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Conceptual Blockbusting for TCC Administrators
(…thinking outside the BLOX)
Scott Langhorst, Ph.D.Tidewater Community College
Welcome! --- The Agenda ---
9:00 am – Introductions, warm-up, and getting started thinking outside the BLOX
10:30 am -10:40 am – Break12:00 Noon – Lunch1:00 pm – Resume workshop2:30 pm – 2:40 pm – Break4:00 pm – Evaluation and conclusion
Workshop objectives
To stimulate thinking and ideasTo help improve individual problem-
solving skillsTo build individual confidence in being
able to solve problemsTo demonstrate group resourcefulnessTo put in context what “thinking outside
the box” might really meanTo have some fun!
Workshop materialsConceptual Blockbusting: A Guide to
Better Ideas (4th edition) James L. Adams(…your very own copy for future reference and reading, compliments of the TCC Administrative Association)Why Man Creates (1968) Saul Bass
(DVD available through TCC LRC-Chesapeake)
A Whack On the Side of the Head (1983) Roger von Oech
Lateral Thinking (1973) Edward de BonoWorkshop hand-outs and an assortment
of games, puzzles, and brain-teasers
Einstein on imagination
“Imagination is moreimportant than knowledge.”
(Nobel Laureate - Albert Einstein)
Warm-up exercises
Introductions, with a twist…
A brief quiz…A movie clip about
the history of ideas, inventions, and thinking…
Introductions
Briefly answer the following (no more than 30 seconds per person):
When was the last time you came up with a creative idea?
What was it?What motivates you to be creative?
(Roger von Oech – A Whack On the Side of Your Head)
A little quiz…How many “9’s” in the series of numbers
from one to one hundred?Do the Chinese have a 4th of July?There is three errers in this sentence.
(can you find all three?)If you enter a room with only one match, &
you find a kerosene lamp, a wood stove, and a fireplace, which do you light first?
What is the next letter in the series“O…T…T…F…F…S…S…?”
Quiz answer key
Twenty (did you forget about 90, 91, 92, 93, 94, 95, 96, 97, 98, and 99 ?)
Yes – (their calendar is the same as ours, they just don’t celebrate the fourth of July like Americans do)
“is” “errers” and only “two” errorsFirst, you must light the match. “E” (one, two, three, four, five, six, seven, eight)
Multimedia diversion #1
A brief history of ideas, inventions, and thinking from the stone age to the atomic age
Mankind has been very “creative” during the past few thousand years!
On the other hand, consider how much baggage we all carry, i.e., how much of this collective memory gets in the way?
A history of ideas
“The difficulty lies not so much in developing new ideas
as in escaping from old ones.”
(British economist - John Maynard Keynes)
Today’s topics?
IdeasThinkingCreativityImagination Problem-solvingGenius, whacks on the side of the head,
lateral thinking, conceptual blocks, etc.All a part of “…thinking outside the box”
Thinking like a genius (Michael Michalko)
Eight strategies to think “productively,” rather than “reproductively”
Look at problems in different ways Visualize! Produce! Force relationships
(make connections between dissimilar subjects) Think in opposites Think metaphorically Prepare yourself for chance
A whack on the side of the head
1. The right answer2. That’s not logical3. Follow the rules4. Be practical5. Avoid ambiguity
6. To err is wrong7. Play is frivolous8. That’s not my area9. Don’t be foolish10. I’m not creative
10 “mental locks” by Roger von Oech -Certain attitudes (to avoid) which lock
our thinking into the status quo:
Lateral thinking (Edward de Bono)
“ The most basic principle of lateral thinking is that any particular way of looking at things is only one from among many other possible ways.”
“Lateral thinking is concerned with exploring these other ways by restructuring and rearranging the information that is available.”
Conceptual blocks (John L. Adams)
“Mental walls that block the problem-solver from correctly perceiving a problem or conceiving its solution.”
Perceptual blocksEmotional blocksCultural blocksEnvironmental blocksIntellectual and expressive blocks
Problems with problem definitionWhat is the problem?Oftentimes, how you state the problem will
determine the outcome.What is “given”? What is the “goal”?How can you get from the givens to the
goal? What operations, actions, processes will transform the givens into the goal?
Take time to clearly state and understand a problem, before you try to solve it.
Restating the question or goal
How you ask the question can make a difference in terms of which solutions are even considered by problem solvers: “Design a better door.” or “Design a better way to get through a wall.”
“Opens up” many more potential solutionsA conscious process of restructuring and
rearranging the information that is available
A morbid example of “what question”
How you ask the question can make a difference in terms of which solutions are even considered by problem solvers: “What should we do in the event we bury
someone who is alive?” or “How can we make sure everyone we bury
is dead?”Also, an example that there’s usually more
than one right answer!(Roger von Oech – A Whack On the Side of Your Head)
Average speed hill
One mile
One mile
Up at 30 MPH Down at ??? MPH
= 60 MPH for the whole trip?
Problem definition toolsRe-statement of givens and/or goalsWhat is information, what is data?Is there enough information? Why not?Can I change the “labels” on information?What is not given? Why not?Can the goal be stated more broadly?Do I need the givens to solve the problem?Can I use a different thinking process?Play with the information!!!
e.g., apples and oranges
Three boxes of fruit are all mis-labeled. One box has a sign on the front “apples,” one box has a sign “oranges,” and one box has a sign “apples and oranges.” What is the minimum number of moves to correctly label all the boxes? i.e., look in the box, move the sign (What are the moves?)
Apples OrangesApples &Oranges
Looking at things in different ways
Look at the givens in a different way
Look at the goal(s) in a different way
Look at the operations, actions, processes in a different way
Looking at things in different ways
Interpret the following into a common word or phrase:
WearLong
ECNALG
0Ph.D.M.A.B.A.
M.D. M.D.
kneelight
DiceDice
Le vel
He’s / himself
R/E/A/D/I/N/GThin
king
Looking at things in different ways
Advanced interpretations:
5 = D in a Z C
18 = H on a G C
3 = B M (SHTR)
32 = D F at which W F
Looking at things in different ways
“Discovery consists of looking at the same thing as everyone else
and thinking something different.”
(Nobel laureate – Albert Szent-Gyorgyi)
Multimedia diversion #2
Fooling around…
Lateral versus vertical thinking
Lateral thinking is generative
Lateral thinking moves to generate a direction
Lateral thinking is provocative
With lateral thinking, one welcomes chance intrusions
(e.g., creative thinking)
Vertical thinking is selective Vertical thinking moves only
if there is a direction Vertical thinking is
analytical With vertical thinking,
one concentrates and excludes what is irrelevant
(e.g., logical thinking) (Edward DeBono)
Lateral versus vertical thinking
“Lateral thinking and vertical thinking are complementary.” (…you need to use both)
“Lateral thinking is like the reverse gear in a car. One would never try to drive along in reverse gear the whole time. On the other hand one needs to have it and to know how to use it for maneuverability and to get out of a blind alley.”
(Edward DeBono)
Lateral versus vertical thinking
“Nothing is more dangerousthan an idea when it isthe only one you have.”
(French philosopher - Emile Chartier)
Lateral versus vertical thinking
Are you digging the same hole deeper and deeper, or should you be trying to dig (more) holes in some different places?
Lateral versus vertical thinking
“Insanity: doing the same thing over and over again
and expecting different results.”
(Nobel Laureate – Albert Einstein)
Some group problems to discuss
Break into four groups (group #1 should be composed of folks who have not yet seen the “roses and petals” problem)
Talk about the problem --- “what is the problem?” how would you re-state? can you look at it in a different way? etc., etc.
Be prepared for a group spokesperson to share your group’s thought process
Don’t worry about so much about the ANSWER (but it’s okay if you happen to get one)
Roses and petals
How many “roses” and how many “petals” do you see?
?
?
?
#1
#2
#3
Three prisoners
A prison warden invites three prisoners to his office to explain that one prisoner will soon go free. All they need to do is solve a puzzle. The warden shows them 5 hats (3 hats and 2 red hats). “I’m going to blindfold your eyes and place a hat on each of your heads. If you can tell me what color hat you have on, I will set you free.” (…the hats are too small for a prisoner to see his own hat)
Three prisoners
The three prisoners agree to the challenge, but one man indicates that he is blind. (He really is.) The blind man says: “I’ll also participate, if you let me go last.” The warden and other prisoners agree. The warden blindfolds them, mixes up the hats, and places one hat each on their heads (and discards the remaining 2 hats out of view). He then removes their blindfolds…
Three prisoners
First prisoner: (looking at the others) “I can’t tell what color hat I have on.”
Second prisoner: (looking around) “I can’t tell what color hat I have on.”
Blind prisoner: (immediately shouts) “I have a white hat on my head!”
And he was correct, and could explain how he knew for sure (How did he know?)
Truthers, liars, and alternators
You enter a country that has only three kinds of people: people who always tell the truth (truthers), people who always lie (liars), and people who alternate telling the truth and then lying (alternators). As you enter the country, you meet a person. What two questions would you ask to correctly determine what kind of person you have just encountered?
Camping trip
On a camping trip, you are given a 9 oz. cup and a 4 oz. cup and asked to go to the lake and come back with exactly 6 oz. of water. Both cups are unmarked. No guessing or estimating. How do you do it?
9 oz.4 oz.
Multimedia diversion #3
The process…
Conceptual blocks: perceptual
Detecting what you expect (stereotyping)Difficulty in isolating the problemTendency to delimit the problem area
poorlyInability to see the problem from various
viewpointsSaturationFailure to utilize all sensory inputs
What do you see (3 seconds)?
Rabbit in the the hat
Paris in the the Spring
Singing in the the rain
Are you sure?
What do you think you saw?Is there a group consensus?Are you sure?Really?
Want to look again?
Rabbit in the the hat
Paris in the the Spring
Singing in the the rain
Overcoming perceptual blocksAll of your senses can be deceived !!Re-state the givens and/or goalsNarrow the focus / expand the scope What boundaries are you imposing?Change the labelsWhat do I expect to see? What is there?Do you have too much data--“easy” data?“Touch” the problem, “taste” the problem,
“smell” the problem, “hear” the problem…
Overcoming perceptual blocks
Spelling beeMatch problemsThree cupsCamelsTwo pencilsTelephone dial
Conceptual blocks: emotional
Fear of feeling like an idiotFear of taking a riskFeelings of inadequacyTo err is wrongAvoiding ambiguity and chaosFeeling like you can’t ask for help from
others (i.e., “it’s your problem…”)
Overcoming emotional blocks
Barnyard exerciseAll of Von Oech’s “attitudes” (Whack em!)Know that emotions can (really) interfereTry anyway --- “…just do it!”I’m okay, you’re okay, and we both may
not have a clue (…but that’s okay)Ask for help! Involve others!
Multimedia diversion #4
The judgment…
Conceptual blocks: cultural(i.e., American, Caucasian, middle-class, ethos)
Problem solving is serious!One right answer (for everything)Intuition and insight are bad
(= logic and rational thinking are good)= any problem can be solved by scientific
thinking Taboos“Follow the rules”
Einstein on education
“It is a miracle that curiosity survives formal education.”
(Nobel Laureate - Albert Einstein)
Overcoming cultural blocks
Look for more than one right answer!It’s okay to have fun--don’t be so seriousNot all problems can be solved with
reason and logicSome things we just don’t “think” or talk
about (at least in polite company)
If you are following all the rules, there is a good chance that they will “box” you in
Conceptual blocks: environmental
Not enough timeDistractionsLack of cooperation or trust in others“That’s not my area”“Be practical” or “Don’t be foolish”Judging is easier than generating ideas
(the “sitting back” and “kibitzing” strategy often used as a form of organizational survival)
Overcoming environmental blocks
Create an environment that is supportiveEngage significant others (those you trust)Accept that we are all in this, togetherLearn to accept and incorporate criticismIt is okay to be impractical (and foolish),
occasionallyBe a “contributor” and not just a “kibitzer”
(generate ideas first, judge later)
Multimedia diversion #5
A parable…
Conceptual blocks: intellectual & expressive
Solving the problem using an incorrect language
Inflexible or inadequate use of intellectual problem-solving strategies(e.g., exclusive use of vertical or lateral thinking)
Lack of, or incorrect, information(e.g., missing info because of a perceptual block)
Inadequate language skill to express and record ideas
The penitent monk
6:00 am
6:00 pm
Narrow, steep, winding,
rocky path
Uneven rate of travel
Up one day
Down next day
Overcoming intellectual & expressive blocks
Practice other styles of problem-solving that you are not comfortable with (e.g., verbal, visual, mathematical, logical, etc.)
Remember that there is usually more than one way to solve a problem
Try to insure that “blocks” do not obscure real and necessary information
Effective communication (of ideas) cannot be taken for granted
Fromm on creativity
“Creativity requires the courage to let go of certainties.”
(Psychotherapist and author – Erich Fromm)
Multimedia diversion #6
A digression…
Problem-solving in groups
Inadequate knowledge of the creative process and use of group creativity techniques
Poor understanding of the roles of affiliation and ego needs
Poor leadershipInadequate or unbalanced group
membershipLack of proper support
Sharing exercise (“The Rules”)
Rule #1 – NO TALKING or communicating of any kind (gestures, signals, winks, etc.) among team members
Rule #2 – NO TAKING pieces from someone else on the team, i.e., you can only “give” a piece(s) to someone else
GOAL = completed square in front of each team member (all, same size and shape)
Lessons from sharing exercise?
You’ve got to work together to solve itEveryone has a piece of the solutionNo one person starts with the whole
answer – no one person can do it allThe group is “smarter” than any individualThe importance of interpersonal
communications in group problem-solvingOther lessons?
Group problem-solving tools
Brainstorming (formal process) Everyone wants to be “accepted” and will
sacrifice much creativity to group identityLeadership style is important for group
processSubscribe to “The Wisdom of Teams”Don’t underestimate the importance of
communication within the group/team
Problem-solving in organizations
Organizational cultureOrganizational size, growth, & maturityControl versus creativityTradition and past successReward system and support
Psychological rewardsSupport for creativity
Bennis of leadership
“Leaders must encourage theirorganizations to dance to
forms of music yet to be heard.”
(USC Professor and Leadership author – Warren Bennis)
Organizational problem-solving tools
As academic leaders in the TCC community:Contribute to a creative problem-solving
culture (be open, flexible, and help others)
Think and act “young” & “hungry” (unburdened by institutional inertia, organizational complexity, the lessons of experience, and illusions of post-secondary grandeur…)
Balance control with creativityRemember the ephemeral nature of
“success,” e.g., trains, planes, and IBM Be sensitive to rewards and recognition
Cleese on creative workers
“If you want creative workers, give them enough time to play”
(Monty Python comedian and management consultant – John Cleese)
“Thinking outside the b(L)ox” (defined)
Being creative with, and open to, new ideas (informal definition)
Avoiding being “boxed in” by old habits, false perceptions, & easy answers (informal)
To approach a problem-solving situation without imposing unnecessary or subliminal limitations (“conceptual blocks”) on problem definition, problem-solving processes, and/or problem solutions (semi- formal definition)
A practical exercise (and application)
Question: is TCC a good “problem-solving” environment?
Problem: what would it take to make TCC more “problem-solving friendly”?
Think: how can you improve the situation? (…be creative!!!)
Workshop evaluation
Please complete the workshop evaluation and return it to Kay Williams at the end of the session
(If you feel that others might benefit from a similar “Thinking Outside the Blox” workshop experience, I would be happy to do another one)
Thanks!
Go forth and be creative problem-solvers
Look at things in different waysWatch out for those conceptual blocksNext time your hear:
“…think outside the box” you’ll know how to respond
Lighten up !! Have some fun with this stuff!!!