Swat Creative Thinking

8/9/2019 Swat Creative Thinking

1/82


2/82


3/82

GOINDKE


4/82


5/82


6/82


7/82


8/82

Try to locate Prof. AmanullahTry to locate Prof. Amanullah


9/82

Brain, the thinking machine

Or the thinking system


10/82


11/82

KEY PRINCIPLES OF

CREATIVITY Everyone is creative. Individual creativity comes from the

expression

of individual authenticity. Team creativity comes from the

appreciation and synergistic use ofdifferences.

Playfulness increases the likelihood that

creativity will occur. The more we believe we are creative, the

more creative we will be.


12/82

WHAT IS A SYSTEMWHAT IS A SYSTEM


13/82

Understanding the SystemUnderstanding the System

Let us not complicate or even dress in jargons.Let us not complicate or even dress in jargons.

A system is just an arrangement ofA system is just an arrangement ofcircumstances that makes things happen in acircumstances that makes things happen in acertain way.certain way.

The circumstances may be metal grids; electronicThe circumstances may be metal grids; electroniccomponents, rules and regulations or anything else. Incomponents, rules and regulations or anything else. Ineach case what actually happens is determined by theeach case what actually happens is determined by the

nature of the system. One can take the function of thenature of the system. One can take the function of thesystem for granted and become interested in how it issystem for granted and become interested in how it iscarried out.carried out.


14/82


15/82

The brain is a system in which thingsThe brain is a system in which thingshappen according to the nature of thehappen according to the nature of the

system.system.What happens in the brain is information.What happens in the brain is information.And the way it happens is thinking.And the way it happens is thinking.


16/82

The Intelligence TrapThe Intelligence Trap

People who consider them selves to bePeople who consider them selves to behighly intelligent are not necessarilyhighly intelligent are not necessarilygood thinkersgood thinkers

The two aspects of those people who getThe two aspects of those people who getinto intelligence trap areinto intelligence trap are1.1. They think they are right so dont listenThey think they are right so dont listen

to anyone else. And as they think theyto anyone else. And as they think they

are right so dont seek out alternativesare right so dont seek out alternatives2.2. They consider them selves moreThey consider them selves more

intelligent and hence always try to proveintelligent and hence always try to proveothers wrongothers wrong ..


17/82

some aspects of the systemsome aspects of the system The first useful thing that can come out ofThe first useful thing that can come out of

knowledge of a system is the avoiding of thoseknowledge of a system is the avoiding of thoseerrors that arise througherrors that arise through

thinking the system to be something that it is not.thinking the system to be something that it is not.

If you want to get your shoes cleaned in an English hotelIf you want to get your shoes cleaned in an English hotelyou simply leave them overnight in the corridor outsideyou simply leave them overnight in the corridor outsideyour room.your room.

Many an unhappy Englishman has learned that inMany an unhappy Englishman has learned that in

America shoes treated in this way disappear never to beAmerica shoes treated in this way disappear never to beseen again.seen again.

Left outside the door, the shoes are regarded as a ratherLeft outside the door, the shoes are regarded as a rathereccentric form of tipping or garbage disposal.eccentric form of tipping or garbage disposal.


18/82

The second useful thing is awareness of theThe second useful thing is awareness of the

limitations of the system. No matter how goodlimitations of the system. No matter how goodthey may be at performing their best functions,they may be at performing their best functions,most systems are rather poor when it come tomost systems are rather poor when it come toperforming the opposite functions.performing the opposite functions.

One would no more go racing in a shopping car thanOne would no more go racing in a shopping car thanshopping in a racing car or using tractor to go toshopping in a racing car or using tractor to go toofficeoffice

Where one can, one chooses the system to fitWhere one can, one chooses the system to fitthe purpose.the purpose.

More often there is no choice,More often there is no choice,

remember this means that a single system willremember this means that a single system willperform certain functions well but others not so well.perform certain functions well but others not so well.


19/82

The third way in which one could useThe third way in which one could useknowledge of a system would be to makeknowledge of a system would be to makeuse of the characteristics of the system touse of the characteristics of the system to

improve its performance or to achieveimprove its performance or to achievesome end.some end.

The practice of medicine is an obviousThe practice of medicine is an obviousexample of this process. For that matterexample of this process. For that matterso is the whole of science, 'Which tries toso is the whole of science, 'Which tries tounderstand systems in order to makeunderstand systems in order to makebetter use of them.better use of them.


20/82


21/82

OneOne of of thethe manymany waysways inin whichwhich ourour mindmind

attemptsattempts toto makemake lifelife easiereasier isis toto solvesolve thethe firstfirst impressionimpression ofof aa problemproblem

thatthat itit encountersencounters..

LikeLike ourour firstfirst impressionsimpressions ofof people,people,

ourour initialinitial perspectiveperspective onon problemsproblems andandsituationssituations areare aptapt toto bebe narrownarrow andandsuperficialsuperficial..

WeWe seesee nono moremore thanthan we'vewe've beenbeen conditionedconditioned

toto seesee ------ andand stereotypedstereotyped notionsnotions blockblock clearclearvisionvision andand crowdcrowd outout imaginationimagination.. ThisThishappenshappens withoutwithout anyany alarmsalarms sounding,sounding, soso wewenevernever realizerealize itit isis occurringoccurring..


22/82

Here are few interesting examplesHere are few interesting examples

The bucket activityThe bucket activity------ matter of perceptionmatter of perception


23/82

"Aoccdrnig"Aoccdrnig toto rscheearchrscheearch atat CmabridgeCmabridgeUinvervtisy,Uinvervtisy, itit deosntdeosnt mttaermttaer inin wahtwahtoredroredr thethe letteersletteers inin aa wrodwrod are,are, thethe olnyolnyiprometntiprometnt tihngtihng isis tahttaht thethe fristfrist andand lsatlsatletteerletteer bebe atat thethe rghitrghit pclaepclae.. TheThe rsetrset cancanbebe aa ttoalttoal msesmses andand youyou cancan sitllsitll raedraed ititwouthitwouthit aa porbelmporbelm.. TihsTihs isis besauaebesauae ocneocnewewe larenlaren howhow toto raedraed wewe bgienbgien toto aargnreaargnrethethe lteertslteerts inin ourour mnidmnid toto seesee wahtwaht weweepxcetepxcet toto seesee.. TheThe huamnhuamn mnidmnid deosdeos notnotraedraed erveyervey lteterlteter byby istlef,istlef, butbut preecsievspreecsievsthethe wrodwrod asas aa wlohewlohe.. WeWe dodo tihstihsucnsoniuscolyucnsoniuscoly wuithotwuithot tuhoghttuhoght..""


24/82


25/82

redred

greengreenblueblue

orangeorange

blackblackblueblue

yellowyellow

graygray

redred

pinkpink


26/82

Links between IntelligenceLinks between Intelligence

and Geniusand GeniusAcademics tried to measure the linksAcademics tried to measure the links

between intelligence and genius. Butbetween intelligence and genius. But

intelligence is not enough to warrantintelligence is not enough to warrantgeniusgenius for e.gfor e.g

Marilyn Von Savant, whose IQ of 228 isMarilyn Von Savant, whose IQ of 228 is

the highest ever recorded, has notthe highest ever recorded, has notexactly contributed much to science orexactly contributed much to science orartart


27/82

Creativity and IntelligenceCreativity and Intelligence

psychologists reached the conclusionpsychologists reached the conclusionthat creativity is not the same asthat creativity is not the same as

intelligence. An individual can be farintelligence. An individual can be farmore creative than he or she ismore creative than he or she isintelligent, or far more intelligent thanintelligent, or far more intelligent thancreative.creative.

Most people of average intelligence,Most people of average intelligence,given data or some problem, can figuregiven data or some problem, can figureout the expected conventional responseout the expected conventional response


28/82

Solving a problemSolving a problem

When we are faced with a problem weWhen we are faced with a problem weanalytically select the most promisinganalytically select the most promising

approach based on past experiences,approach based on past experiences,excluding all other approaches, and workexcluding all other approaches, and workwithin a clearly defined direction towards thewithin a clearly defined direction towards thesolution of the problem.solution of the problem.

Because of the soundness of the stepsBecause of the soundness of the stepsbased on past experiences, we becomebased on past experiences, we becomearrogantly certain of the correctness of ourarrogantly certain of the correctness of ourconclusionconclusion


29/82

Reproductive ThinkingReproductive Thinking

Typically, we think reproductively, that isTypically, we think reproductively, that is

on the basis of similar problemson the basis of similar problems

encountered in the past.encountered in the past. WhenWhenconfronted with problems, we fixate onconfronted with problems, we fixate on

something in our past that has workedsomething in our past that has worked

before.before. We ask, What have I beenWe ask, What have I been

taught in life, education or work on howtaught in life, education or work on howto solve the problem?to solve the problem?


30/82

What do genius say aboutWhat do genius say about

solving a problemsolving a problem Geniuses think productively, notGeniuses think productively, notreproductively. When confronted with areproductively. When confronted with aproblem, they ask,problem, they ask,

"How many different ways can I look at"How many different ways can I look atit?it?

"How can I rethink the way I see it?","How can I rethink the way I see it?",and "How many different ways can Iand "How many different ways can I

solve it?" instead of, "What have I beensolve it?" instead of, "What have I beentaught by someone else on how totaught by someone else on how tosolve this?"solve this?"


31/82

ExampleExample

What is half ofWhat is half of --------??

Let me rephrase the problemLet me rephrase the problem

In how many ways we can halfIn how many ways we can half --------?? step furtherstep further

In how many ways we can writeIn how many ways we can write ----------??

13, Thirteen, XIII13, Thirteen, XIII Let us half them in different waysLet us half them in different ways


32/82

A productive thinker tend to come up withA productive thinker tend to come up withmany different responses, some of whichmany different responses, some of whichare unconventional and possibly unique. Aare unconventional and possibly unique. Aproductive thinker would say that thereproductive thinker would say that thereare many different ways to expressare many different ways to express"thirteen" and many different ways to"thirteen" and many different ways to

halve something.halve something.


33/82

13/2=6.513/2=6.5

13= 1 and 313= 1 and 3

THIR TEEN= 4THIR TEEN= 4

XIII = 8XIII = 8


34/82

OnceOnce wewe havehave settledsettled onon aa perspective,perspective,

wewe closeclose off off butbut oneone lineline of of

thoughtthought.. CertainCertain kindskinds ofof ideasideas occuroccur

toto us,us, butbut onlyonly thosethose kindskinds andand nono

othersothers.. HaveHave youyou everever lookedlooked closelyclosely

atat thethe wheelswheels onon aa railroadrailroad train?train?

They are flanged.They are flanged.


35/82

ThatThat is,is, theythey havehave aa liplip onon thethe insideinside toto

preventprevent themthem fromfrom slidingsliding offoff thethe tracktrack.. Originally train wheels were not flangedOriginally train wheels were not flanged ------

instead, the railroad tracks were.instead, the railroad tracks were. HundredsHundredsof thousands of miles of track wereof thousands of miles of track were

manufactured with an unnecessary steel lip,manufactured with an unnecessary steel lip,because the problem of railroad safety hadbecause the problem of railroad safety hadbeen expressed as:been expressed as:

HowHow cancan thethe trackstracks bebe mademade safersafer forfor trainstrains toto

rideride on?on? OnlyOnly whenwhen thethe problemproblem waswas redefinedredefined asas:: HowHow

cancan thethe wheelswheels bebe mademade toto securesecure thethe tracktrackmoremore securely?securely? waswas thethe flangedflanged wheelwheelinventedinvented..


36/82

Difference Between EinsteinDifference Between Einstein

and the Average Personand the Average Person Einstein was once asked what theEinstein was once asked what the

difference was between him and thedifference was between him and theaverage person.average person.

He said that if you asked the averageHe said that if you asked the averageperson to find a needle in the haystack, theperson to find a needle in the haystack, theperson would stop when he or she found aperson would stop when he or she found aneedle.needle.

He, on the other hand, would tear throughHe, on the other hand, would tear throughthe entire haystack looking for all thethe entire haystack looking for all thepossible needles.possible needles.


37/82

We just stop once we find the firstWe just stop once we find the firstsolution.solution.

The attitude is that there is no need toThe attitude is that there is no need tothink further.think further.


38/82

How would you describe thisH

ow would you describe thispattern?pattern?


39/82

Most people see the pattern as aMost people see the pattern as asquare composed of smaller squares orsquare composed of smaller squares orcircles or as alternate rows of squarescircles or as alternate rows of squaresand circles.and circles.

It cannot be easily seen as columns ofIt cannot be easily seen as columns of

alternate squares and circles. Once it'salternate squares and circles. Once it'spointed out that it can also be viewedpointed out that it can also be viewedas columns of alternate squares andas columns of alternate squares andcircles, we, of course, see it.circles, we, of course, see it.


40/82

This is because we have becomeThis is because we have becomehabituated to passively organize similarhabituated to passively organize similaritems together in our minds. Geniuses, onitems together in our minds. Geniuses, onthe other hand, subvert habituation bythe other hand, subvert habituation byactively looking for alternative ways toactively looking for alternative ways tolook at things and alternative ways tolook at things and alternative ways to

think about them.think about them.


41/82

Productive Thinking in lieu ofProductive Thinking in lieu of

ReproductiveReproductive Feynman proposed teaching productiveFeynman proposed teaching productive

thinking in our educational institutions in lieuthinking in our educational institutions in lieuof reproductive thinking.of reproductive thinking.

He believed that the successful user ofHe believed that the successful user ofmathematics is an inventor of new ways ofmathematics is an inventor of new ways ofthinking in given situations.thinking in given situations.

He believed that even if the old ways are wellHe believed that even if the old ways are well

known, it is usually better to invent your ownknown, it is usually better to invent your ownway or a new way than it is to look it up andway or a new way than it is to look it up andapply what you've looked up.apply what you've looked up.


42/82

Reproductive ThinkingReproductive Thinking

Reproductive thinking leads us to theReproductive thinking leads us to theusual ideas and not to original ones. Ifusual ideas and not to original ones. If

you always think the way you've alwaysyou always think the way you've alwaysthought, you'll always get what you'vethought, you'll always get what you'vealways gotalways got----the same old, same oldthe same old, same old

ideas.ideas.


43/82

List all possible uses of a paper clipList all possible uses of a paper clip

Make a list of those things for which paperMake a list of those things for which paper

clip can not be used.clip can not be used. Let us explore the following possibilitiesLet us explore the following possibilities

As food itemAs food item

Can be used for drivingCan be used for driving


44/82

CRZYCRZYYou want to learn creativityYou want to learn creativitythen nothing is wrong inthen nothing is wrong in

going so wildgoing so wild


45/82

StrategiesStrategies

Some of the strategies that are commonSome of the strategies that are commonto the thinking styles of creative geniusesto the thinking styles of creative geniuses

in science, art, and industry throughoutin science, art, and industry throughouthistory are.history are.


46/82

Geniuses look at problems inGeniuses look at problems in

many different waysmany different ways Genius often comes from finding a newGenius often comes from finding a new

perspective that no one else has taken.perspective that no one else has taken.Leonardo da Vinci believed that to gainLeonardo da Vinci believed that to gain

knowledge about the form of problems,knowledge about the form of problems,you begin by learning how to restructure ityou begin by learning how to restructure itin many different ways.in many different ways.

In order to creatively solve a problem, theIn order to creatively solve a problem, thethinker must abandon the initial approachthinker must abandon the initial approachthat stems from past experience and rethat stems from past experience and re--conceptualize the problemconceptualize the problem


47/82

Geniuses make their thoughtGeniuses make their thought

visiblevisible Galileo revolutionized science by makingGalileo revolutionized science by making

his thought visible with diagrams, maps,his thought visible with diagrams, maps,and drawings while his contemporariesand drawings while his contemporaries

used conventional mathematical andused conventional mathematical andverbal approaches.verbal approaches.

Once geniuses obtain a certain minimalOnce geniuses obtain a certain minimalverbal facility, they seem to develop skillsverbal facility, they seem to develop skillsin visual and spatial abilities which givein visual and spatial abilities which givethem the flexibility to display informationthem the flexibility to display informationin different ways.in different ways.


48/82

Geniuses produceGeniuses produce

A distinguishing characteristic of genius isA distinguishing characteristic of genius isimmense productivity. Thomas Edison heldimmense productivity. Thomas Edison held1,093 patents, still the record. He1,093 patents, still the record. Heguaranteed productivity by giving himselfguaranteed productivity by giving himselfand his assistants idea quotas. His ownand his assistants idea quotas. His ownpersonal quota was one minor inventionpersonal quota was one minor invention

every 10 days and a major invention everyevery 10 days and a major invention everysix months.six months.


49/82

Geniuses make novelGeniuses make novel

combinationscombinations Dean Keith Simonton, in his 1989 bookDean Keith Simonton, in his 1989 book

Scientific Genius suggests that geniusesScientific Genius suggests that geniusesare geniuses because they form moreare geniuses because they form more

novel combinations than the merelynovel combinations than the merelytalented.talented.

Consider Einstein's equation, E=mc2.Consider Einstein's equation, E=mc2.Einstein did not invent the concepts ofEinstein did not invent the concepts ofenergy, mass, or speed of light. Rather, byenergy, mass, or speed of light. Rather, bycombining these concepts in a novel way,combining these concepts in a novel way,he was able to look at the same world ashe was able to look at the same world aseveryone else and see something different.everyone else and see something different.


50/82

Geniuses forceGeniuses forcerelationshipsrelationships

If one particular style of thought standsIf one particular style of thought standsout about creative genius, it is the abilityout about creative genius, it is the abilityto make juxtapositions betweento make juxtapositions betweendissimilar subjects. Call it a facility todissimilar subjects. Call it a facility toconnect the unconnected that enablesconnect the unconnected that enablesthem to see things to which others arethem to see things to which others areblind. Leonardo da Vinci forced ablind. Leonardo da Vinci forced arelationship between the sound of a bellrelationship between the sound of a belland a stone hitting water. This enabledand a stone hitting water. This enabledhim to make the connection that soundhim to make the connection that soundtravels in waves.travels in waves.


51/82

Geniuses think in oppositesGeniuses think in opposites

Physicist and philosopher David BohmPhysicist and philosopher David Bohmbelieved geniuses were able to thinkbelieved geniuses were able to thinkdifferent thoughts because they coulddifferent thoughts because they couldtolerate ambivalence between oppositestolerate ambivalence between oppositesor two incompatible subjects.or two incompatible subjects.


52/82

The swirling of opposites creates theThe swirling of opposites creates theconditions for a new point of view toconditions for a new point of view tobubble freely from your mind. Bohr's abilitybubble freely from your mind. Bohr's abilityto imagine light as both a particle and ato imagine light as both a particle and awave led to his conception of the principlewave led to his conception of the principle

of complementarity. Thomas Edison'sof complementarity. Thomas Edison'sinvention of a practical system of lightinginvention of a practical system of lightinginvolved combining wiring in parallelinvolved combining wiring in parallelcircuits with highcircuits with high-- resistance filaments inresistance filaments in

his bulbs, two things that were nothis bulbs, two things that were notconsidered possible by conventionalconsidered possible by conventionalthinkers, in fact, were not considered at allthinkers, in fact, were not considered at allbecause of an assumed incompatibility.because of an assumed incompatibility.


53/82

Geniuses think metaphoricallyGeniuses think metaphorically

Aristotle considered metaphor a sign of genius,Aristotle considered metaphor a sign of genius,believing that the individual who had the capacity tobelieving that the individual who had the capacity toperceive resemblances between two separate areasperceive resemblances between two separate areasof existence and link them together was a person ofof existence and link them together was a person of

special gifts.special gifts. If unlike things are really alike in some ways,If unlike things are really alike in some ways,

perhaps, they are so in others.perhaps, they are so in others.

Alexander Graham Bell observed the analogyAlexander Graham Bell observed the analogy

between the inner workings of the ear and thebetween the inner workings of the ear and thevibration in a sheet of steel and conceived thevibration in a sheet of steel and conceived thetelephonetelephone


54/82

Geniuses prepare themselvesGeniuses prepare themselves

for chancefor chanceWhenever we attempt to do somethingWhenever we attempt to do something

and fail, we end up doing something else.and fail, we end up doing something else.As simplistic as this statement may seem,As simplistic as this statement may seem,it is the first principle of creative accident.it is the first principle of creative accident.We may ask ourselves why we have failedWe may ask ourselves why we have failedto do what we intended, and this is theto do what we intended, and this is the

reasonable, expected thing to doreasonable, expected thing to do


55/82

But the creative accident provokes aBut the creative accident provokes adifferent question: What have we done?different question: What have we done?

Answering that question in a novel,Answering that question in a novel,unexpected way is the essential creativeunexpected way is the essential creativeact. It is not luck, but creative insight ofact. It is not luck, but creative insight ofthe highest order.the highest order.


56/82

Moral of the StoryMoral of the Story

Recognizing the common thinkingRecognizing the common thinkingstrategies of creative geniuses andstrategies of creative geniuses andapplying them will make you moreapplying them will make you morecreative in your work and personal life.creative in your work and personal life.Creative geniuses are geniuses becauseCreative geniuses are geniuses becausethey know "how" to think, instead ofthey know "how" to think, instead of

"what" to think"what" to think


57/82

MYTHS SURROUNDINGMYTHS SURROUNDING

CREATIVITYCREATIVITY

Creativity is anCreativity is an innate skillinnate skill and cannotand cannot

be acquired by means of trainingbe acquired by means of training

You need to be aYou need to be a rebelrebel to be seen asto be seen as

creativecreative

ArtistsArtists are the only creative beingsare the only creative beings


58/82

Creative ThinkingCreative Thinking C

reative thinking is much more than using our imaginationsCreative thinking is much more than using our imaginationsto invent lots of new ideas. Creative thinking isto invent lots of new ideas. Creative thinking is

a lifestyle,a lifestyle,

a personality trait,a personality trait,

a way of looking at the world,a way of looking at the world,

a way of interacting with others anda way of interacting with others and

a way of living and growing.a way of living and growing.

Living creatively meansLiving creatively means developing our talents,developing our talents,

tapping our unused potentials andtapping our unused potentials and

becoming what we are capable of becoming through selfbecoming what we are capable of becoming through self--discoverydiscovery

and selfand self--discipline.discipline.

Anytime we are faced with a problem or dilemma with noAnytime we are faced with a problem or dilemma with nolearned or practiced solution some creativity is requiredlearned or practiced solution some creativity is required(Torrance, 1995).(Torrance, 1995).


59/82

Creativity is a vital ingredient in meetingCreativity is a vital ingredient in meetingthe challenges of a continuous life cycle, athe challenges of a continuous life cycle, acycle in which growth and change are thecycle in which growth and change are thenorm from conception throughout life.norm from conception throughout life.

A life filled with growth and changeA life filled with growth and changerequires a conscious effort to thinkrequires a conscious effort to thinkcreatively, it takes practice.creatively, it takes practice.


60/82

To develop creativeness, the mind needsTo develop creativeness, the mind needsto beto be

exercisedexercised as well as filled with materials out ofas well as filled with materials out of

which ideas can be formed.which ideas can be formed.

The richest fuel for ideation is first handThe richest fuel for ideation is first hand

experience (Osborn, 1963).experience (Osborn, 1963).


61/82

Creativity is the ability to see a situation inCreativity is the ability to see a situation inmany ways and continue to question untilmany ways and continue to question untilsatisfaction is reached. This satisfactionsatisfaction is reached. This satisfactioncan be defined in as many different wayscan be defined in as many different waysas there are people experiencing it, but itas there are people experiencing it, but itbasically boils down to personalbasically boils down to personal

satisfaction and how you choose to definesatisfaction and how you choose to definesatisfaction.satisfaction.


62/82

ONEONE--AA--DAYDAY

BRAINSTORMING BOARDBRAINSTORMING BOARD

IDEA LOTTERYIDEA LOTTERY

CREATIVE CORNERCREATIVE CORNER

ICONS OF CREATIVITYICONS OF CREATIVITY

LET'S DO LUNCHLET'S DO LUNCH BRIGHT IDEAS NOTEBOOKBRIGHT IDEAS NOTEBOOK

STUPID IDEA WEEKSTUPID IDEA WEEK

CREATIVITY BY COMMITTEECREATIVITY BY COMMITTEE

HALL OF FAMEHALL OF FAME

LEFT AND RIGHT BRAINSLEFT AND RIGHT BRAINS

IDEA QUOTASIDEA QUOTAS TICKET OF ADMISSIONTICKET OF ADMISSION

CHANGE "Yes, but ..." TO "Yes, and ..."CHANGE "Yes, but ..." TO "Yes, and ..."

THREE WAYSTHREE WAYS

FRESH EYESFRESH EYES

16 Ways to Jump-startCreativity


63/82

ONEONE--AA--DAYDAY

Ask

Ask eacheach personperson toto trytry toto improveimprove oneone aspectaspect ofof theirtheir jobjob eacheach day,day,focusingfocusing onon thethe areasareas withinwithin theirtheir controlcontrol.. AtAt thethe endend ofof thethe day,day, peoplepeople

shouldshould meetmeet andand askask eacheach otherother whatwhat theythey diddid differentlydifferently andand betterbetterthanthan itit waswas thethe dayday beforebefore..

BRAINSTORMING BOARDBRAINSTORMING BOARDPut up a bulletin board in a central area and encourage people to use itPut up a bulletin board in a central area and encourage people to use itto brainstorm ideas.to brainstorm ideas. Write a theme or problem on a colored card andWrite a theme or problem on a colored card and

place it in the centre of the board.place it in the centre of the board. Provide pieces of white paper onProvide pieces of white paper onwhich people can write their ideas to post on the board. E.g. supposewhich people can write their ideas to post on the board. E.g. supposeyou have difficulty closing a particular sale.you have difficulty closing a particular sale. You could describe the saleYou could describe the salesituation on a colored card, post it on the brainstorming board and asksituation on a colored card, post it on the brainstorming board and askpeople to post their ideas and suggestionspeople to post their ideas and suggestions

IDEAIDEA LOTTERYLOTTERY

HaveHave aa monthlymonthly "idea"idea lottery,"lottery," usingusing aa rollroll ofof numberednumbered ticketstickets.. EachEachtimetime aa personperson comescomes upup withwith aa creativecreative idea,idea, hehe oror sheshe receivesreceives aaticketticket.. AtAt thethe endend ofof eacheach month,month, shareshare thethe ideasideas withwith thethe staffstaff andandthenthen drawdraw aa numbernumber fromfrom aa bowlbowl.. IfIf thethe numbernumber onon anyonesanyones ticketticketcorrespondscorresponds toto thethe numbernumber drawn,drawn, hehe oror sheshe getsgets aa prizeprize.. IfIf nono oneonewins,wins, doubledouble thethe prizeprize forfor thethe nextnext monthmonth..


64/82


65/82

BRIGHT IDEAS NOTEBOOKBRIGHT IDEAS NOTEBOOKPresent each person with a notebook.Present each person with a notebook. Call the notebook theCall the notebook the"Bright Idea Notebook," and ask everyone to write three ideas in"Bright Idea Notebook," and ask everyone to write three ideas in

the notebook every day for one month on how to improve yourthe notebook every day for one month on how to improve yourbusiness.business. At the end of the month, collect all the notebooks andAt the end of the month, collect all the notebooks andcategorize the ideas for further discussion.categorize the ideas for further discussion.

STUPID IDEA WEEKSTUPID IDEA WEEKMake idea generating fun.Make idea generating fun. Have a "Stupid Idea" week and stage aHave a "Stupid Idea" week and stage acontest for the dumbest ideas.contest for the dumbest ideas. Post entries on a bulletin boardPost entries on a bulletin boardand conduct an awards ceremony with a prize.and conduct an awards ceremony with a prize. Youll enjoy theYoull enjoy thecamaraderie and may find that the stupid ideas stimulate goodcamaraderie and may find that the stupid ideas stimulate goodones.ones.

CREATIVITY BY COMMITTEECREATIVITY BY COMMITTEEEstablish a "creativeEstablish a "creative--idea" committee made up of volunteers.idea" committee made up of volunteers. TheThegoals of the committee should be to elicit, discuss, and implementgoals of the committee should be to elicit, discuss, and implementemployees ideas.employees ideas. The committee can record the number of ideasThe committee can record the number of ideas

on a thermometeron a thermometer--type graph.type graph. The company should recognize andThe company should recognize andreward people according to the quantity and quality of theirreward people according to the quantity and quality of theircreative contributions.creative contributions.


66/82

HALL OF FAMEHALL OF FAMETurn an office hallway into an Employee Hall of Fame.Turn an office hallway into an Employee Hall of Fame. PostPost

photographs of those whose ideas are implemented along with aphotographs of those whose ideas are implemented along with aparagraph about the person, the idea, and its impact on theparagraph about the person, the idea, and its impact on thecompany.company.

LEFT AND RIGHT BRAINSLEFT AND RIGHT BRAINSWhen brainstorming in a group, try dividing the group into leftWhen brainstorming in a group, try dividing the group into left--brain (rational) thinkers and rightbrain (rational) thinkers and right--brain (intuitive) thinkers.brain (intuitive) thinkers. AskAskthe leftthe left--brainers to come up with practical, conventional andbrainers to come up with practical, conventional andlogical ideas; ask the rightlogical ideas; ask the right--brainers to come up with farbrainers to come up with far--out,out,unconventional and nonlogical ideas.unconventional and nonlogical ideas. Then combine the groupsThen combine the groupsand share the ideas.and share the ideas.

IDEA QUOTASIDEA QUOTASThomas Edison guaranteed productivity by giving himself and hisThomas Edison guaranteed productivity by giving himself and hisassistants idea quotas.assistants idea quotas. His own personal quota was one minorHis own personal quota was one minor

invention every 10 days and a major invention every sixinvention every 10 days and a major invention every sixmonths.months. A way to guarantee creativity is to give eachA way to guarantee creativity is to give each employee anemployee anidea quota of, say, five new ideas a week.idea quota of, say, five new ideas a week.

TICKET OF ADMISSIONTICKET OF ADMISSIONRequire everyone to bring one new idea as their ticket ofRequire everyone to bring one new idea as their ticket ofadmission to any group meeting.admission to any group meeting. The idea should focus on someThe idea should focus on someaspect of their job and how they can improve what they do.aspect of their job and how they can improve what they do.


67/82

CHANGE "Yes, but ..." TO "Yes, and ..."CHANGE "Yes, but ..." TO "Yes, and ..."

SomeoneSomeone offersoffers anan ideaidea inin aa meeting,meeting, andand manymany ofof usus areare temptedtempted toto saysay"Yes,"Yes, butbut ......"" ToTo changechange thisthis mindmind setset ,, wheneverwhenever someonesomeone sayssays "Yes,"Yes, butbut......"" requirerequire thethe personperson toto changechange "Yes,"Yes, butbut ......"" toto "Yes,"Yes, andand ......"" andand continuecontinuewherewhere thethe lastlast personperson leftleft offoff..

THREE WAYSTHREE WAYSEmployees shouldnt waste time thinking of reasons why something cantEmployees shouldnt waste time thinking of reasons why something cant

work or cant be done.work or cant be done. Instead, they should think about ways to makeInstead, they should think about ways to makesomething work, and then get it done.something work, and then get it done. Ask employees to think of threeAsk employees to think of threejobjob--related goals, targets, or tasks they think cant be accomplished.related goals, targets, or tasks they think cant be accomplished. ThenThenask them to figure out three ways to accomplish each of them.ask them to figure out three ways to accomplish each of them. Then doThen dothe same thing yourself.the same thing yourself.

FRESH EYESFRESH EYESInvite people from other departments to your brainstorming sessions andInvite people from other departments to your brainstorming sessions andask them how they would solve your problems. helped out in bringing newask them how they would solve your problems. helped out in bringing new

ideasideas

Lastly, dont forget to thank people for their ideas.Lastly, dont forget to thank people for their ideas. Design your own "ThankDesign your own "ThankYou For Your Great Idea" cards and distribute them freely toYou For Your Great Idea" cards and distribute them freely tocontributors.contributors. Ask the CEO to sign each card with a personalAsk the CEO to sign each card with a personal

message.message. Stock up on instant lottery cards and include one or two in eachStock up on instant lottery cards and include one or two in eachcard to show your appreciation.card to show your appreciation.


68/82

24 WAYS TO KILL CREATIVITY24 WAYS TO KILL CREATIVITY


69/82

24 WAYS TO KILLCREATIVITY24 WAYS TO KILLCREATIVITY

Never, ever examine yourself

Maintain a highly centralized

sales organization

Discourage all initiative

Never allow people to loosen

up in meetings

Never offer meaningful

incentives or rewards.

Make your strategic

plans and goals

as vague as possible

Force everyone

to workwith your system

Kill ideas immediately

Whatever it is you do, do it over

and over and over again

Never hire smart people.

Discourage all questions

Encourage a corporate mind-set


70/82

24 WAYS TO KILLCREATIVITY24 WAYS TO KILLCREATIVITY

Do not be accessible

to

your people

collapse of the company

was beyond your control.

Do not buy or read any books

about creative thinking

worry about taking risks

Never Appreciate a creator

Never allo

w intu

itio

ns

If someone becoming

preoccupied with a problem,

tell them to think about it on

their own time, but not yours

Promote your least

creative

people

Cultivate blandness.

If someone offers an idea,

tell them it's irrelevant

If someone wants to try something

new, remind them

of all their past failures and mistakes.


71/82

BREAK YOURHABITSBREAK YOURHABITS

Habits stabilize our behaviour.Habits stabilize our behaviour.

They allow us to act efficiently andThey allow us to act efficiently and

concentrate on the tasks we choose toconcentrate on the tasks we choose to

focus on.focus on.


72/82

HOW TO BREAKHOW TO BREAK

YOURHABITSYOURHABITS

VARY YOUR

DAILY ROUTINE

CHALLENGE ACCEPTED

WAYS

OF THINKING

PAY ATTENTION

PARTICIPATE IN AN

ACTIVITY THAT IS

UNCHARACTERISTIC FOR YOU


73/82

HOW TO BREAK YOURHABITSHOW TO BREAK YOURHABITS

1. VARY YOUR DAILY ROUTINE

Smallest changes builds flexibility for expfor exp

Take a different route to work.

Sit in a different chair when meeting with visitors.

Use a fountain pen to sign letters.

Have curry or falafel for lunch instead of soup and a sandwich.

Take a bath instead of a shower. Watch a different television news

broadcaster.

Make new friends.

Shop for groceries in a different supermarket.

Read a different newspaper. Listen to a different radio station.

Exchange cars with your spouse or some other family member for a

week. Instead of driving to work, take a bus.


74/82

2.2. CHALLENGE ACCEPTED WAYS OF THINKING.CHALLENGE ACCEPTED WAYS OF THINKING.

33 .. PAY ATTENTIONPAY ATTENTION

"Every time we get back in touch with ourselves, the conditions become"Every time we get back in touch with ourselves, the conditions become

favourable for us to encounter life in the present moment.favourable for us to encounter life in the present moment.

4.4. PARTICIPATE IN AN ACTIVITY THAT IS UNCHARACTERISTIC FORPARTICIPATE IN AN ACTIVITY THAT IS UNCHARACTERISTIC FOR

YOUYOU

Deliberately program changes into your daily life.Deliberately program changes into your daily life. Make a list ofMake a list ofthings you do by habit.things you do by habit. Most of the items will probably be thoseMost of the items will probably be those

little things that make life comfortable, but also make itlittle things that make life comfortable, but also make itunnecessary for you to think.unnecessary for you to think. Next, take the listed habits, one byNext, take the listed habits, one by

one, and consciously try to change them for a day, a week, aone, and consciously try to change them for a day, a week, amonth.month.


75/82

WAYS TO SPICE UP YOURWAYS TO SPICE UP YOUR

MEETINGMEETING


76/82

WAYS TO SPICE UP YOURMEETINGWAYS TO SPICE UP YOURMEETING

22.. ITSITS SHOWTIMESHOWTIMEThinkThink ofof youryour meetingmeeting asas aa theatricaltheatrical productionproduction

withwith setssets (colorfully(colorfully decorateddecorated classrooms),classrooms), propsprops (well(well--designeddesigned materials),materials), andand plotplot lineslines (theme)(theme) withwith thethemanagermanager asas thethe directordirector..

33.. THETHE SOUNDSSOUNDS OFOF SUCCESSSUCCESS

JustJust likelike inin thethe movies,movies, inin meetings,meetings, musicmusic cancan helphelp setsetthethe tonetone andand heightenheighten thethe experienceexperience forfor participantsparticipants

YouYou maymay wantwant toto useuse thethe soundsound ofof roaringroaring crowdscrowds totocheercheer peoplepeople on,on, laughlaugh trackstracks toto loosenloosen peoplepeople upup whenwhentheythey getget uptight,uptight, junglejungle noisesnoises whenwhen someonesomeone becomesbecomestootoo negative,negative, andand soso onon..

Energize your meetings with the following tactics, exercises, andEnergize your meetings with the following tactics, exercises, andsuggestions.suggestions.

11.. IDEAIDEA TICKETTICKETAskAsk eacheach personperson toto bring,bring, atat least,least, oneone newnew ideaidea oror suggestionsuggestionaboutabout thethe problemproblem whichwhich isis frameframe inin advanceadvance ofof meetingmeeting.. StartStartthethe meetingmeeting byby readingreading everyoneseveryones contributioncontribution..


77/82

44..YOUREYOURE FIREDFIREDaskask thethe participantsparticipants toto imagineimagine thatthat theythey areare firedfired.. NowNow askaskthemthem toto reapplyreapply forfor theirtheir ownown jobsjobs.. ThisThis willwill shockshock andand forceforce themthemtoto rethinkrethink aboutabout theirtheir knowledgeknowledge andand competenciescompetencies and,and, mostmostimportantly,importantly, whatwhat theythey needneed toto dodo toto improveimprove..

55.. EVERYONESEVERYONES AA CONSULTANTCONSULTANTAskAsk eacheach personperson toto writewrite aa currentcurrent jobjob--relatedrelated problemproblem oror concernconcernonon aa blankblank sheetsheet ofof paperpaper.. AfterAfter allowingallowing aa fewfew minutes,minutes, askask eacheachpersonperson toto passpass hishis oror herher problemproblem toto thethe rightright.. ThatThat personperson readsreads

thethe problemproblem justjust receivedreceived andand jotsjots downdown theirtheir responsesresponses.. TheyThey arearegivengiven 6060 secondsseconds toto respondrespond toto thethe individualindividual sheetsheet.. KeepKeep thetheprocessprocess goinggoing untiluntil eacheach personperson getsgets hishis oror herher sheetsheet backback.. ThenThenshareshare andand discussdiscuss thethe ideasideas..

6. TOYS R US6. TOYS R USJust having toys in the room will change the feeling in the roomJust having toys in the room will change the feeling in the room

and invite people to be more open and playful.and invite people to be more open and playful. Have theHave theparticipants choose a toy and give them time to explore it.participants choose a toy and give them time to explore it. ThenThenask them to compare the problem or issue under discussion withask them to compare the problem or issue under discussion withthe toy.the toy.

66.. TAKETAKE AA DIFFERENTDIFFERENT PERSPECTIVEPERSPECTIVE


78/82

WriteWrite thethe alphabetalphabet verticallyvertically onon thethe chalkboardchalkboard.. ThenThen askask forfornamesnames ofof famousfamous (real(real oror fictional)fictional) peoplepeople forfor eacheach letterletter:: A=NeilA=Neil

Armstrong,Armstrong, B=AlexanderB=Alexander GrahamGraham Bell,Bell, C=CharlieC=Charlie Chaplin,Chaplin,D=LeonardoD=Leonardo DaVinci,DaVinci, E=AlbertE=Albert Einstein,Einstein, F=F= FredFred FlintstoneFlintstone andand sosoonon.. HaveHave eacheach personperson inin thethe groupgroup pickpick aa randomrandom letterletter.. OneOnemightmight endend upup withwith AlbertAlbert EinsteinEinstein oror DavidDavid LettermanLetterman.. ThenThen havehaveeacheach personperson thinkthink aboutabout howhow thethe famousfamous personperson mightmight approachapproachthethe problemproblem.. Finally,Finally, havehave thethe groupgroup shareshare theirtheirperspectivesperspectives.. How,How, forfor example,example, wouldwould WilliamWilliam ShakespeareShakespeareimproveimprove officeoffice morale?morale?

7.7. WALK IN THE CUSTOMERS SHOESWALK IN THE CUSTOMERS SHOES

In this approach, people turn around to find out what its reallyIn this approach, people turn around to find out what its reallylike to be someone in a different position.like to be someone in a different position.

8.8. TELL A STORYTELL A STORYStorytelling is one of the oldest ways to teach andStorytelling is one of the oldest ways to teach andtransform.transform. Storytelling, for example, can help peopleStorytelling, for example, can help peopleenvision the future they want and how to achieve it.envision the future they want and how to achieve it.

9.9. WHAT IF?WHAT IF?Have the group create two opposite extreme ideas.Have the group create two opposite extreme ideas. For instance,For instance,what would you create if you had all the resources (people,what would you create if you had all the resources (people,money, time, etc.) in the world?money, time, etc.) in the world? Then, ask what would you createThen, ask what would you createif you had no resources?if you had no resources? Then try to combine the two into aThen try to combine the two into apractical, affordable idea.practical, affordable idea.


79/82

10. LOOK AT SOMEBODY ELSE10. LOOK AT SOMEBODY ELSE

WithWith thisthis approach,approach, ideasideas andand solutionssolutions comecome byby lookinglooking forfor ideasideas ininunrelatedunrelated fieldsfields..

1111.. TRYTRY AA DIFFERENTDIFFERENT RHYTHMRHYTHM

aa regularregular rhythmrhythm propelspropels usus alongalong andand tellstells usus whatwhat toto expectexpect nextnext.. ButBut ififthethe rhythmrhythm goesgoes onon tootoo long,long, itit dullsdulls ourour imaginationimagination andand wewe stopstop payingpayingattentionattention toto thethe worldworld aroundaround usus.. Consequently,Consequently, wewe needneed toto breakbreak thetherhythmrhythm..

12. COMBINE THINGS IN DIFFERENT WAYS12. COMBINE THINGS IN DIFFERENT WAYSThis is a technique that Fred Stryker used to create daily plots and storiesThis is a technique that Fred Stryker used to create daily plots and storiesfor The Lone Ranger.for The Lone Ranger. He created a chart that consisted of the majorHe created a chart that consisted of the majorparts of the story: good characters, bad characters, kinds of crimes,parts of the story: good characters, bad characters, kinds of crimes,different kinds of weapons, variables for each category and numbereddifferent kinds of weapons, variables for each category and numberedthem.them. Each day, he would ask a colleague for a series of random numbersEach day, he would ask a colleague for a series of random numbers(one per category).(one per category). Then he looked up the items corresponding to theThen he looked up the items corresponding to the

random numbers chosen by colleagues, and began writing a new storyrandom numbers chosen by colleagues, and began writing a new storybased on those items.based on those items. You can do the same with any challenge.You can do the same with any challenge. SeparateSeparateand list categories and write possibilities under each category.and list categories and write possibilities under each category. List aList adozen or so different possibilities for each.dozen or so different possibilities for each. Then randomly combine themThen randomly combine them

and brainstorm the possibilities.and brainstorm the possibilities.


80/82

14. LEFT14. LEFT--BRAINERS AND RIGHTBRAINERS AND RIGHT--BRAINERSBRAINERSDivide the group into leftDivide the group into left--brain (rational) thinkers and leftbrain (rational) thinkers and left--brainbrain(intuitive) thinkers.(intuitive) thinkers. Ask the leftAsk the left--brainers to come up with abrainers to come up with a

practical, conventional and logical idea; ask the rightpractical, conventional and logical idea; ask the right--brainers tobrainers tocome up with a farcome up with a far--out, unconventional and illogical idea.out, unconventional and illogical idea. ThenThenbring the group back together and combine the leftbring the group back together and combine the left--brain ideabrain ideawith the rightwith the right--brain idea to see what you get.brain idea to see what you get.

15. TRY A DIFFERENT ORDER15. TRY A DIFFERENT ORDERThe obvious way to plan a project or think through a process is toThe obvious way to plan a project or think through a process is to

start at the beginning and work through it logically step bystart at the beginning and work through it logically step bystep.step. But by shaking up the accepted sequence of things, peopleBut by shaking up the accepted sequence of things, peoplesee processes in a new light and become open to new approaches.see processes in a new light and become open to new approaches.

16. IDEA MARKETPLACES16. IDEA MARKETPLACESAnnounce the theme of the meeting, and then invite everyone toAnnounce the theme of the meeting, and then invite everyone toidentify a related issue for which theyre willing to takeidentify a related issue for which theyre willing to takeresponsibility.responsibility. When someone suggests an issue, he or sheWhen someone suggests an issue, he or she

becomes the sponsor, writes the issue on a large sheet of paper,becomes the sponsor, writes the issue on a large sheet of paper,and posts the sheet on a wall.and posts the sheet on a wall. The process continues until all ofThe process continues until all ofthe suggested issues have been posted.the suggested issues have been posted. Next, have participantsNext, have participantstake part in an Idea Marketplace in which each person signs onetake part in an Idea Marketplace in which each person signs oneor more or the large sheets to discuss the issues.or more or the large sheets to discuss the issues. The sponsors getThe sponsors gettogether with their groups in private to discuss the issues andtogether with their groups in private to discuss the issues andrecord the ideas.record the ideas.

1717 IDEAIDEA GALLERYGALLERY


81/82

1717.. IDEAIDEA GALLERYGALLERY1.1. ParticipantsParticipants standstand silentlysilently andand writewrite theirtheir ideasideas onon thethe

sheetssheets.. ThenThen thethe participantsparticipants areare allowedallowed toto walkwalk aroundaround thethe"gallery""gallery" andand looklook atat thethe otherother ideasideas andand taketake notesnotes.. Now,Now, usingusingthethe otherother ideasideas toto stimulatestimulate furtherfurther thought,thought, participantsparticipants returnreturn

toto theirtheir sheetssheets andand addadd toto oror refinerefine theirtheir ideasideas.. AfterAfter additionaladditionalwriting,writing, thethe participantsparticipants examineexamine allall thethe ideasideas andand selectselect thethebestbest onesones..

2.2. AnotherAnother optionoption forfor thethe gallerygallery techniquetechnique isis toto askask participantsparticipantstoto drawdraw oror diagramdiagram theirtheir ideasideas insteadinstead ofof listinglisting themthem

18. USE YOUR IMAGINATION18. USE YOUR IMAGINATION

When we compare problems to something unusual, we tend toWhen we compare problems to something unusual, we tend tohave a need to understand it.have a need to understand it. Consequently, we break it downConsequently, we break it downand analyze the different parts to see if this will allow us toand analyze the different parts to see if this will allow us tounderstand it or make it somehow familiar.understand it or make it somehow familiar. When this happens,When this happens,we form new links and relationships that may lead towe form new links and relationships that may lead tobreakthrough ideas.breakthrough ideas.

19. SILENT BRAINSTORMING19. SILENT BRAINSTORMING

Each participant silently writes three ideas on the tops of sheetsEach participant silently writes three ideas on the tops of sheetsof paper.of paper. One idea per sheet.One idea per sheet. The sheets are passed to theThe sheets are passed to theperson on their right.person on their right. That person is asked to write down an ideaThat person is asked to write down an ideathat improves on the one listed at the top of the sheet.that improves on the one listed at the top of the sheet. IfIfparticipants have difficulty improving on the idea, ask them toparticipants have difficulty improving on the idea, ask them tolist new ones.list new ones. Do this for all three ideas.Do this for all three ideas. After five minutes orAfter five minutes orso, the idea sheets are again passed to the right.so, the idea sheets are again passed to the right. Continue theContinue theprocess until all members receive their original papers.process until all members receive their original papers.


82/82

AIRPLANESAIRPLANESHaveHave eacheach participantparticipant constructconstruct aa paperpaper airplaneairplane.. EachEach participantparticipantwriteswrites downdown anan ideaidea onon thethe airplaneairplane andand sendssends itit flyingflying toto anotheranotherparticipantparticipant.. UponUpon readingreading whatswhats beenbeen writtenwritten onon thethe airplane,airplane, heheoror sheshe writeswrites downdown aa modificationmodification oror improvementimprovement ofof thatthat idea,idea, ororanan entirelyentirely freshfresh possibilitypossibility andand thenthen sendssends itit flyingflying toto someonesomeoneelseelse.. ContinueContinue thethe exerciseexercise forfor twentytwenty minutesminutes andand thenthen collectcollect

andand categorizecategorize thethe ideasideas..

PARTICIPATE IN AN ACTIVITY THAT IS UNCHARACTERISTIC FORPARTICIPATE IN AN ACTIVITY THAT IS UNCHARACTERISTIC FORYOUYOU

Documents

Swat Creative Thinking