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In the 'new economy' the requirements for increased workplace productivity have prompted renewed interest in the way people solve ill-defined problems. Models of thinking which allow for the flexibility required to engage in creative problem-solving are emerging from the established problem-solving literature. This paper presents one such model and the research which has instantiated it. Its application is shown in relation to the solving of graphic design problems requiring creative outcomes. The research provides insight into the development of expertise in creative thinking from a cognitive perspective including its implications for vocational teachers and practitioners within creative endeavours