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.101 Activities for Teaching Creativity and Problem Solving.Copyright © 2005 by John Wiley &Sons, Inc.Reproduced by permission of Pfeiffer, an Imprint of Wiley.www.pfeiffer.com101 Activities for Teaching Creativity and Problem Solving170TLFeBOOK 07 VG 167-216 10/6/04 12:17 PM Page 1715.Tell them to draw a box or other more appropriate shape around this concern.Forinstance, if your concern is employee tardiness, you might draw a clock aroundthe problem statement.6.Direct them to draw a line about four inches long, extending from one side of thecentral shape, and write a related word on the line.7.Say, Depending on what you think of next, (a) draw another line extending fromthe central shape, or (b) draw a line related to a subtopic (or subattribute) for thefirst line. 8.Tell them to continue drawing lines and adding topics until they have run out ofideas.9.Tell them to write down these ideas on Post-it® Notes (one idea per note) andplace them on flip charts for evaluation.Debrief/DiscussionBrain Mapping is an internationally popular idea generation technique for both individu-als and groups.It is visually very appealing and quite functional with respect to how thehuman brain thinks in branches, not in rigid outline format.Have participants debrief using the following questions:" What was most helpful about this exercise?" What was most challenging?" 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?Variation" Assign two groups to brainstorm ideas on the same challenge.Have one group useBrain Mapping and the other a conventional outline form.Compare results and reac-tions when finished and discuss reasons for any differences.Ask group members todiscuss what difference word choices might have on the outcome.How differentwould the results have been if other words had been used? It is possible that differentwords or branches would not have made any significant difference if there were alarge number of words and branches.Ask the participants if they think that conclu-sion is valid.101 Activities for Teaching Creativity and Problem Solving.Copyright © 2005 by John Wiley &Sons, Inc.Reproduced by permission of Pfeiffer, an Imprint of Wiley.www.pfeiffer.comFree Association Activities: Blue Skies 171TLFeBOOK 07 VG 167-216 10/6/04 12:17 PM Page 172Brain Mapping HandoutIf you ve never seen a Brain Map before, these steps may not be clear.For an example, seeFigure 7.1, which shows a Brain Map on ways to improve a bed.As you examine this Brain Map, don t expect to find all the elements placed in a logi-cal way.For instance, I placed the ideas for awakening or helping you sleep under the sleeping category because that s where I thought of them.It would have made moresense to put them under the mattress category.But remember, it doesn t really matterhow you generate ideas, just so you get them out.Figure 7.1.Sample Brain Map101 Activities for Teaching Creativity and Problem Solving.Copyright © 2005 by John Wiley &Sons, Inc.Reproduced by permission of Pfeiffer, an Imprint of Wiley.www.pfeiffer.com101 Activities for Teaching Creativity and Problem Solving172TLFeBOOK 07 VG 167-216 10/6/04 12:17 PM Page 17337DoodlesBackgroundYou ve probably heard the expression That s usin the ol noodle! It means, of course,that you were able to apply your brainpower effectively.Well, noodle power can also helpus generate ideas with doodles.You know how to doodle, don t you? Just start scribbling on a sheet of paper andexpress your creative urges.Let your pen or pencil take off and draw swirls, loops, cir-cles, boxes, arrows, spirals, or whatever feels right.You already may have practice doo-dling.Most of us doodle while talking on the phone or listening to a boring speech.(Didyou ever notice that there seems to be a direct correlation between how boring a speech isand how elaborate your doodles are?)Because doodles provide an outlet for creative expression, they also can help generateideas.VanGundy (1988) designed a technique known as Symbolic Representations, whichuses doodles as the basic idea generation mechanism.Although this activity is similar toIdeatoons [26], there is one major difference: the doodles are based on one or more majorprinciples underlying the problem.This focus helps target the doodles a little more thanmere random scribblings.Objectives" To help participants generate as many creative ideas as possible" To help participants learn how to use the activities to generate ideasParticipantsSmall groups of four to seven people eachMaterials, 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(1D 2 diameter) and one pad of 4 x 6 Post-it® Notes101 Activities for Teaching Creativity and Problem Solving.Copyright © 2005 by John Wiley &Sons, Inc.Reproduced by permission of Pfeiffer, an Imprint of Wiley.www.pfeiffer.comFree Association Activities: Blue Skies 173TLFeBOOK 07 VG 167-216 10/6/04 12:17 PM Page 174Handout" Doodles HandoutTime45 minutesRelated Activities" Picture Tickler [17]" Rorschach Revisionist [18]" Ideatoons [26]" Drawing Room [59]" Modular Brainstorming [62]Procedure1.Distribute the handout, review it with the participants, and answer any questionsthey may have.2.Tell them to think of the major principle underlying their problem.3.Instruct each group to tape three pieces of flip-chart paper on a wall so that thesheets are side-by-side.If a wall is not available, have them put the paper on atable.4.Tell them that one person should draw an abstract symbol that represents thisprinciple and not to worry if they don t have artistic abilities.Say that they justshould draw whatever pops into their minds regarding the principle and to try toelaborate and provide some detail for each drawing.5.Instruct them to have another person free-associate from this symbol and drawanother.6.Have someone different from each group then draw at least three additional sym-bols.7.Tell the groups to examine all their symbols and use them as stimuli to generateideas, writing them on Post-it® Notes to place on flip-chart paper for evaluation [ Pobierz caÅ‚ość w formacie PDF ]
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.101 Activities for Teaching Creativity and Problem Solving.Copyright © 2005 by John Wiley &Sons, Inc.Reproduced by permission of Pfeiffer, an Imprint of Wiley.www.pfeiffer.com101 Activities for Teaching Creativity and Problem Solving170TLFeBOOK 07 VG 167-216 10/6/04 12:17 PM Page 1715.Tell them to draw a box or other more appropriate shape around this concern.Forinstance, if your concern is employee tardiness, you might draw a clock aroundthe problem statement.6.Direct them to draw a line about four inches long, extending from one side of thecentral shape, and write a related word on the line.7.Say, Depending on what you think of next, (a) draw another line extending fromthe central shape, or (b) draw a line related to a subtopic (or subattribute) for thefirst line. 8.Tell them to continue drawing lines and adding topics until they have run out ofideas.9.Tell them to write down these ideas on Post-it® Notes (one idea per note) andplace them on flip charts for evaluation.Debrief/DiscussionBrain Mapping is an internationally popular idea generation technique for both individu-als and groups.It is visually very appealing and quite functional with respect to how thehuman brain thinks in branches, not in rigid outline format.Have participants debrief using the following questions:" What was most helpful about this exercise?" What was most challenging?" 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?Variation" Assign two groups to brainstorm ideas on the same challenge.Have one group useBrain Mapping and the other a conventional outline form.Compare results and reac-tions when finished and discuss reasons for any differences.Ask group members todiscuss what difference word choices might have on the outcome.How differentwould the results have been if other words had been used? It is possible that differentwords or branches would not have made any significant difference if there were alarge number of words and branches.Ask the participants if they think that conclu-sion is valid.101 Activities for Teaching Creativity and Problem Solving.Copyright © 2005 by John Wiley &Sons, Inc.Reproduced by permission of Pfeiffer, an Imprint of Wiley.www.pfeiffer.comFree Association Activities: Blue Skies 171TLFeBOOK 07 VG 167-216 10/6/04 12:17 PM Page 172Brain Mapping HandoutIf you ve never seen a Brain Map before, these steps may not be clear.For an example, seeFigure 7.1, which shows a Brain Map on ways to improve a bed.As you examine this Brain Map, don t expect to find all the elements placed in a logi-cal way.For instance, I placed the ideas for awakening or helping you sleep under the sleeping category because that s where I thought of them.It would have made moresense to put them under the mattress category.But remember, it doesn t really matterhow you generate ideas, just so you get them out.Figure 7.1.Sample Brain Map101 Activities for Teaching Creativity and Problem Solving.Copyright © 2005 by John Wiley &Sons, Inc.Reproduced by permission of Pfeiffer, an Imprint of Wiley.www.pfeiffer.com101 Activities for Teaching Creativity and Problem Solving172TLFeBOOK 07 VG 167-216 10/6/04 12:17 PM Page 17337DoodlesBackgroundYou ve probably heard the expression That s usin the ol noodle! It means, of course,that you were able to apply your brainpower effectively.Well, noodle power can also helpus generate ideas with doodles.You know how to doodle, don t you? Just start scribbling on a sheet of paper andexpress your creative urges.Let your pen or pencil take off and draw swirls, loops, cir-cles, boxes, arrows, spirals, or whatever feels right.You already may have practice doo-dling.Most of us doodle while talking on the phone or listening to a boring speech.(Didyou ever notice that there seems to be a direct correlation between how boring a speech isand how elaborate your doodles are?)Because doodles provide an outlet for creative expression, they also can help generateideas.VanGundy (1988) designed a technique known as Symbolic Representations, whichuses doodles as the basic idea generation mechanism.Although this activity is similar toIdeatoons [26], there is one major difference: the doodles are based on one or more majorprinciples underlying the problem.This focus helps target the doodles a little more thanmere random scribblings.Objectives" To help participants generate as many creative ideas as possible" To help participants learn how to use the activities to generate ideasParticipantsSmall groups of four to seven people eachMaterials, 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(1D 2 diameter) and one pad of 4 x 6 Post-it® Notes101 Activities for Teaching Creativity and Problem Solving.Copyright © 2005 by John Wiley &Sons, Inc.Reproduced by permission of Pfeiffer, an Imprint of Wiley.www.pfeiffer.comFree Association Activities: Blue Skies 173TLFeBOOK 07 VG 167-216 10/6/04 12:17 PM Page 174Handout" Doodles HandoutTime45 minutesRelated Activities" Picture Tickler [17]" Rorschach Revisionist [18]" Ideatoons [26]" Drawing Room [59]" Modular Brainstorming [62]Procedure1.Distribute the handout, review it with the participants, and answer any questionsthey may have.2.Tell them to think of the major principle underlying their problem.3.Instruct each group to tape three pieces of flip-chart paper on a wall so that thesheets are side-by-side.If a wall is not available, have them put the paper on atable.4.Tell them that one person should draw an abstract symbol that represents thisprinciple and not to worry if they don t have artistic abilities.Say that they justshould draw whatever pops into their minds regarding the principle and to try toelaborate and provide some detail for each drawing.5.Instruct them to have another person free-associate from this symbol and drawanother.6.Have someone different from each group then draw at least three additional sym-bols.7.Tell the groups to examine all their symbols and use them as stimuli to generateideas, writing them on Post-it® Notes to place on flip-chart paper for evaluation [ Pobierz caÅ‚ość w formacie PDF ]