v1.0 training module 3: creative problem solving tools training module 3: creative problem solving...

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Training Module 3: Creative Problem Solving Tools

Audience:

• Team Managers and team members • Challenge Masters, Team Challenge and Instant Challenge Appraisers • Coordinators, DI Parents, Regional Directors, Affiliate Directors

Goals:

• To understand that the Creative Problem Solving process consists of both Creative and Critical Thinking

• To understand the Guidelines for Generating and Focusing • To learn several Generating and Focusing Tools to apply in problem-solving situations • To become familiar with The Problem Solver’s Practical Toolbox and how thinking tools are

related to the components and roles within Destination ImagiNation® • To help Appraisers be able to recognize the use of Generating and Focusing Tools by team

members in both Team Challenge and Instant Challenge Presentations Methods:

• Presentation • Discussion • Activities • Debrief

Materials:

• The Problem Solver’s Practical Toolbox (if possible, one per table team) • Optional, but strongly suggested that participants have personal copies of The Problem Solver’s

Practical Toolbox • Flip chart, black/white board and/or blank overhead • Markers and/or transparency pens • Stopwatch or countdown timer • Creative Problem Solving resources from www.shopdi.org • Handouts:

o Appendix A: Guidelines for Generating & Focusing o Appendix B: Goals for Generating Tools: FFOE o Appendix C: Activity 1: Brainstorming (Generating Tool) o Appendix D: Activity 2: Stop and Go Brainstorming (Brainstorming Variation) o Appendix E: Activity 3: Brainwriting (Brainstorming Variation) o Appendix F: SCAMPER o Appendix G: Activity 4: SCAMPER (Generating Tool) o Appendix H: Activity 5: Manipulating the News, Revisited o Appendix I: Creativity is influenced by …. o Appendix J: Activity 6: ALoU (Focusing Tool) o Appendix K: Activity 7: Sequencing: S-M-L (Focusing Tool)

©Destination ImagiNation, Inc. 2005 Training Module 3: Creative Problem Solving Tools

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Topics & Talking Points:

Materials Talking Points Estimated Time

1 Slide: Creative Thinking; Slide: Critical Thinking

Creative and Critical Thinking 1. Point out that Creative Problem Solving is:

• a process • “process” can be defined as a set of steps directed toward

a goal • made up of both Creative and Critical Thinking.

2. Refer to Slide when contrasting Creative Thinking vs. Critical Thinking: • Creative Thinking is generating multiple ideas,

imagining unusual possibilities, making meaningful connections, and elaborating upon options.

• Critical Thinking is focusing, analyzing, evaluating, and judging in order to make effective decisions.

2 min.

2 Slide: CPS Version 6.1™

Creative Problem Solving (CPS) 1. Using the Slide, point out that in Destination ImagiNation,

Inc., the Creative Problem Solving process (CPS) is capitalized because it is a specific trademarked process (Version 6.1™), as opposed to speaking generally of creative problem solving. Although there are many different creative problem-solving processes, we recommend this one because it is highly effective, easy to introduce and to teach to all ages.

2. Point out that CPS Version 6.1™ was developed based on people’s natural way of approaching issues and challenges at work or in their personal lives. It has been used successfully world-wide by people applying it in their business and at home since the mid-1950s.

3. Explain that this framework shows the entire process of problem solving. Applying the process helps to reach best possible solutions. Using this process leads you to: • Determine there is a challenge. • Frame (understand) that challenge. • Generate ideas regarding possible solutions • Focus/evaluate those options. • Formulate a plan of action.

4. Point out that CPS Version 6.1™ provides some specific Tools that are useful for helping teams to GENERATE ideas (Creative Thinking) and to FOCUS on one or more options (Critical Thinking) during either Instant Challenge or the Team Challenge.

3 min.


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©Destination ImagiNation, Inc. 2005


3 Slide: Guidelines for Generating; The Problem Solver’s Practical Toolbox; Handout: Appendix A, Guidelines for Generating & Focusing

Guidelines for Generating Using the Slide, discuss the Guidelines for Generating (fill in with details from The Problem Solver’s Practical Toolbox, pgs. 5-8): 1. Defer judgment 2. Seek quantity 3. Encourage freewheeling 4. Look for combinations

3 min.

4 Slide: Guidelines for Focusing; The Problem Solver’s Practical Toolbox; Handout: Appendix A, Guidelines for Generating & Focusing

Guidelines for Focusing Using the Slide, discuss the Guidelines for Focusing (fill in with details from The Problem Solver’s Practical Toolbox, pgs. 6-8): 1. Use affirmative judgment 2. Be deliberate 3. Consider novelty 4. Stay on course

3 min.

5 Slide: Goals for Generating Tools: FFOE; Handout: Appendix B, Goals for Generating Tools: FFOE

Generating Options Using the Slide, point out that the goal of all Generating Tools is FFOE (fill in with details from handout): 1. Fluency 2. Flexibility 3. Originality 4. Elaboration

2 min.

6 Slide: Linus Pauling/ Tom Kelley Quotes

Brainstorming Very often we hear people declare that we should “brainstorm ideas” as though this were the entire creative problem solving process unto itself. Brainstorming is just one Tool. There are other Tools, too. Just as a carpenter’s toolbox has more than a hammer in it, our CPS Toolbox has more than Brainstorming in it. So, what does Brainstorming do?

• Brainstorming is a Generating Tool used when a team needs many ideas.

• It promotes the free-flow of ideas. • Participants are encouraged to generate multiple options. • The more options produced, the better the chances are of

having the best solution.

20 min.


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Slide: Brainstorming The Tube; Handout: Appendix C, Activity 1: Brainstorming; Empty toilet paper tube; One large sheet of paper for each table team; One pen for each table team; Stopwatch or countdown timer; The Problem Solver’s Practical Toolbox

Teams sometimes feel that they are finished with the brainstorming process when they have 10-15 ideas listed. This is the time when the first ideas have surfaced, a plateau has been hit, and team members can’t seem to think of anything else to say. Linus Pauling said, “The best way to get a good idea is to get a lot of ideas.” Tom Kelley, author of The Art of Innovation, states that they have found that 100 ideas per hour indicate a good brainstorming session. When was the last time your group generated 100 ideas? Activity 1: Brainstorming 1. Slide. 2. Give each table team an empty toilet paper tube, one large

sheet of paper, and a pen. 3. Refer to Handout: Appendix C: Brainstorming for directions

of this hands-on exercise. 4. This is a “table team” activity. Debrief: 1. Point out that each Table Team was:

• Generating as many answers as it could -- Fluency • Generating answers that were different from the others --

Flexibility • Generating some unique answers -- Originality • Generating some detailed answers -- Elaboration

2. Point out that page 12 of The Problem Solver’s Practical Toolbox contains an example of a team using a Brainstorming Variation to come up with options for a story line in their Team Challenge.

3. Provide the following practical team tips: • Any time a team is ready to generate ideas, they should

have lots of paper, preferably BIG paper and colorful markers.

• Tape pages that are filled up on the wall! • Have someone act as a recorder and write down ALL

ideas generated. • State the task in the form of “In what ways might we . . .”

or “How might we . . . ”, etc. • Always express the statements in “headline” form: a

concise, straightforward statement. • Stretch the team and challenge them to generate 40-50

ideas! • Explore variations of this Tool; it is much more effective

than simply tossing out ideas randomly into a “heap” of


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other ideas. 7 Slide: Stop and

Go Brainstorming; Handout: Appendix D, Activity 2: Stop and Go Brainstorming; One large sheet of newspaper per table team; One large sheet per table team; One piece of paper and one pencil per participant; Stopwatch or countdown timer; The Problem Solver’s Practical Toolbox

Stop and Go Brainstorming The purpose of this activity is to demonstrate one of many types of Brainstorming. Stop and Go Brainstorming is a good type of brainstorming that:

• accommodates different styles of processing; • allows all team members a chance to contribute; • allows the team member who is verbal and full of ideas

to share them; and • allows the team member who is reflective and takes time

to analyze ideas before sharing them to contribute. In Stop and Go Brainstorming, the team brainstorms aloud with their ideas written on a group chart for 30 seconds. The facilitator STOPS the group and has each participant write individual ideas on their own paper for the next 30 seconds. GO again with total group brainstorming for 30 seconds. STOP again, and have each participant write individual ideas for 30 seconds, etc. Ideas generated in STOP sessions can be -- but do not have to be -- named during GO sessions. GO sessions may include new ideas or ideas generated individually. Activity 2: Stop and Go Brainstorming 1. Slide. 2. Give each table team one large sheet of newspaper and one

pen. 3. Give each participant one piece of paper and one pencil. 4. Refer to Handout: Appendix D: Activity 2: Stop and Go

Brainstorming for directions of this hands-on exercise. 5. This is a “table team” activity. Debrief/Conclusions: 1. What did you learn from this activity? 2. In what ways might you use this variation of Brainstorming

in your (team meetings, Appraiser meetings, Board meetings, etc.)?

3. Point out that page 13 of The Problem Solver’s Practical Toolbox contains an example of a team using Stop and Go Brainstorming to generate ideas for dealing with a conflict between two team members.

15 min.

8 Slide: Brainwriting; One sheet of paper and one

Brainwriting Brainwriting is a Brainstorming Variation. In this process, each team member takes a sheet of paper and folds it in quarters, and then in half to create eight boxes, or four rows of two. An extra

15 min.


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pencil per participant, plus 1-2 sheets per table; Handout: Appendix E, Activity 3: Brainwriting

one or two folded sheets is placed in the center of the table. Activity 3: Brainwriting 1. Give each participant one sheet of paper and a pencil. 2. Leave 1-2 extra sheets in the middle of each table. 3. Refer to Handout: Appendix E: Activity 3: Brainwriting for

directions of this hands-on exercise. 4. This is a “table team” activity. Debrief/Conclusions: 1. What did you learn from this activity? 2. How might a team use Brainwriting to prepare for an Instant

Challenge? In the Team Challenge? 3. Point out that this is a quiet Generating Tool, allowing all

team members -- quiet and more verbal -- an equal chance to contribute.

4. Point out how the four Guidelines for Generating are implemented.

9 Slide: SCAMPER: Handout: Appendix F, SCAMPER; Handout: Appendix G, Activity 4: SCAMPER; Flip chart, black/white board or blank overhead; Marker(s) and/or transparency pen; One hat of any kind

SCAMPER 1. It is an acronym that is really just an “idea checklist” or a list of

categories that may help trigger new ideas. 2. Each letter of the word stands for a category, so using the letters is

an easy way to remember them. 3. SCAMPER encourages multiple ideas by stimulating with

particular “trigger” words. 4. Each trigger word helps stimulate new ideas and examine a

situation from a different point of view. Activity 4: SCAMPER 1. Trainer puts on a hat. 2. Pass out Handout: Appendix F: SCAMPER to all

participants. 3. Set up flip chart, black/white board or blank overhead, along

with markers. 4. Refer to Handout: Appendix G: Activity 4: SCAMPER

(Generating Tool) for directions of this hands-on exercise. 5. This is a “whole group” exercise intended to introduce

learners to the SCAMPER Generating Tool. 6. In Activity 5, each “table team” performs its own

SCAMPER exercise. Debrief/Conclusions: 1. How can the SCAMPER Tool be used in Instant Challenge? 2. How can the SCAMPER Tool be used in Team Challenge? 3. Suggest that SCAMPER can be used as a warm-up Tool at

both team meetings and prior to entering the Instant

15 min.


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Challenge room. 4. Point out that pages 18-19 of The Problem Solver’s Practical

Toolbox contain examples of teams using SCAMPER Tool to come up with options for an original tale including special effects, and to come up with options for journey stories in their Team Challenge.

10 Slide: Activity:

Manipulating the News; One sheet of newspaper for each table team; Handout: Appendix G, SCAMPER (Generating Tool) Handout: Appendix H, Activity 5: Manipulating the News, Revisited; One sheet of lined paper and one pencil for each table team; Stopwatch or countdown timer

Activity 5: Manipulating the News, Revisited 1. Pass out a sheet of newspaper, lined paper and one pencil to

all table teams. 2. Refer to Handout: Appendix H: Activity 5: Manipulating

the News, Revisited for directions of this hands-on exercise. 3. This is a “table team” activity. Debrief/Conclusions: 1. Do you remember doing this exercise with the Stop and Go

Brainstorming Variation? Point out that multiple Generating Tools can be used for the same purpose. If one Tool doesn’t “click” or work for a Team, try another!

2. Point out that using CPS Generating Tools allows teams to develop many options for consideration. The difference between having 10 options and 50 options can make the difference between an average solution and an outstanding solution.

20 min.

11 Slide: FFOEE; Handout: Appendix I

Creativity (Creative and Critical Thinking) Focusing Options 1. Handout: Appendix I: Creativity is influenced by …. 2. Point out that up to this point, the group has been generating

options using multiple Generating Tools, not unlike a team that is working on a Team Challenge or Instant Challenge. Focusing Tools bring evaluation and closure toward the best possible solution(s).

3 min.

12 Slide: A-Lo-U; Handout: Appendix J, Focusing on the

ALoU ALoU is a Focusing Tool that defines and develops an option. It allows one to list Advantages, list Limitations and ways to overcome the limitations, and list Unique Features of the option.

20 min.


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Options: ALoU; Large sheet of paper for each table team; Markers in black, red, green and blue for each table team

Reviewing all the lists helps one determine if the option is worth further consideration. Here is how it works: 1. To use ALoU, a team labels three columns on a flip chart or

on a blank overhead.

(A)dvantages (L)imitations and how to

(o)vercome them

(U)nique Features or Potentials

2. Then, the team selects ONE option it is considering and lists

all the Advantages of this idea in the first column. Focus on the positive aspects of this particular option. List things that already exist that are beneficial or supportive of this option.

3. Next, the team lists Limitations that need to be overcome. Write broad, brief and beneficial statements for how these limitations might be overcome. It is important NOT to word the Limitations in a negative way. The strength of this Tool lies in its ability to positively and constructively explore the idea or option fully, without killing the idea. To overcome the Limitation, a team should ask itself, “How might we . . .?” or “How do . . .?” Write the concerns in a positive manner.

4. Finally, the team should examine the Unique Features or

Potentials of the idea. In other words, a team should ask itself, “What are aspects of the option that are unique and appealing?” “What are some of the good things that might come about as a result of implementing this option?” “Wouldn’t it be nice if . . .?” This type of phrasing gets the team to focus on the possibilities that are there if this option is accepted. The idea is to generate as many unique ideas as possible. List things that do not already exist, but that are dreams, wishes, desires of what might be if this option becomes reality.

Activity 6: ALoU 1. Slide. 2. Provide each table team with a large sheet and a set of

markers in four colors.


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3. Refer to Handout: Appendix J: Activity 6: ALoU for directions of this hands-on exercise.

4. This is a “table team” activity. Debrief/Conclusions: 1. What did you learn by doing this activity? 2. Why was it helpful to state the limitations to overcome in a

positive manner? 3. Why was the Unique features column beneficial? 4. In what ways might you use this tool in your (team meetings,

work meetings, etc.)?

13 Slide: Sequencing: S-M-L; Handout: Appendix K, Activity 7: Sequencing: S-M-L Tool for Focusing Options; Large sheet of paper and marker for each table team

Sequencing: S-M-L Every team needs to make decisions about tasks to be accomplished, deadlines to be met, and people to whom these tasks fall. The Sequencing: S-M-L Tool provides an organized approach. Activity 7: Sequencing: S-M-L 1. Slide. 2. Make sure each table team has one large sheet of paper and

one marker. 3. Refer to Handout: Appendix K: Activity 7: Sequencing: S-

M-L (Focusing Tool) for directions of this hands-on exercise.

4. This activity can be done as a large-group, small-group or individual activity. The instructions in this Module are written for “table teams.”

Debrief/Conclusions: 1. Ask each table team to share its chart. 2. What did you learn from this activity? 3. Discuss some other ways this Tool can be used:

• To set up a snack schedule for the program year • To organize the set-up of their Team Challenge

performance at Tournament • To organize the tasks for the Team Challenge

20 min.

14 Slide: Review; Slide: Assessment; Slide: Final Tips; Assessment section

Assessment See below.

30 min.


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Training Tips: • Familiarize yourself with Guidelines for Generating & Focusing and Goals for Generating: FFOE,

FFOEE, and highlight the points you would like to emphasize. • Read the pages ahead of time that you cite from The Problem Solver’s Practical Toolbox, in case there

are questions. Also, read Chapter 5, “Applying the Tools Effectively” so that you can suggest practical tips to learners.

• Stress that Generating and Focusing Tools are used most during the planning period for Instant Challenge and the Team Challenge. Obviously, there is less time to use them during Instant Challenge.

• Encourage workshop participants to use The Problem Solver’s Practical Toolbox within their DI role. • Encourage participants to use the helpful Creative Problem Solving resources found at www.shopdi.org.

Assessment:

• Review/discussion using flip chart or black/white board: o Review:

Creative Problem Solving is a process involving both creative and critical thinking. Creative thinking can be produced using Generating Tools. Go around the room and ask

for a brief explanation about each of the Guidelines to using them effectively. Critical thinking can be produced using Focusing Tools. Go around the room and ask

for a brief explanation about each of the Guidelines to using them effectively. o All Learners: Go around the room and ask for examples when a team (or you personally) might

use these specific Tools. Identify the Tool as either a Generating or a Focusing Tool. Brainstorming Stop and Go Brainstorming Variation Brainwriting Brainstorming Variation SCAMPER ALoU Sequencing: S-M-L

• Final Tips for Workshop Participants:

o Look for opportunities to apply Generating and Focusing Tools, but be certain you know why you are selecting a specific Tool; make sure you use the right Tool for the job!

o Generating and Focusing Tools are used independently, but always in harmony. For example, use a Generating Tool to produce a list of options, and then follow up with a Focusing Tool to analyze and select the best option(s).

o If the Tool you’re using isn’t working, try another!


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APPENDIX A Guidelines for Generating & Focusing The Creative Problem Solving Version 6.1™ process provides a number of Tools that are useful for helping Destination ImagiNation, Inc. teams to GENERATE ideas (Creative Thinking) and to FOCUS on one or more options (Critical Thinking). To use these Tools most effectively, teams need to follow the guidelines below. See The Problem Solver’s Practical Toolbox for detailed explanations of the Guidelines and advice on applying the Guidelines.

Guidelines for Generating

Guidelines for Focusing

Defer judgment

Use affirmative

judgment

Encourage

freewheeling

Be deliberate

Seek quantity

Consider novelty

Look for combinations

Stay on course


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APPENDIX B Goals for Generating Tools: FFOE Generating Tools share a common set of goals known by the acronym FFOE:

• Fluency is the ability to generate a number of options, or generating as many options as possible.

• Flexibility is the ability to generate a number of options from different categories (such as materials, teamwork, performance skills, etc.), or generating options that are different from the others.

• Originality is the ability to generate unusual options (such as clever use of words, songs, an unusual combination of materials, etc.), or generating some unique options.

• Elaboration is the ability to add details to an option (such as listening to others and adding on to their ideas, using multiple materials to create costumes, etc.), or generating some detailed options.


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APPENDIX C Activity 1: Brainstorming (Generating Tool) The Tube 1. Each table team takes an empty toilet paper tube. 2. Each table team designates someone as the recorder of ideas. 3. Each table team has one minute to name creative uses for an empty toilet paper tube. 4. Each table team states how many answers they generated. 5. Each table team goes back and finds its three most creative answers. 6. Each table team shares its choices with the entire group.


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APPENDIX D Activity 2: Stop and Go Brainstorming (Brainstorming Variation) Manipulating the News 1. Each table team takes a sheet of newspaper. 2. Each table teams identifies who will be the Scribe (Recorder) during Go sessions. 3. Review the Guidelines for Generating.

4. The purpose of this Stop and Go Brainstorming activity is to generate multiple uses for an

everyday item. Each table team will use this Brainstorming Variation to generate as many possible uses for a sheet of newspaper as it can think of in 30 seconds.

5. Set time for 30 seconds and GO! Each table team generates ideas verbally. The Table Team Scribe

lists these ideas on a large piece of paper. 6. At the end of 30 seconds, STOP. Each participant writes ideas on his or her own sheet of paper for

30 seconds. 7. Repeat GO and STOP sessions for a total of three or four minutes. 8. Each table team has three minutes to select what they feel are their most creative or unusual

responses. Each table team shares with the entire group.


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APPENDIX E Activity 3: Brainwriting (Brainstorming Variation) What Does a Great Instant Challenge Team Do?

1. Your challenge is to generate strategies/abilities needed to be a great Instant Challenge team. In

other words, what does a great Instant Challenge team do? 2. Each table team member writes one idea in each of the top two boxes, sets that paper in the center

of the table, and takes another sheet. 3. The team member reads silently the top two suggestions, writes two more suggestions in the next

two boxes, places this paper in the center of the table, and takes another sheet. This process continues until all the boxes on all the sheets are filled.

4. After all boxes on all papers are filled out, each table team shares some of its ideas.


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APPENDIX F SCAMPER SCAMPER is an acronym that represents an “idea checklist” or a list of categories that may help trigger new ideas. Each letter of the word stands for a category, so using the letters is an easy way to remember them. This tool is especially useful in helping teams come up with creative uses for materials. Team members may use all or some of the letters, as it suits their needs!

S Substitute To have a person or thing act or serve in place of another. • What might you substitute for . . . ? Who else? What other

place? What other time? • Example: A paper tube can be substituted for a vase to hold

flowers.

C Combine To bring together, to unite, to blend. • What might you combine? How about a blend? Assortment?

Can you combine purposes? Combine ideas? Combine materials or supplies?

• Examples: Combine a clock with a radio; combine a pencil with an eraser; blend yellow and blue to make green.

A Adapt To adjust for the purpose of suiting a condition or purpose. • What might you change or do differently? What else is like

this? What other ideas does this suggest? • Example: Make a paper plate out of biodegradable

materials.

M Modify To alter, to change the form or quality. • Can you alter it? Can you change the meaning, color,

motion, sound, odor, taste, form, shape? • Examples: Cut a paper tube into pieces to make napkin

holders; open up a paper tube to create a writing surface.

Magnify To enlarge, to make greater in form or quality. • What can you add? Greater frequency? How can something

become stronger? Larger? Add a new ingredient? Multiply? • Example: Imagine a paper tube getting larger to become a

tunnel.

Minify To make smaller, lighter, slower, less frequent. • How can you subtract? Diminish? Lessen? Split up? • Examples: Imagine a paper tube getting smaller to become a

tunnel for an ant or a toothpick for a giant.

P Put to other uses To be used for purposes other than originally intended. • What other uses can you envision? Can you think of new

ways to use “as is?” Are there other uses if you modify it? • Examples: Imagine a paper tube as a scoop or a hair curler.

E Eliminate To remove, omit, or get rid of a quality, part or whole. • What can be cut out? Removed? Omitted? Cut off? • Example: Imagine a paper tube with holes punched into it

for a sieve.

R Reverse To place opposite or contrary, to turn around. • What can be turned around or reversed? Can you change

direction? What is the opposite? Can you turn it backward? Turn it upside down? Turn it inside out?


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APPENDIX G Activity 4: SCAMPER (Generating Tool) Hats Off to You! 1. Using the SCAMPER Generating Tool, develop new uses/designs for a hat. 2. Begin with “S” and continue through “R,” as the Trainer writes the ideas on chart paper,

black/white board or overhead transparency. After the group masters one of the letters within SCAMPER, switch to the next letter until all nine are completed.


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APPENDIX H Activity 5: Manipulating the News, Revisited The purpose of this exercise is twofold: (1) To generate multiple uses for everyday things, and (2) to demonstrate that there is more than one Tool that can generate options. (Reminder: This challenge was first visited in Activity 2: Stop and Go Brainstorming.) 1. Each table team takes one sheet of newspaper, a sheet of lined paper and one pencil. 2. Each table team selects a Scribe to record options. 3. Each table team will use the SCAMPER Generating Tool to generate as many possible uses for the

sheet of newspaper as they can think of in two minutes. 4. At the end of two minutes, each table team counts how many responses they generated.


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APPENDIX I

Creativity is influenced by … Generating Options

• FLUENCY to generate a great number of ideas.

• FLEXIBILITY to produce a variety of ideas.

• ORIGINALITY to think of unusual ideas.

• ELABORATION to fill in all the details.

AND Focusing Options • EVALUATION

to select, test, and revise ideas.


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APPENDIX J Activity 6: ALoU (Focusing Tool) Shades 1. Your table team will pretend it is a Destination ImagiNation® team who has been generating

options for the solution to its Team Challenge. These options include:

• Our entire performance will be in rhyme. • We will create a vehicle that is water-powered. • All costumes, props and scenery will be created in black, white and shades of gray. • Our structure will be created without any glue of any kind. • Our team will use only recycle materials in its solution.

2. The team will now focus on one of those possible solutions using the ALoU Focusing Tool. Take a

large sheet of paper and a black marker, and label three columns as follows:

(A)dvantages (L)imitations and how to (o)vercome them

(U)nique Features or Potentials

4. The option you will explore is: All props, costumes and scenery will be created in black, white

and shades of gray. 5. Each table team will spend a few minutes filling in its ALoU chart or overhead using the following

guidelines:

• Write Advantages in black marker. Advantages are concrete/real things, therefore black. • Write Limitations in red marker. Limitations are things that might prevent, stop or impede you

in fulfilling this option, therefore red.

• Write how to Overcome Limitations in green marker. Ways to overcome limitations put a “green light” on what once stopped you from proceeding. You may now go forward, therefore green.

• Write Unique features in blue marker. This list is “pie in the sky,” “place of dreams,” “the

sky’s the limit,” therefore blue. 6. When all table teams are finished, each table team will explain its chart to the entire group. Notice

that even though all were focusing the same option, there is a variety of ideas on the lists.


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APPENDIX K Activity 7: Sequencing: S-M-L (Focusing Tool) The purpose of this activity is to introduce the Sequencing: S-M-L (Short-Medium-Long) Tool. This Tool lists specific things to do, assigns a time to do them, and determines who is responsible for each task. 1. Each table team takes a large sheet of paper and a marker, and selects one person to be the Scribe. 2. Create a five-column table with the following headings, from left to right:

Tasks (S)hort (M)edium (L)ong Who?

3. Each table has three to four minutes to focus on the tasks for Tournament Preparation. The tasks should be

written (randomly, not sequentially) in the first column. 4. Each table team should define for itself what constitutes “Short,” “Medium,” and “Long” time frames for

this option. Normally, the time frames would be defined in this way: • Short should always be defined as “within the next 24 hours.” • Medium might be defined as midway between Short and the deadline. • Long would be defined as a time period closer to the deadline.

5. Once the list has been generated, have the group decide which time designation fits each task. Put an “X” in

the Short, Medium or Long column for each task. 6. Now list peoples’ names in the last column. Who will do each task?


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© 2005 Destination ImagiNation, Inc.Creative Problem Solving Tools.ppt

The Right Tool Makes the Job Easier

The Right Tool Makes the Job Easier

CREATIVE PROBLEMCREATIVE PROBLEMSOLVING TOOLSSOLVING TOOLS

©Destination ImagiNation, Inc. 2004Side Trips.ppt


GoalsGoals

• To understand that the Creative Problem Solving process consists of both Creative and Critical Thinking

• To understand the Guidelines for Generating and Focusing

• To learn several Generating and Focusing Tools to apply in problem-solving situations



Goals cont’dGoals cont’d

• To become familiar with The Problem Solver’s Practical Toolbox and how thinking tools are related to the components and roles within Destination ImagiNation®

• To help Appraisers be able to recognize the use of Generating and Focusing Tools by team members in both Team Challenge and Instant Challenge Presentations

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MethodsMethods

• Presentation • Discussion• Activities• Debrief



Creative Thinking

Encountering gaps, paradoxes, opportunities, challenges, or concerns; then searching for meaningful new connections by generating:

• Many possibilities• Varied possibilities • Unusual or original possibilities• Details to expand or enrich possibilities

Source: Treffinger, Isaksen, & Dorval, 2000. Adapted by permission.



Critical ThinkingExamining possibilities carefully, fairly, and constructively; then focusing your thoughts and actions by:• Organizing and analyzing possibilities• Refining and developing promising

possibilities • Ranking or prioritizing options• Choosing or deciding on certain options

Source: Treffinger, Isaksen, & Dorval, 2000. Adapted by permission.

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Creative Problem Solving V6.1

Creative Problem Solving V6.1

UNDERSTANDINGTHE CHALLENGE

ConstructingOpportunities

FramingProblems

ExploringData

PREPARINGFOR ACTION

DevelopingSolutions

BuildingAcceptance

GENERATINGIDEASGenerating

Ideas

DesigningProcess

PLANNINGYOUR APPROACH

Creative Problem Solving—Version 6.1™

AppraisingTasks

© 2003, Center for Creative Learning, Inc. and Creative Problem Solving Group, Inc.



• Use deferred Judgment• Seek Quantity• Freewheel• Look for Combinations

Guidelines for Using Thinking Tools to Generate OptionsGuidelines for Using Thinking Tools to Generate Options

Reproduced by permission



• Use Affirmative Judgment• Be Deliberate• Stay on Course• Consider Novelty

Guidelines for Using Thinking Tools to Focus OptionsGuidelines for Using Thinking Tools to Focus Options

Reproduced by permission

4



Goals for Generating ToolsGoals for Generating Tools

F

F

O

E

Fluency

Flexibility

Originality

Elaboration



What they say about generating . . .What they say about generating . . .

“The best way to get a good ideais to get a lot of ideas.”

Linus Pauling“100 ideas per hour indicates a

good brainstorming session.”Tom Kelley



Generating ActivityGenerating Activity

BrainstormingThe Tube

5




Stop and GoBrainstorming




Brainwriting




SCAMPER

SubstituteCombineAdaptModify / Magnify / MinifyPut to new useEliminateReverse

6



ActivityActivity

Manipulating the News



Creativity is influenced by …Creativity is influenced by …F

F

O

E

E

Fluency

Flexibility

Originality

Elaboration

Evaluation



ALoUALoU

• Advantages

• Limitations and how to overcome them

• Unique features or Potentials

7



ActivityActivity

Sequencing: S-M-L• Short• Medium• Long



ReviewReview

• CPS is a process using both Creative and Critical thinking

• Creative thinking – use Generating Tools• Critical thinking – use Focusing tools



AssessmentAssessment

• Identify each tool and when to use it:– Brainstorming– Stop and Go Brainstorming Variation– Brainwriting Variation– SCAMPER– ALoU– Sequencing (S-M-L)

• Questions?

8



Final TipsFinal Tips

• Look for opportunities to use the tools but be certain you know why you selected a specific tool

• Use the right tool for the job• Combine Tools – Generating Tool

followed by Focusing Tool• If the tool isn’t working – try another


Thank you for coming

Thank you for coming

v1.0 training module 3: creative problem solving tools training module 3: creative problem solving...

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