101 activities foteaching creativity and problem solving phần 4 ppt

Objectives • To help participants generate as many creative ideas as possible • To help participants learn how to use the activities to generate ideas Participants Small groups of four t

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Sons, Inc Reproduced by permission of Pfeiffer, an Imprint of Wiley www.pfeiffer.com

Sometimes, when we least expect it, a potential solution will pop out as we read Thismay happen through some subconscious association or because we occasionally ponder acurrent problem while reading and something we read sparks an idea Although suchideas may frequently occur by chance, we can make idea generation more predictable.That’s where the Text Tickler exercise can help

Text Tickler involves randomly selecting words from different sources and then usingthem to prompt ideas It doesn’t matter where you get the words, as long as you have avaried pool from which to choose

Objectives

• To help participants generate as many creative ideas as possible

• To help participants learn how to use the activities to generate ideas

Participants

Small groups of four to seven people each

Materials, Supplies, and Equipment

• For each group: markers, two flip charts, and masking tape for posting flip-chartsheets

• For each participant: one sheet each of three different colors of sticking dots (1⁄2” diameter) and one pad of 4 x 6 Post-it®Notes

Handout

• Text Tickler Handout

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news-2 Distribute the Text Tickler Handout and discuss it with the participants, ing questions they might have

answer-3 At the start of the session, distribute at least one source of stimuli (a magazine orcatalog) to each group member

4 Instruct each participant to select a word or phrase from his or her word source

5 Tell them to examine the word or phrase and use it to trigger at least one idea andwrite it on a Post-it®Note

6 Have the group members pass their Post-it®Notes to the person on their right andtell them to write down any new ideas stimulated

7 Tell the groups to repeat Steps 3 through 5 and conclude once all group membershave selected and reported on a random word and generated an idea or whentime is no longer available

8 Have them place the notes on flip charts for evaluation

Debrief/Discussion

This technique should appeal especially well to people who are good at creating visualimages from reading different words It also helps people who can free-associate easily sothat one word leads to another, thus creating different perspectives

To facilitate a discussion, try the following types of questions:

• Did some words lead to more ideas than others? If so, what were they and why?

• What types of problems might this activity work best with and why?

• Why is it important that the stimulus words be different from the problem challenge?Also, consider having participants debrief using the following questions:

• What was most helpful about this exercise?

• What was most challenging?

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• What can we apply?

• How would you rate the value of this exercise to helping us with this issue?

• Will this exercise be helpful in the future for other sessions?

• What did you learn?

• What will we be able to use from this exercise?

• What ideas were generated, and which ones were most interesting?

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Text Tickler Handout

Assume you own a hotel chain and want to attract more customers First, you need toselect some random stimulus words You are reading a newspaper while flying with sev-eral of your staff members to visit one of your hotels

While reading movie reviews, you see the word “grumpy.” This word sparks the idea

of offering “Grumpy Room Service.” All food orders are delivered by a grumpy deliveryperson as a novelty service Or in another variation of Grumpy Room Service, give guests

a free meal if any staff member treats them grumpily Then look for another word andchoose “research.” This word might trigger the idea of in-room computers with easy-to-access business databases for the business traveler Finally, you see the word “film” andthink of installing picture phones in all the rooms

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Objectives

Participants

Handout

• Tickler Things Handout

Time

30 minutes

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ed to the problem.

3 Place at least six different objects on each table with small groups of participants

4 Distribute the handouts to each participant and review the example

5 Instruct each group to select an object unrelated to the problem, and ask if thereare any questions

6 Have them describe the object in some detail Encourage them to include physicalcharacteristics as well as how people react to the object and use it Remind themthat action descriptions are important, so they shouldn’t limit themselves to sin-gle-word nouns

7 Tell them to use their descriptions to stimulate ideas and assign someone to writedown each idea on a Post-it®Note and place it on a flip chart

8 Instruct them to repeat Steps 5 through 7 until they have generated at least twentyideas or run out of time

Also consider having participants debrief using the following questions:

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Tickler Things Handout

Assume you are an executive flying to a hotel site with several staff members You wantmore ideas for attracting customers One of your managers suggests using an airplaneseat as the stimulus object Right away, Nan (Ms Creativity) Smith suggests reclinerchairs in hotel rooms Other staff members chime in with such ideas as stereo headsets inrooms and special beds with mattresses that can be raised and lowered

You next challenge your staff members to use an airplane as a stimulus Nan ately suggests theme hotel rooms such as aeronautical or outer space rooms Even Robert(Mr Analytical) Jones has an idea: join with an airline to offer special discounts for peoplewho fly the airline and stay at your hotel

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immedi-Chapter 6

Combinations

To combine is to put together When you put things together, you combine them inways that may or may not be unique It all depends on what you combine and whoobserves the result That is, it’s a matter of perspective

Each combination is a stimulus that has the power to prompt any number of tions And associations can help spark ideas Thus, whatever we combine—whether relat-

associa-ed or unrelatassocia-ed to a problem—has the ability to yield creativity

The activities in this chapter rely on the principle of combination and the stimuli andassociations that result Some activities combine things related to the problem, some com-bine things unrelated to the problem, and some combine related and unrelated things.Combination activities are a little like “ticklers” (Chapter 5) in that both activities usevarious stimuli The difference lies in how we respond to the stimuli Ticklers providedirect stimulation; combinations stimulate more indirectly by joining together variouselements in new ways

NOTE: FOR ALL ACTIVITES, REMIND PARTICPANTS

TO DEFER JUDGMENT WHILE GENERATING IDEAS.

LLLL

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Objectives

Participants

• One thesaurus for each group

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2 Start the session by reviewing the handout and ask if there are any questions

3 Have each group state their problem challenge so that it involves a verb and anobject

4 Tell the group members to select the verb and object, write them on a flip chart,and look up alternative meanings (synonyms) for each in a thesaurus

5 Have them write the other meanings in a column below the verb and subject

6 Instruct them to select one word from each column and use the combination totrigger ideas

7 Tell them to write down any ideas on Post-it®Notes and place them on flip chartsfor evaluation

To further demonstrate the important role of initial problem statements, you mightask participants to trade their finished activities with each other or try to resolve the chal-lenge of another group and see how the outcome might differ

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Bi-Wordal Handout

Suppose you are an organization that wants to generate ways to increase the amount ofmoney it donates to community service projects This problem involves a combination ofthe words “increase” and “money.” For most people, this particular combination wouldsimply mean: “get more money.” Pretty simple But it doesn’t help us think of manyideas

What if we now substitute a synonym for the word “increase”? We look in a bound or computer software thesaurus and look at several choices: advance, boost, jump,raise, hike, magnify, and snowball Then we experiment with different combinations ofthese words with the word “money.” Thus, we can generate combinations such as

hard-“boost/money,” “jump/money,” “hike/money,” and “magnify/money.”

If we can substitute synonyms for one of the words, then we also can substitute forthe other In this case, a thesaurus provides such substitutes for the word “money” ascash, currency, greenbacks, dough, wampum, and income Next, we combine the word

“increase” with these words and get such combinations as “increase/greenbacks” and

“increase/wampum.”

All these combinations can stimulate ideas For instance, we could have employeesvolunteer their time to help with automobile emergencies and solicit donations fromthose they help (from “boost/money”) Or we could ask artistic employees to design andsell jewelry to raise funds (from “increase/wampum”) You get the idea

But wait There’s more We don’t have to be limited to the words “increase” or

“money” in combinations We also could use any of the other synonyms on the lists Forinstance:

To generate ideas on how to increase money, we select words randomly from eachcolumn, combine them, and use the new meaning to spark ideas That’s all there is to it.Here are some sample ideas:

• Sponsor a walk or run where participants contribute $5 for each mile they travel(from “hike/cash”)

• Use payroll deductions for contributions (from “advance/income”)

• Sponsor a carnival with shell games People bet on the outcome The proceeds go tocharity (from “jump/currency”)

• Give donors T-shirts with modified pictures of the denominations they contributed(from “magnify/greenbacks”)

• Sell snow cones and doughnuts (from “snowball/dough”)

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on it and use it to our advantage We can use randomness, for example, to help promptideas In particular, random combinations of problem attributes can create associationsthat lead to breakthrough ideas

The Circle of Opportunity activity, created by Michael Michalko (1991), is based onthe random combination of problem attributes

Objectives

Participants

• For each group: a set of die, markers, two flip charts, and masking tape for postingflip-chart sheets

Time

30 minutes

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1 Instruct the groups to write down their challenge statement on a flip chart.

2 Distribute the Circle of Opportunity Handout, review it with the participants, andask for any questions they might have

3 Have them draw a circle on a flip chart about two feet in diameter, and number itlike a clock, placing the numbers inside the circle

4 Tell them to generate a list of twelve attributes that are either related or unrelated

to their problem Related attributes would describe major problem features Forinstance, an airline promotional campaign might include such attributes as peo-ple, costs, travel, and airports Unrelated attributes are common to many prob-lems Examples include substance, structure, color, shape, texture, sound, andpolitics Tell them to write each attribute next to one of the numbers

5 Direct them to take turns throwing one die to choose the first attribute and a pair

of dice to choose the second

6 Tell them to free-associate on each attribute individually and then on the two bined and to write down on a flip chart each association as it is verbalized

com-7 Have them look for connections between their associations and their problems.Encourage them to think about what the associations remind them of, any analo-gies suggested, and any relationships between associations

8 Tell them to write down any ideas on Post-it®Notes and place them on flip chartsfor evaluation

Debrief/Discussion

This is an excellent exercise to use after a break or at the end of the day when people startgetting tired Its drawing requirements, visual elements, and throwing dice can help pro-vide some needed energy—especially if group members take turns drawing or throwingthe dice

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Circle of Opportunity Handout

To illustrate Circle of Opportunity, consider ways to improve a briefcase First, construct acircle as shown in Figure 6.1 with twelve different attributes

You roll a die and get the number 5 (security); you roll both dice and get the number

10 (materials) for the second attribute You free-associate using these attributes: plastic,hidden, bulletproof vest, case-hardened steel, alarms, motion detectors, and video cam-eras These free associations might help you think of such ideas as:

• Installing hidden security pockets in a briefcase

• Constructing the briefcase out of bulletproof materials so it can be used as a shield

• Installing an alarm and motion detectors to go off whenever someone unauthorizedtries to move the briefcase

You roll a die again and get the number 6 (padding) and then both dice and get the ber 9 (colors)

num-Figure 6.1 Circle of Opportunity

Your free associations are soft, spongy, pockets, and rainbow From these associationsyou think of the following ideas:

• A multicolored briefcase

• Different colors for each file of an expanding filing pocket

• A padded handle in a contrasting color

• A padded compartment in a contrasting color for use when carrying a notebook puter so you can remove the compartment when you aren’t carrying the computerand save space

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Combo Chatter Handout

Assume a manufacturer of coffee cups wants to design a new coffee cup They might list

“things involving coffee cups” and “things involving people who drink coffee,” as shownbelow:

Coffee Cups People

After examining different combinations, they might generate the following types ofideas:

• Squeezable handles to relieve tension (from “handles/tense”)

• Squeezable handles that inject cream or sugar (from “handles/cream and sugar”)

• A combination coffee cup and bean grinder (from “handles/grind beans”)

• Insulated coffee cups (from “hot/carry cups”)

• Cups that break down into small pieces for easy carrying (from “breakable/carrycups”)

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Participants

• For each participant: one sheet each of three different colors of sticking dots(1⁄2” diameter) and one pad of 4 x 6 Post-it®Notes

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