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This paper introduces a framework for structured thinking for inventive problem-solving among working engineering professionals. For long, inventive thinking has been considered as a special skill to be trained for or as a prerogative of few maverick individuals. Based on my extensive experience as an IT professional, I find engineers at workplace learn differently than students in typical classroom environments where knowledge is delivered by several discipline-specific instructors in a linear hierarchy of topics (aka syllabus). Also, fostering skills in concept abstraction, systems thinking, technology trending and imagination is the key to inventive problem-solving. Based on metacognitive processes involved in teaching-learning as well as inventive problem-solving scenarios, the proposed SLATE framework attempts not only to provide a unified view of learning and inventive thinking but also serves as a mental model for on-demand self-learning and problem-solving for working professionals. |
