I.  Component One:  Understanding the Problem 
     A. Stage One - Mess Finding ("mess" is a vague, undeveloped
     problem or task which requires a creative solution or action)
	1. D=Look for and identify as many messes as possible for 
    	the task at hand.
	2. C=Write down a broad, general goal or problem to be
	solved.
		a.  Be terse (brief)
		b.  Be broad or general.
		c.  Be beneficial (auspicious means for everyone's 		benefit)
example
      B. Stage Two - Data Finding (gather information)
 	1. D=Examine many details, looking at the Mess from
	many viewpoints.
	2. C=Determine the most important information to guide
	creative solution development.
     C. Stage Three - Problem Identification: 
	1.  STEMS:  Write sentences starting with the following
	sentence fragments:
		a.  Whose?:  This problem belongs to ....
		b.  How?:      How can I (the "who") .....
		c.  Who can?  Who can do ....?
		d.  What?      What has to be done is ....
		e.   Verbs:     I will (use a verb that states what has
		to be done. (e.g. I will present this idea on the net.)	
	2.  D=Consider many problem statements (#1 above).
	3.  C=Construct or select the best problem statement.
	(e.g. I will create a rubric gifted students can follow to help
	them develop their creative ideas for this project.)
II.  Component Two:  Generating Ideas 
  TOP

     A.  Stage Four:  Idea Finding
	1. D=Produce many, varied, and unusual ideas.
		a. Brain storm, list every idea, reject no idea,
		SCAMPER, free writing...
	2. C=Identify promising possibilities
		a. also list alternatives, and options with potential
III.  Component Three:  Planning for Action
     A.  Stage Five:  Solution Finding
	1.  Developing criteria for analyzing and refining promising
	possibilities.
	2.  Choosing criteria and applying them to select, strengthen
	and support promising solutions.
     B.   Stage Six: Acceptance Finding
	1.  D=Considering possible sources of Assistance or
	 Resistance and how to deal with them.
	2.  C=Formulating and implementing a specific plan of 	action.


Source: Treffinger and Isaksen