking.”
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