Creative techniques can enhance training by helping trainers develop, deliver, and promote courses in new ways. There are many creative techniques that fall into four broad categories: challenges, alternatives, random connections, and provocations. While some techniques may not work for every trainer, experimenting with different techniques is encouraged to discover which ones are most effective. The document provides examples of specific creative techniques like boundary examination and breaking conventions to spark new ideas.
Taking The No Out Of Innovation Mike Brown 1231639337322878 2dougwelsh
The document is a book about enhancing innovativeness titled "Taking the NO Out of InNOvation" by Mike Brown. It touches on eight perspectives and techniques for developing innovativeness, including being introspective to understand creative strengths, building a diverse creative team, refreshing perspectives by forgetting conventional wisdom, borrowing and improving upon existing ideas, embracing new possibilities, asking inquisitive questions, prioritizing and creating artifacts from ideas, and persisting through the innovation process. The book provides examples and exercises to develop each of these perspectives.
The document provides 10 guidelines for effective brainstorming:
1. Come prepared and invite others to do so as well.
2. Invite people from other departments to contribute different perspectives.
3. Reframe the problem statement to spark new ideas.
4. Record all ideas as they are generated.
5. Defer judgment and build on ideas without criticism.
6. Continuously generate ideas without stopping.
7. Set large quotas for the number of ideas to be generated.
8. Elaborate on and improve existing ideas.
9. Use visuals like drawings to connect and organize ideas.
10. Consider alternative problem framings by envisioning threats to spark
The document provides instructions for conducting an ideation session using a "mixtape" approach to reframe challenges and generate unexpected solutions. It involves preparing by identifying a unique perspective on the challenge, developing provocative brainstorming prompts, getting the team energized with a stoke activity, conducting a brainstorming session to generate many ideas, and selecting multiple ideas to take forward by prototyping. The goal is to explore solutions widely and preserve innovation potential rather than narrowing too quickly.
The document provides tips and best practices for Develor trainers to exceed participant expectations and be successful in their role. It emphasizes the importance of thorough preparation, engaging participants through interactive exercises and real-world examples, and adapting training methods to different learner styles. Trainers are advised to focus on participants' needs and goals, maintain energy and enthusiasm throughout, and represent Develor and its values professionally.
You help the host and players run the prototype experience smoothly. You may also take notes.
After the testing, you need to capture and consider the feedback. Use a feedback capture grid to structure your
discussion and reflection on what you learned from the testing. Consider both feedback on the solution and
new insights about the user.
The goal of testing with users is to learn, not to validate your ideas. Stay open and curious.
METHOD
User-Driven Prototyping
User-driven prototyping is an approach where you involve users directly in the process of developing and
refining prototypes. This approach can be very powerful for gaining empathy and developing solutions that
truly meet user needs
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Time Travellers".
A quick review of creativity and how to be creative. Slant is towards those working in large organizations such as government and big corporations, which may have a risk-averse culture.
Taking The No Out Of Innovation Mike Brown 1231639337322878 2dougwelsh
The document is a book about enhancing innovativeness titled "Taking the NO Out of InNOvation" by Mike Brown. It touches on eight perspectives and techniques for developing innovativeness, including being introspective to understand creative strengths, building a diverse creative team, refreshing perspectives by forgetting conventional wisdom, borrowing and improving upon existing ideas, embracing new possibilities, asking inquisitive questions, prioritizing and creating artifacts from ideas, and persisting through the innovation process. The book provides examples and exercises to develop each of these perspectives.
The document provides 10 guidelines for effective brainstorming:
1. Come prepared and invite others to do so as well.
2. Invite people from other departments to contribute different perspectives.
3. Reframe the problem statement to spark new ideas.
4. Record all ideas as they are generated.
5. Defer judgment and build on ideas without criticism.
6. Continuously generate ideas without stopping.
7. Set large quotas for the number of ideas to be generated.
8. Elaborate on and improve existing ideas.
9. Use visuals like drawings to connect and organize ideas.
10. Consider alternative problem framings by envisioning threats to spark
The document provides instructions for conducting an ideation session using a "mixtape" approach to reframe challenges and generate unexpected solutions. It involves preparing by identifying a unique perspective on the challenge, developing provocative brainstorming prompts, getting the team energized with a stoke activity, conducting a brainstorming session to generate many ideas, and selecting multiple ideas to take forward by prototyping. The goal is to explore solutions widely and preserve innovation potential rather than narrowing too quickly.
The document provides tips and best practices for Develor trainers to exceed participant expectations and be successful in their role. It emphasizes the importance of thorough preparation, engaging participants through interactive exercises and real-world examples, and adapting training methods to different learner styles. Trainers are advised to focus on participants' needs and goals, maintain energy and enthusiasm throughout, and represent Develor and its values professionally.
You help the host and players run the prototype experience smoothly. You may also take notes.
After the testing, you need to capture and consider the feedback. Use a feedback capture grid to structure your
discussion and reflection on what you learned from the testing. Consider both feedback on the solution and
new insights about the user.
The goal of testing with users is to learn, not to validate your ideas. Stay open and curious.
METHOD
User-Driven Prototyping
User-driven prototyping is an approach where you involve users directly in the process of developing and
refining prototypes. This approach can be very powerful for gaining empathy and developing solutions that
truly meet user needs
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Time Travellers".
A quick review of creativity and how to be creative. Slant is towards those working in large organizations such as government and big corporations, which may have a risk-averse culture.
The document provides an overview of the weekend workout and guidelines for mindset. It recommends doing the weekend workout to gain design skills and practice those skills on future projects. It emphasizes enjoying the process and remaining calm under pressure, which are important design skills. The weekend workout will provide tools and techniques to continue training, even if readers can't run a marathon on Monday.
The document provides an overview of the d.school's design thinking bootcamp bootleg guide. It outlines the human-centered design process modes of empathize, define, ideate, prototype, and test. It then describes dozens of specific methods that can be used within each mode, such as assuming a beginner's mindset, using what/how/why questions, and conducting user camera studies and interview preparation. The bootleg is intended as an active toolkit for practitioners to try these tools and share their experiences using the methods.
This document provides instructions for conducting user research through interviews and observations to gain empathy and insights. It outlines an 8-step process: 1) Prepare your team and schedule time for research. 2) Frame the work in a human-centered way focused on understanding users. 3) Launch the research with an energizing activity. 4) Conduct interviews and observations in the field. 5) Share findings visually and note tensions. 6) Synthesize insights and unexpected needs. 7) Recap learnings and plan next steps. 8) Integrate insights into the project and consider further ideation. The goal is to engage with real people, particularly target users, to gain new perspectives that can inspire novel solutions through a deeper understanding of user
The document discusses different teaching techniques and methods including brainstorming, problem solving, cooperative learning, case method, and drama technique. It provides details on how to conduct a brainstorming session, including defining the problem, selecting participants, establishing rules to encourage idea generation without criticism, and combining ideas. The role of the chairman is to lead the session, ensure rules are followed, and stimulate creativity when ideas are slowing. The goal is to generate as many ideas as possible to solve the given problem.
The document provides an overview of service design methodology, outlining the 5 phases of the process: inspiration, understanding, shaping, mapping, and presentation. It discusses various tools and methods that can be used in each phase, such as conducting user research to build empathy, creating a composite user profile, brainstorming techniques, and mapping customer journeys. The goal is to design human-centered services by understanding user needs through co-creation with all stakeholders.
This document discusses various techniques for effective brainstorming. It begins by explaining traditional brainstorming where a group generates ideas without criticism. It then describes two advanced techniques: speed storming, where individuals build on each other's ideas over multiple rounds to generate more ideas in less time; and brain writing, where individuals privately generate ideas to avoid influence and produce a wider range of concepts. The document provides details on how to implement these and other techniques like figuring storming, online brainstorming, and round robin brainstorming to make brainstorming more productive.
The document provides an overview of various idea generation techniques:
- It describes brainstorming, both individually and in groups, as well as steps for effective group brainstorming. Additional techniques covered include triggered brainwalking, questioning assumptions, picture prompts, SCAMPER, observation, referencing, interaction, imagination, dreams, and creative aerobics.
- The goal of ideation is to generate the best solution to satisfy customer needs, rather than a large number of ideas. Effective techniques encourage lateral thinking and building on others' contributions to develop original, creative solutions.
This document provides an overview of the design thinking process used at the d.school at Stanford University. It outlines the main modes of the process - Empathize, Define, Ideate, and Prototype. For each mode, it describes what the mode is and why it is important. It also lists specific methods that can be used in each mode to do design work. The document is intended as a toolkit for practitioners to support their use of a human-centered design process.
This document discusses creativity and problem solving. It provides an overview of Edward Torrance's creativity framework, which includes fluency, flexibility, elaboration, and originality. It then explains the six stages of Creative Problem Solving (CPS) developed by Alex Osborn: define the problem, gather information, convert the problem into a statement suitable for idea finding, generate ideas, develop and improve ideas using criteria, and select the best idea. Creativity and problem solving are interconnected processes that involve both divergent and convergent thinking.
An Introduction to Design ThinkingPROCESS GUIDEWHAT is t.docxgalerussel59292
An Introduction to Design Thinking
PROCESS GUIDE
WHAT is the Empathize mode
Empathy is the centerpiece of a human-centered design process. The Empathize mode is
the work you do to understand people, within the context of your design challenge. It is your
effort to understand the way they do things and why, their physical and emotional needs, how
they think about world, and what is meaningful to them.
WHY empathize
As a design thinker, the problems you are trying to solve are rarely your own—they are those of
a particular group of people; in order to design for them, you must gain empathy for who they
are and what is important to them.
Observing what people do and how they interact with their environment gives you clues about
what they think and feel. It also helps you learn about what they need. By watching people,
you can capture physical manifestations of their experiences – what they do and say. This will
allow you to infer the intangible meaning of those experiences in order to uncover insights.
These insights give you direction to create innovative solutions. The best solutions come out
of the best insights into human behavior. But learning to recognize those insights is harder
than you might think. Why? Because our minds automatically filter out a lot of information
without our even realizing it. We need to learn to see things “with a fresh set of eyes,” and
empathizing is what gives us those new eyes.
Engaging with people directly reveals a tremendous amount about the way they think and
the values they hold. Sometimes these thoughts and values are not obvious to the people
who hold them, and a good conversation can surprise both the designer and the subject by
the unanticipated insights that are revealed. The stories that people tell and the things that
people say they do—even if they are different from what they actually do—are strong indicators
of their deeply held beliefs about the way the world is. Good designs are built on a solid
understanding of these beliefs and values.
HOW to empathize
To empathize, you:
- Observe. View users and their behavior in the context of their lives. As much as possible
do observations in relevant contexts in addition to interviews. Some of the most powerful
realizations come from noticing a disconnect between what someone says and what he does.
Others come from a work-around someone has created which may be very surprising to you as
the designer, but she may not even think to mention in conversation.
- Engage. Sometimes we call this technique ‘interviewing’ but it should really feel more like
a conversation. Prepare some questions you’d like to ask, but expect to let the conversation
deviate from them. Keep the conversation only loosely bounded. Elicit stories from the
people you talk to, and always ask “Why?” to uncover deeper meaning. Engagement can come
through both short ‘intercept’ encounters and longer scheduled conversations.
- W.
An Introduction to Design ThinkingPROCESS GUIDEWHAT .docxdaniahendric
An Introduction to Design Thinking
PROCESS GUIDE
WHAT is the Empathize mode
Empathy is the centerpiece of a human-centered design process. The Empathize mode is
the work you do to understand people, within the context of your design challenge. It is your
effort to understand the way they do things and why, their physical and emotional needs, how
they think about world, and what is meaningful to them.
WHY empathize
As a design thinker, the problems you are trying to solve are rarely your own—they are those of
a particular group of people; in order to design for them, you must gain empathy for who they
are and what is important to them.
Observing what people do and how they interact with their environment gives you clues about
what they think and feel. It also helps you learn about what they need. By watching people,
you can capture physical manifestations of their experiences – what they do and say. This will
allow you to infer the intangible meaning of those experiences in order to uncover insights.
These insights give you direction to create innovative solutions. The best solutions come out
of the best insights into human behavior. But learning to recognize those insights is harder
than you might think. Why? Because our minds automatically filter out a lot of information
without our even realizing it. We need to learn to see things “with a fresh set of eyes,” and
empathizing is what gives us those new eyes.
Engaging with people directly reveals a tremendous amount about the way they think and
the values they hold. Sometimes these thoughts and values are not obvious to the people
who hold them, and a good conversation can surprise both the designer and the subject by
the unanticipated insights that are revealed. The stories that people tell and the things that
people say they do—even if they are different from what they actually do—are strong indicators
of their deeply held beliefs about the way the world is. Good designs are built on a solid
understanding of these beliefs and values.
HOW to empathize
To empathize, you:
- Observe. View users and their behavior in the context of their lives. As much as possible
do observations in relevant contexts in addition to interviews. Some of the most powerful
realizations come from noticing a disconnect between what someone says and what he does.
Others come from a work-around someone has created which may be very surprising to you as
the designer, but she may not even think to mention in conversation.
- Engage. Sometimes we call this technique ‘interviewing’ but it should really feel more like
a conversation. Prepare some questions you’d like to ask, but expect to let the conversation
deviate from them. Keep the conversation only loosely bounded. Elicit stories from the
people you talk to, and always ask “Why?” to uncover deeper meaning. Engagement can come
through both short ‘intercept’ encounters and longer scheduled conversations.
- ...
The document discusses various tools and techniques for managing creative thinking skills and overcoming conceptual blocks to creativity. It describes attribute listing, brainstorming, visioning, the Kipling method, problem statements, and challenge methods as tools for defining problems, creating new ideas, and developing a creative climate. It also discusses types of conceptual blocks like constancy, compression, and complacency that can limit creative thinking.
The document discusses various tools and techniques for managing creative thinking skills and overcoming conceptual blocks to creativity. It describes attribute listing, brainstorming, visioning, the Kipling method, problem statements, and challenge methods as tools for defining problems, creating new ideas, and developing a creative climate. It also discusses types of conceptual blocks like constancy, compression, and complacency that can limit creative thinking.
This document discusses various coaching models that can be used in business coaching. It begins by explaining the importance of observation and listening skills for business coaches. It then outlines several coaching models that are explored in more detail later in the chapter, including nested-level models, four-quadrant models, circular models, and the U-process model. Finally, it distinguishes between coaching tools, which are used directly in conversations, and techniques, which are the skills used to apply the tools.
This document discusses tools and techniques for managing creativity and innovation. It covers:
1) Conceptual blocks that can stifle creativity like rigid thinking patterns and complacency.
2) Three components of creativity: expertise, motivation, and creative thinking skills.
3) Paradoxical traits of creative groups like beginner's mind and experience.
4) Tools for defining problems creatively like the Kipling Method and challenging assumptions.
Final assignment-reflect-jen miller-8-26-2013millerjennma
This document discusses the design thinking process and provides reflections on applying design thinking skills. It makes the following key points:
1. The author had positive experiences with design thinking, such as generating unexpected ideas and pushing past self-imposed limitations.
2. At work, the author plans to share design thinking concepts with their marketing team to help drive excellence through greater creativity, ownership, and attention to detail.
3. More broadly, the author wants to apply design thinking to problems in their field by engaging global teams in creative problem solving and developing new tools to create better outcomes that align with organizational goals.
This document outlines a lesson plan aimed at helping learners reflect on how they have developed as sustainable learners over the course. The plan uses concepts from permaculture design such as zones and sectors to map out how a learning support group naturally displays permaculture principles and ethics. The lesson guides students through activities to identify their learning styles, challenges them to develop new ones, and reflects on how course concepts like permaculture design can be applied to creating sustainable lifelong learning practices.
This document discusses design thinking and the ideation phase. It provides an overview of ideation and explains that ideation focuses on generating a wide range of ideas and concepts. It then describes several ideation techniques used in design thinking, including brainstorming, brainwriting, SCAMPER, and mind mapping. For each technique, it provides brief instructions on how to use the technique to spur creative idea generation.
The document provides an overview of ideation and brainstorming techniques. It introduces the trainer and outlines an agenda that includes defining ideation, discussing its benefits, and presenting various ideation techniques. Some key techniques discussed are mind mapping, brainstorming, brainwriting, and SCAMPER. The document also provides tips for successful ideation sessions, such as choosing a diverse group, appointing a facilitator, and going for quantity over quality of ideas initially.
The document discusses embedding design DNA in companies through transformation. It does this through two strands - people and positioning/process. For people, the summary focuses on building a diverse and talented team, including virtuosos, and encouraging independence and communication. For positioning/process, the summary notes they are linked, with positioning triggering transformation and continuously impacting the process. The overall goal is embedded, transformational design through these two strands working together.
The document provides an overview of the design thinking process and outlines exercises for educators to work through each stage of design thinking with their students. It breaks down the process into key stages - discovery, interpretation, ideation, iteration, and evolution. For each stage, it describes the goals and tasks involved and provides rubrics to assess student work at emerging, developing, proficient, and accomplished levels. The overall purpose is to help educators learn and apply design thinking approaches in their classrooms.
The document provides an overview of the weekend workout and guidelines for mindset. It recommends doing the weekend workout to gain design skills and practice those skills on future projects. It emphasizes enjoying the process and remaining calm under pressure, which are important design skills. The weekend workout will provide tools and techniques to continue training, even if readers can't run a marathon on Monday.
The document provides an overview of the d.school's design thinking bootcamp bootleg guide. It outlines the human-centered design process modes of empathize, define, ideate, prototype, and test. It then describes dozens of specific methods that can be used within each mode, such as assuming a beginner's mindset, using what/how/why questions, and conducting user camera studies and interview preparation. The bootleg is intended as an active toolkit for practitioners to try these tools and share their experiences using the methods.
This document provides instructions for conducting user research through interviews and observations to gain empathy and insights. It outlines an 8-step process: 1) Prepare your team and schedule time for research. 2) Frame the work in a human-centered way focused on understanding users. 3) Launch the research with an energizing activity. 4) Conduct interviews and observations in the field. 5) Share findings visually and note tensions. 6) Synthesize insights and unexpected needs. 7) Recap learnings and plan next steps. 8) Integrate insights into the project and consider further ideation. The goal is to engage with real people, particularly target users, to gain new perspectives that can inspire novel solutions through a deeper understanding of user
The document discusses different teaching techniques and methods including brainstorming, problem solving, cooperative learning, case method, and drama technique. It provides details on how to conduct a brainstorming session, including defining the problem, selecting participants, establishing rules to encourage idea generation without criticism, and combining ideas. The role of the chairman is to lead the session, ensure rules are followed, and stimulate creativity when ideas are slowing. The goal is to generate as many ideas as possible to solve the given problem.
The document provides an overview of service design methodology, outlining the 5 phases of the process: inspiration, understanding, shaping, mapping, and presentation. It discusses various tools and methods that can be used in each phase, such as conducting user research to build empathy, creating a composite user profile, brainstorming techniques, and mapping customer journeys. The goal is to design human-centered services by understanding user needs through co-creation with all stakeholders.
This document discusses various techniques for effective brainstorming. It begins by explaining traditional brainstorming where a group generates ideas without criticism. It then describes two advanced techniques: speed storming, where individuals build on each other's ideas over multiple rounds to generate more ideas in less time; and brain writing, where individuals privately generate ideas to avoid influence and produce a wider range of concepts. The document provides details on how to implement these and other techniques like figuring storming, online brainstorming, and round robin brainstorming to make brainstorming more productive.
The document provides an overview of various idea generation techniques:
- It describes brainstorming, both individually and in groups, as well as steps for effective group brainstorming. Additional techniques covered include triggered brainwalking, questioning assumptions, picture prompts, SCAMPER, observation, referencing, interaction, imagination, dreams, and creative aerobics.
- The goal of ideation is to generate the best solution to satisfy customer needs, rather than a large number of ideas. Effective techniques encourage lateral thinking and building on others' contributions to develop original, creative solutions.
This document provides an overview of the design thinking process used at the d.school at Stanford University. It outlines the main modes of the process - Empathize, Define, Ideate, and Prototype. For each mode, it describes what the mode is and why it is important. It also lists specific methods that can be used in each mode to do design work. The document is intended as a toolkit for practitioners to support their use of a human-centered design process.
This document discusses creativity and problem solving. It provides an overview of Edward Torrance's creativity framework, which includes fluency, flexibility, elaboration, and originality. It then explains the six stages of Creative Problem Solving (CPS) developed by Alex Osborn: define the problem, gather information, convert the problem into a statement suitable for idea finding, generate ideas, develop and improve ideas using criteria, and select the best idea. Creativity and problem solving are interconnected processes that involve both divergent and convergent thinking.
An Introduction to Design ThinkingPROCESS GUIDEWHAT is t.docxgalerussel59292
An Introduction to Design Thinking
PROCESS GUIDE
WHAT is the Empathize mode
Empathy is the centerpiece of a human-centered design process. The Empathize mode is
the work you do to understand people, within the context of your design challenge. It is your
effort to understand the way they do things and why, their physical and emotional needs, how
they think about world, and what is meaningful to them.
WHY empathize
As a design thinker, the problems you are trying to solve are rarely your own—they are those of
a particular group of people; in order to design for them, you must gain empathy for who they
are and what is important to them.
Observing what people do and how they interact with their environment gives you clues about
what they think and feel. It also helps you learn about what they need. By watching people,
you can capture physical manifestations of their experiences – what they do and say. This will
allow you to infer the intangible meaning of those experiences in order to uncover insights.
These insights give you direction to create innovative solutions. The best solutions come out
of the best insights into human behavior. But learning to recognize those insights is harder
than you might think. Why? Because our minds automatically filter out a lot of information
without our even realizing it. We need to learn to see things “with a fresh set of eyes,” and
empathizing is what gives us those new eyes.
Engaging with people directly reveals a tremendous amount about the way they think and
the values they hold. Sometimes these thoughts and values are not obvious to the people
who hold them, and a good conversation can surprise both the designer and the subject by
the unanticipated insights that are revealed. The stories that people tell and the things that
people say they do—even if they are different from what they actually do—are strong indicators
of their deeply held beliefs about the way the world is. Good designs are built on a solid
understanding of these beliefs and values.
HOW to empathize
To empathize, you:
- Observe. View users and their behavior in the context of their lives. As much as possible
do observations in relevant contexts in addition to interviews. Some of the most powerful
realizations come from noticing a disconnect between what someone says and what he does.
Others come from a work-around someone has created which may be very surprising to you as
the designer, but she may not even think to mention in conversation.
- Engage. Sometimes we call this technique ‘interviewing’ but it should really feel more like
a conversation. Prepare some questions you’d like to ask, but expect to let the conversation
deviate from them. Keep the conversation only loosely bounded. Elicit stories from the
people you talk to, and always ask “Why?” to uncover deeper meaning. Engagement can come
through both short ‘intercept’ encounters and longer scheduled conversations.
- W.
An Introduction to Design ThinkingPROCESS GUIDEWHAT .docxdaniahendric
An Introduction to Design Thinking
PROCESS GUIDE
WHAT is the Empathize mode
Empathy is the centerpiece of a human-centered design process. The Empathize mode is
the work you do to understand people, within the context of your design challenge. It is your
effort to understand the way they do things and why, their physical and emotional needs, how
they think about world, and what is meaningful to them.
WHY empathize
As a design thinker, the problems you are trying to solve are rarely your own—they are those of
a particular group of people; in order to design for them, you must gain empathy for who they
are and what is important to them.
Observing what people do and how they interact with their environment gives you clues about
what they think and feel. It also helps you learn about what they need. By watching people,
you can capture physical manifestations of their experiences – what they do and say. This will
allow you to infer the intangible meaning of those experiences in order to uncover insights.
These insights give you direction to create innovative solutions. The best solutions come out
of the best insights into human behavior. But learning to recognize those insights is harder
than you might think. Why? Because our minds automatically filter out a lot of information
without our even realizing it. We need to learn to see things “with a fresh set of eyes,” and
empathizing is what gives us those new eyes.
Engaging with people directly reveals a tremendous amount about the way they think and
the values they hold. Sometimes these thoughts and values are not obvious to the people
who hold them, and a good conversation can surprise both the designer and the subject by
the unanticipated insights that are revealed. The stories that people tell and the things that
people say they do—even if they are different from what they actually do—are strong indicators
of their deeply held beliefs about the way the world is. Good designs are built on a solid
understanding of these beliefs and values.
HOW to empathize
To empathize, you:
- Observe. View users and their behavior in the context of their lives. As much as possible
do observations in relevant contexts in addition to interviews. Some of the most powerful
realizations come from noticing a disconnect between what someone says and what he does.
Others come from a work-around someone has created which may be very surprising to you as
the designer, but she may not even think to mention in conversation.
- Engage. Sometimes we call this technique ‘interviewing’ but it should really feel more like
a conversation. Prepare some questions you’d like to ask, but expect to let the conversation
deviate from them. Keep the conversation only loosely bounded. Elicit stories from the
people you talk to, and always ask “Why?” to uncover deeper meaning. Engagement can come
through both short ‘intercept’ encounters and longer scheduled conversations.
- ...
The document discusses various tools and techniques for managing creative thinking skills and overcoming conceptual blocks to creativity. It describes attribute listing, brainstorming, visioning, the Kipling method, problem statements, and challenge methods as tools for defining problems, creating new ideas, and developing a creative climate. It also discusses types of conceptual blocks like constancy, compression, and complacency that can limit creative thinking.
The document discusses various tools and techniques for managing creative thinking skills and overcoming conceptual blocks to creativity. It describes attribute listing, brainstorming, visioning, the Kipling method, problem statements, and challenge methods as tools for defining problems, creating new ideas, and developing a creative climate. It also discusses types of conceptual blocks like constancy, compression, and complacency that can limit creative thinking.
This document discusses various coaching models that can be used in business coaching. It begins by explaining the importance of observation and listening skills for business coaches. It then outlines several coaching models that are explored in more detail later in the chapter, including nested-level models, four-quadrant models, circular models, and the U-process model. Finally, it distinguishes between coaching tools, which are used directly in conversations, and techniques, which are the skills used to apply the tools.
This document discusses tools and techniques for managing creativity and innovation. It covers:
1) Conceptual blocks that can stifle creativity like rigid thinking patterns and complacency.
2) Three components of creativity: expertise, motivation, and creative thinking skills.
3) Paradoxical traits of creative groups like beginner's mind and experience.
4) Tools for defining problems creatively like the Kipling Method and challenging assumptions.
Final assignment-reflect-jen miller-8-26-2013millerjennma
This document discusses the design thinking process and provides reflections on applying design thinking skills. It makes the following key points:
1. The author had positive experiences with design thinking, such as generating unexpected ideas and pushing past self-imposed limitations.
2. At work, the author plans to share design thinking concepts with their marketing team to help drive excellence through greater creativity, ownership, and attention to detail.
3. More broadly, the author wants to apply design thinking to problems in their field by engaging global teams in creative problem solving and developing new tools to create better outcomes that align with organizational goals.
This document outlines a lesson plan aimed at helping learners reflect on how they have developed as sustainable learners over the course. The plan uses concepts from permaculture design such as zones and sectors to map out how a learning support group naturally displays permaculture principles and ethics. The lesson guides students through activities to identify their learning styles, challenges them to develop new ones, and reflects on how course concepts like permaculture design can be applied to creating sustainable lifelong learning practices.
This document discusses design thinking and the ideation phase. It provides an overview of ideation and explains that ideation focuses on generating a wide range of ideas and concepts. It then describes several ideation techniques used in design thinking, including brainstorming, brainwriting, SCAMPER, and mind mapping. For each technique, it provides brief instructions on how to use the technique to spur creative idea generation.
The document provides an overview of ideation and brainstorming techniques. It introduces the trainer and outlines an agenda that includes defining ideation, discussing its benefits, and presenting various ideation techniques. Some key techniques discussed are mind mapping, brainstorming, brainwriting, and SCAMPER. The document also provides tips for successful ideation sessions, such as choosing a diverse group, appointing a facilitator, and going for quantity over quality of ideas initially.
The document discusses embedding design DNA in companies through transformation. It does this through two strands - people and positioning/process. For people, the summary focuses on building a diverse and talented team, including virtuosos, and encouraging independence and communication. For positioning/process, the summary notes they are linked, with positioning triggering transformation and continuously impacting the process. The overall goal is embedded, transformational design through these two strands working together.
The document provides an overview of the design thinking process and outlines exercises for educators to work through each stage of design thinking with their students. It breaks down the process into key stages - discovery, interpretation, ideation, iteration, and evolution. For each stage, it describes the goals and tasks involved and provides rubrics to assess student work at emerging, developing, proficient, and accomplished levels. The overall purpose is to help educators learn and apply design thinking approaches in their classrooms.
Creative And Innovative Thinking Skillskkjjkevin03
This document discusses tools and techniques for developing creative and innovative thinking skills. It covers defining problems, types of innovation, conceptual blocks to creativity, the three components of creativity, characteristics of creative groups, and tools for defining problems and creating new ideas such as attribute listing and brainstorming. The goal is to provide a framework for developing skills that can be applied to daily problem solving.
Σήμερα, με το πάτημα ενός κουμπιού έχουμε πρόσβαση σε όλο τον κόσμο, εξοπλισμένοι με ποικίλα εργαλεία , έχουμε την ευκαιρία, να εξερευνήσουμε νέες δυνατότητες , νέες ιδέες , νέες τελετουργίες και λύσεις . Έχουμε όμως ακόμα όνειρα; Με αφετηρία τη διαδικασία της σχεδιαστικής σκέψης ( ‘designerly’ ways of thinking), θα μελετήσουμε βήμα προς βήμα τα στάδια μετάβασης από την ιδέα στην υλοποίηση της δικής σας δράσης.
This document provides an overview of the design thinking process, focusing on the Empathize, Define, and Ideate modes.
The Empathize mode involves understanding users through observation and engagement to gain insights about their needs, behaviors, and perspectives. In the Define mode, insights are synthesized to craft a problem statement called a point of view that frames the design challenge. Finally, the Ideate mode is about generating a wide range of solution concepts by combining user understanding with imagination.
This document provides an overview of the Design Thinking process, which includes the key phases of Empathize, Define, Ideate, Prototype, and Test. It describes each phase in 3 sentences or less:
The Empathize phase is focused on understanding users and gaining empathy through observation and engagement. The Define phase is about making sense of research findings to craft a problem statement. The Ideate phase is aimed at generating a wide range of potential solutions through techniques like brainstorming. The Prototype phase is focused on building quick, low-fidelity prototypes to test ideas and learn. The Test phase involves getting user feedback on prototypes to refine solutions and further understand users.
D.school's design thinking process mode guideGeoffrey Dorne
The document provides an overview of the design thinking process, which includes the key modes of Empathize, Define, Ideate, Prototype, and Test. It describes each mode in terms of what it is, why it is important, and how to execute it. The Empathize mode involves understanding users through observation and engagement to gain insights. Define is about synthesizing research to craft a problem statement. Ideate is the generation of ideas. Prototype creates artifacts to test ideas. Test gets feedback on prototypes from users.
Semelhante a Yes! And...Creative Techniques For Trainers (20)
John Brooker documented his first week at the SOL2013 conference in a personal photo diary. On Monday, he settled into his room and organized for the event. On Tuesday, he explored the Palm and Zen Gardens and found Google Earth for the opening ceremony. That evening, he attended a drinks reception where Penny entertained. On Wednesday, the opening ceremony began, as captured in John's photo diary videos.
This document provides tools and techniques for generating creative ideas in a short period of time, such as ten minutes. It uses the analogy of blackberry picking to explain the idea generation process, noting that initial ideas are easy but more exploration is needed to find hidden ideas. It then presents six specific tools: 5Ws and H, DREAMERS, Get Fired, Where in the World, Yes! And..., and Random Connection. Each tool provides a structured approach and examples of how it can be applied. The document encourages using these tools to facilitate innovative thinking within time constraints.
The document describes two meetings held by an IT organization, Hi5, to discuss a potential security issue. In the first meeting, the group spent a long time debating how to define the problem without reaching a resolution. In the second meeting, which used a Solutions Focus approach, the group quickly agreed on a future perfect solution after just five minutes. They then identified existing resources to help and small immediate steps to take, leaving with a belief progress would be made. The document advocates for Solutions Focus as a way to more efficiently tackle challenges through a positive, solution-oriented mindset.
Improvisation techniques can be used in training to develop skills that are useful in organizational settings. Exercises that involve accepting offers, building on ideas, and making others look good can help trainees build qualities like trust, credibility and empathy. These qualities are important for dealing with unpredictable events, enhancing communication skills, and reacting effectively to new situations. While improvisation does not replace planning, it can complement other approaches by helping people develop behaviors for collaboration, problem-solving and adaptability.
How can you energise a group when training or facilitating. Do you use the right energisers? In this article we explain how you can maintain energy in a group so that everyone is happy.
Do you and your colleagues have to prepare and share plans for business or major projects?
Would an approach to present and share separate plans in an integrated way be
of help? One which helps people develop and understand the overall picture in
an interesting and participative way?
Read on….
Do you and your colleagues have to deliver a project? Would you find it useful to use a researched approach to identify potential issues and help avoid them?
One which involves the whole project team in an interesting and participative way? “Prevaluation” does that. This actual client case study reveals all ~ Read on….
Do you work with partners? Do you want to improve a relationship with your clients to increase
your revenues? Are there difficulties in a current client relationship you need to resolve? In this case study, we explain how our client developed business by holding workshops with their clients to find a shared value proposition. We explain how you can do this and identify key learning points.
Great creative leaders (witness Martin Luther King’s “I have a dream” speech) use metaphor a great deal to illustrate, persuade and inspire. Metaphors influence how you think and how you act. In this document, we explore the use of metaphor and its structure. We show how metaphors help shape your thinking and the thinking of others. We illustrate how you can use them in practical ways in work and workshops to transform teams.
[To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
This presentation is a curated compilation of PowerPoint diagrams and templates designed to illustrate 20 different digital transformation frameworks and models. These frameworks are based on recent industry trends and best practices, ensuring that the content remains relevant and up-to-date.
Key highlights include Microsoft's Digital Transformation Framework, which focuses on driving innovation and efficiency, and McKinsey's Ten Guiding Principles, which provide strategic insights for successful digital transformation. Additionally, Forrester's framework emphasizes enhancing customer experiences and modernizing IT infrastructure, while IDC's MaturityScape helps assess and develop organizational digital maturity. MIT's framework explores cutting-edge strategies for achieving digital success.
These materials are perfect for enhancing your business or classroom presentations, offering visual aids to supplement your insights. Please note that while comprehensive, these slides are intended as supplementary resources and may not be complete for standalone instructional purposes.
Frameworks/Models included:
Microsoft’s Digital Transformation Framework
McKinsey’s Ten Guiding Principles of Digital Transformation
Forrester’s Digital Transformation Framework
IDC’s Digital Transformation MaturityScape
MIT’s Digital Transformation Framework
Gartner’s Digital Transformation Framework
Accenture’s Digital Strategy & Enterprise Frameworks
Deloitte’s Digital Industrial Transformation Framework
Capgemini’s Digital Transformation Framework
PwC’s Digital Transformation Framework
Cisco’s Digital Transformation Framework
Cognizant’s Digital Transformation Framework
DXC Technology’s Digital Transformation Framework
The BCG Strategy Palette
McKinsey’s Digital Transformation Framework
Digital Transformation Compass
Four Levels of Digital Maturity
Design Thinking Framework
Business Model Canvas
Customer Journey Map
Navigating the world of forex trading can be challenging, especially for beginners. To help you make an informed decision, we have comprehensively compared the best forex brokers in India for 2024. This article, reviewed by Top Forex Brokers Review, will cover featured award winners, the best forex brokers, featured offers, the best copy trading platforms, the best forex brokers for beginners, the best MetaTrader brokers, and recently updated reviews. We will focus on FP Markets, Black Bull, EightCap, IC Markets, and Octa.
IMPACT Silver is a pure silver zinc producer with over $260 million in revenue since 2008 and a large 100% owned 210km Mexico land package - 2024 catalysts includes new 14% grade zinc Plomosas mine and 20,000m of fully funded exploration drilling.
The Steadfast and Reliable Bull: Taurus Zodiac Signmy Pandit
Explore the steadfast and reliable nature of the Taurus Zodiac Sign. Discover the personality traits, key dates, and horoscope insights that define the determined and practical Taurus, and learn how their grounded nature makes them the anchor of the zodiac.
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Zodiac Signs and Food Preferences_ What Your Sign Says About Your Tastemy Pandit
Know what your zodiac sign says about your taste in food! Explore how the 12 zodiac signs influence your culinary preferences with insights from MyPandit. Dive into astrology and flavors!
[To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
This PowerPoint compilation offers a comprehensive overview of 20 leading innovation management frameworks and methodologies, selected for their broad applicability across various industries and organizational contexts. These frameworks are valuable resources for a wide range of users, including business professionals, educators, and consultants.
Each framework is presented with visually engaging diagrams and templates, ensuring the content is both informative and appealing. While this compilation is thorough, please note that the slides are intended as supplementary resources and may not be sufficient for standalone instructional purposes.
This compilation is ideal for anyone looking to enhance their understanding of innovation management and drive meaningful change within their organization. Whether you aim to improve product development processes, enhance customer experiences, or drive digital transformation, these frameworks offer valuable insights and tools to help you achieve your goals.
INCLUDED FRAMEWORKS/MODELS:
1. Stanford’s Design Thinking
2. IDEO’s Human-Centered Design
3. Strategyzer’s Business Model Innovation
4. Lean Startup Methodology
5. Agile Innovation Framework
6. Doblin’s Ten Types of Innovation
7. McKinsey’s Three Horizons of Growth
8. Customer Journey Map
9. Christensen’s Disruptive Innovation Theory
10. Blue Ocean Strategy
11. Strategyn’s Jobs-To-Be-Done (JTBD) Framework with Job Map
12. Design Sprint Framework
13. The Double Diamond
14. Lean Six Sigma DMAIC
15. TRIZ Problem-Solving Framework
16. Edward de Bono’s Six Thinking Hats
17. Stage-Gate Model
18. Toyota’s Six Steps of Kaizen
19. Microsoft’s Digital Transformation Framework
20. Design for Six Sigma (DFSS)
To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations
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Manufacturing startups constitute the largest pipeline share of unicorns and IPO candidates in the SF Bay Area, and software startups dominate in Germany.
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The fashion industry is dynamic and ever-changing, continuously sculpted by trailblazing visionaries who challenge norms and redefine beauty. This document delves into the profiles of some of the most iconic fashion personalities whose impact has left a lasting impression on the industry. From timeless designers to modern-day influencers, each individual has uniquely woven their thread into the rich fabric of fashion history, contributing to its ongoing evolution.
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In a world where the potential of youth innovation remains vastly untouched, there emerges a guiding light in the form of Norm Goldstein, the Founder and CEO of EduNetwork Partners. His dedication to this cause has earned him recognition as a Congressional Leadership Award recipient.
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Dive into the steadfast world of the Taurus Zodiac Sign. Discover the grounded, stable, and logical nature of Taurus individuals, and explore their key personality traits, important dates, and horoscope insights. Learn how the determination and patience of the Taurus sign make them the rock-steady achievers and anchors of the zodiac.
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NIMA2024 | De toegevoegde waarde van DEI en ESG in campagnes | Nathalie Lam |...
Yes! And...Creative Techniques For Trainers
1. The Creative Gorilla – Creative Techniques for Trainers
LEARNING POINTS
• Creative techniques can enhance the way you develop, deliver and promote training, helping
you to create more value for your department and your organisation
• There are many techniques you can apply, either analytical or intuitive
• You can group most techniques in four categories
• Most should take you little effort to learn or use and will repay the investment of your time
• Though some techniques will work successfully for you, some may not. Only by trying them,
will you know which suit you best.
“Everyone has the spark of creativity in
them. It is the job of the leader to inspire
and release that spark." ~ Paul Sloane.
Using Creative
Techniques in
Training
CATEGORISING TECHNIQUES
REASONS TO USE CREATIVE TECHNIQUES
In this article you will review creative
Do you ever ask “How can we provide techniques you can use to enhance the
more value in our training department”? development, delivery and promotion of
Have you ever tackled a difficult situation training courses. There are scores, if not
with your colleagues and struggled to hundreds of creative techniques to
identify the core issues? Have you begun explore problems, generate ideas,
to design a training programme and been evaluate ideas and plan implementation.
stumped for fresh ideas? Do you seek Fortunately, to make things simple, most
new ways to involve participants in your of them fall in to four loose categories
development programmes? Perhaps you using the acronym CARP:
would like to find new ways to promote
Challenges – challenging assumptions,
your training courses or set your courses
boundaries, the rules, to help look at
apart from the crowd?
problems in different ways and to
You can tackle all of these topics (and generate ideas
more) using creative thinking techniques.
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1
2. The Creative Gorilla – Creative Techniques for Trainers
Alternatives – finding alternative and the analytical (e.g. boundary
perspectives and / or uses. Considering examination, morphological analysis). To
who else has done this, what else is be truly creative you must flex between
similar, where might something like this the two styles of thinking.
be done, has this been done previously
It may seem odd to describe creative
etc…
techniques as "analytical"; however, if
Random connections – using the stimulus one considers "creativity" as a way to
of random materials (words, pictures, stretch your thinking then analytical
objects) to generate ideas techniques are quite appropriate. Those
with a more analytical mind should take
Provocations – using metaphor, analogy,
heart that creativity isn't just warm and
exaggeration and distortion, in fact
fluffy! Those with a more intuitive bent
anything that will help provoke ideas
should welcome the opportunity to use a
Of course the cynical may rearrange the
more structured approach. As a trainer,
CARP acronym to suit their viewpoint!
rejoice that there is a need for all types of
thinkers in creativity.
ADVICE
Don’t be too precious about the TECHNIQUES AND EXAMPLES
categories. The authors of the excellent
In this article I can present only a few
book “How to Start a Creative Revolution
techniques that I have found useful. I
at Work” use alternative headings, the
trust these will whet your appetite to
four “Rs”: Revolution, Related Worlds;
discover more techniques.
Random links and Re expression. You may
find other definitions. Boundary examination
I find the benefit of “chunking” into
With this model (please see overleaf) I
categories is that I can quickly recall
have built on a concept by de Bono. The
techniques under each and I can ensure I
model encourages you to increase
use a good range of techniques to
possible solutions by substituting words
stimulate my creativity. This is not to say
to describe your situation.
that some techniques won’t overlap, e.g.
between challenge and provocation. The “So” section prompts you for ideas
and this enables you to synthesise the
When you start to use techniques you will exploration and idea generation phases of
find you can split them in to the more problem solving.
intuitive (e.g. visualising, rich pictures)
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2
3. The Creative Gorilla – Creative Techniques for Trainers
WORD/PHRASE WHICH IMPLIES / ASSUMES SO
How It is only the how. Could also be Understand the best time for sales; understand where we make
“when”, “where” best sales and do not currently make sales
Can We are currently able to Replace with “might” so it expands our possibilities
We It is only us in this room Consider who else might be able to sell our courses e.g. associate
trainers; a non‐competitive company; ex attendees. Replace
with “our staff and others”
Improve They are currently bad. Have we Check trends over years. Compare our sales to other companies?
checked this? Relative to what? Consider our targets – be more specific about the definition e.g.”
Improve implies only a gradual Sales by 30%”
improvement. Is this what we What if we substitute, “upgrade” or “expand” or “enrich”
want? Might we prefer more
radical improvement?
Sales We are only selling the courses. What if we replaced sales with: auction; deal; trade?
We need to earn more revenue Consider why we need to do this – what is the objective
Of Our This only applies to our courses Consider if we want to market courses for other people and take
a commission
Training This applies to training only What if we said “coaching”, “mentoring”, or “facilitating” – could
we expand our product range?
Courses This applies to full‐length Could we consider alternate timings? What alternatives to
courses. courses are there? What if we substitute “options”, “modules”,
or “lessons”?
Random Connection Yes! And I can put a label on the bottle
with the ten key learning points.
These techniques are useful to develop
radical ideas or when you have a “blank The sports cap is interesting. I can sip
piece of paper” and are stuck. You can use water and reseal it ‐ I control the flow.
random words (e.g. open a book, point to Perhaps I could give people a device to
a line and find the nearest noun), pictures signal when they have information
and objects to stimulate ideas. overload? Perhaps I could have vending
machines dispensing interesting
For example, I need ideas to enhance a
information (DVDs?) to people when they
course. I choose a random object from my
want it. That might help shift workers?
(untidy!) desk, a water bottle with a
sports cap. How can I relate this to my Note the building of ideas. With more
course? people and more time I could perhaps
generate more radical ideas, but these are
Perhaps I can give everyone sports bottles
not bad for a moment’s reflection.
(as on bikes) they can fill up throughout
the day and keep it after the course?
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4. The Creative Gorilla – Creative Techniques for Trainers
TIPS 3. Now take one of the conventions and
ask “How might this be different?” or
• Keep it REAL. I can imagine a water
a similar question
bottle but playing with it adds to the
richness of ideas • For example (generating ideas as I
• Make it truly random. Picking an write) senior executives tend to travel
object that seems to fit with your a lot. Could we supply them with
issue rarely produces original ideas. summaries of internal courses on
For this reason, have someone else Podcasts or written notes? Could we
choose your object provide audio courses to people who
work on a production line? Neither
Break the conventions are radical ideas but perhaps
innovative in your organisation.
It can be useful to break the conventional
ways we think and act. For this technique: TIP
Keep to the facts, e.g. don’t list opinions
1. List all the conventions you can
why senior executives don’t attend ~ this
about your situation. For
tends to lead to preconceived solutions
example, you want to increase
the profile of training. Your list of An extension of this technique is to use a
conventions might include: checklist of questions to alter various
• Our training courses run in the conventions e.g. time, duration, size and
internal meeting room; volume. Let’s use an example of a training
course you want to change.
• Our courses run for regular
periods (half day, one day, two WHAT WOULD WE DO IF WE: REDUCED e.g. held
days); the course in a two person tent; only had
• Senior executives attend our one hour to run the course? MAGNIFIED
internal courses once a year, they e.g. had 5000 attendees per course?
attend external courses three REARRANGED e.g. started the course at the
times; and so on end and worked backwards? SUBSTITUTED
e.g. used the office cleaner or MD, not the
2. Write as many facts as possible, even
trainer to train it? COMBINED e.g. the Stress
obvious facts like “we send all
Management course with the Health and
participants joining instructions”.
Safety course? ADAPTED e.g. had everyone
From these “obvious” facts, radical
attend the diversity course in a
ideas may flow
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4
5. The Creative Gorilla – Creative Techniques for Trainers
wheelchair? MODIFIED e.g. ran it without a
CHALLENGE: “How can we improve the influence of
single PowerPoint slide? the training department?”
Metaphor / analogy: Going to a health club
EXERCISE
CHARACTERISTICS P/N WHAT DOES HOW CAN
Think of one of your courses. “Spring ASSOCIATED THIS REVEAL WE COUNTER
WITH METAPHOR ABOUT THE OR ENHANCE
board” from the suggestions I have made
/ ANALOGY SITUATION? THIS?
above, to generate some ideas for your You have to N We must We should
course. go at least make build a
three times a consistent plan to
week to effort to influence
You will see from my examples that the benefit influence, not people
suggested changes should be reasonably piece meal
You have to N There will be Set this as
radical. “What would we do if we knocked be disciplined temptation part of our
ten minutes off the course?” is unlikely to to attend to give up corporate
regularly objectives
stimulate much creativity. It is also more Some clubs N What price Let’s talk
fun to set challenging stimuli and more are expensive do senior with them
to join management and
fun builds a creative climate. want us to understand
pay for more how we
influence? might
Metaphor / analogy model influence
them
Review the model in Column 2 before It makes you P There are List the
feel great real benefits benefits
reading on.
when your to us that
fitness greater
Metaphors and analogy can provoke new improves influence
ideas. This model puts structure around will bring.
Post them
what is an intuitive technique. where we
can see
People with an analytical approach find them!
the model helps them use metaphors for
To use it (see example below):
both problem exploration and idea
1. Find a metaphor for your situation as
generation. To learn the theory of
in the second row of the model
metaphor, see our article, “The Power of
Metaphor”. 2. Forget your situation. List many
characteristics about the metaphor in
Essentially the model works by using
column one
metaphorical characteristics. That is you
3. Identify whether characteristics are
find a metaphor, identify its
Positive or Negative in column two.
characteristics and apply them to your
Ensure you have a balance.
situation.
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5
6. The Creative Gorilla – Creative Techniques for Trainers
4. List what those characteristics reveal TIP
about your situation
Some ways to enhance creativity in your
5. Ask yourself “How can I / we counter
role:
or enhance this?”
• Avoid approaching challenges with
Our example is truncated but could be as
your own beliefs, values and
long as the list of characteristics.
assumptions to the fore – an open
Users sometimes criticise the model, mind is important
because, like other techniques, it does not • Surface hidden assumptions you have
always produce original ideas. However it about an issue and probe the problem
quickly surfaces ideas you might not think boundaries so that you don’t limit
of for some time; it is efficient. your response
It works well if you use it alone, but works • Allow yourself and others to be
better in groups where it stimulates great childlike and play with ideas
discussion. Try it as a technique in your
• Say “Yes and” NOT “Yes but”. Don’t
training e.g. when people have to plan to
judge prematurely
apply their learning back at work
• Accept that confusion, ambiguity and
(metaphors for obstacles are…?)
uncertainty exist. Don’t spend too
CONCLUSION much time seeking the perfect answer
• Everybody has the ability to be
Creative techniques are a useful tool for
creative, nurture this ability and allow
trainers that can help you to develop new
it to bloom
ideas for developing courses and leading
your department. The ones shown are all • Network, talk with others and ask
practical techniques that we have used questions. Getting a different
for our own training courses. They are perspective on a situation can often
simple to use and require only an open reduce its potential to overwhelm you
mind and some of the principles listed in • Be open to new influences, tune your
the next column. creative antennae to pick up faint
PLEASE FEEL FREE TO PASS THIS ARTICLE ON TO A signals of new ideas
COLLEAGUE WHO MAY APPRECIATE IT. Source: Inspired by “Conceptual Blockbusting” ~
James L. Adams and OU course B822 “creativity,
Innovation and Change.”
www.yesand.biz
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7. The Creative Gorilla – Creative Techniques for Trainers
ABOUT THE AUTHOR ABOUT YES! AND…
John Brooker started Yes! And… is a creative facilitation
his career in the RAF company working internationally with
and went on to leaders in medium to large organisations
become a Senior Vice who must tackle an important challenge,
President with Visa. opportunity or project, creatively. The
Since 2001 he has run his own company, company facilitates people to:
Yes! And…
• Explore situations, create ideas and plan
John is a Solutions Focus Professional, a action in outstanding meetings
Kaizen Training Black Belt Facilitator, a • Think flexibly, communicate powerfully
Basadur Simplex Process Facilitator, and act with agility
qualified in Group Mastery and a NLP
• Innovate in a structured and creative
Business Practitioner.
way
He has an MBA from the Open University
To find out more, please:
and tutors on the OU “Creativity,
Read: www.yesand.biz
Innovation and Change” MBA Course.
Speak: +44 208 8699990
His regular clients include major
organisations such as Visa Inc, EADS and Write: hi@yesand.co.uk
BT Openreach, as well as Government
departments.
As well as the UK, John frequently works
internationally in Europe, Sub Saharan
Africa and the Middle East.
John writes the “Creative Gorilla” articles
on creative leadership and flexible
thinking, distributing it internationally
twice a month. To sign up, send an e‐mail
with “Subscribe” in the subject line, your
first and surname and country of
residence.
www.yesand.biz
7