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IMPORTANCE OF BRAINSTORMING OBJECTIVES:
By the end of the session ,the participants will be able to :
describe the importance of Brainstorming
analyze various forms of brainstorming
use the brainstorming technique
effectively
IMPORTANCE OF BRAINSTORMINGWARM UP(GROUP TASK)the sentence
Complete the following sentence with all possible answers
Ms sara wants to leave the job……………
Time : 2 mins
The most unusual ideas: 20 marks bonus
The more the ideas are generated,
the more the marks will be.1 mark
per idea
Importance of Brainstorming
TASK 2:
QUESTIONARE
THINK,PAIR,SHARE
IMPORTANCE OF BRAINSTORMING Origin: Osborn’s method
group thinking for an advertising company in session 1939
4 Rules of Osborn’s method:
1..Focus on quality
2.Withhold criticism
3.Welcome unusual ideas
4.Combine and improve ideas
IMPORTANCE OF BRAINSTORMING WHY BRAINSTORMING???
Tell me, I forget; Show me, I remember; Involve me – I understand.
Value and respect each others ideas
Think ,think and think…
Find the most appropriate
solution to a problem
Method of association/ideation
IMPORTANCE OF BRAINSTORMING
WAYS TO ADOPT: GRAPHIC ORGANISER
TEXT WITH IMAGES PICTURES COMPLEXED DIAGRAMS VISUAL RECORDINGS AUDIO NOTES FISH BONE CHARTS UP LOAD VIDEOS SIMPLE MIND MAPPING/WEB
IMPORTANCE OF BRAINSTORMING
TYPES OF BRAINSTORMING
TYPES STRUCTURED/ONE AT A TIME METHOD
UNSTRUCTURD/OPEN DOOR
SILENT/WRITE IT DOWN
ONE IDEA FROM EACH PERSON IN SEQUENCE
PARTICIPANTS SIMPLY CONTRIBUTE IDEAS AS THEY COME TO MIND
PARTICIPANTS WRITE IDEAS INDIVIDUALLY ON STICKY BACK NOTES/SLIPS OF PAPERS
IMPORTANCE OF BRAINSTORMING TASK 3:
GROUP TASK
CASE STUDY
PRESENTATIONS
IMPORTANCE OF BRAINSTORMINGPoints to remember for effective brainstorming:
Focus brainstorming on a specific goal
Show all ideas to all the participants
No discussion during brainstorming
No criticizing and evaluating of others ideas
Build on the ideas of other members /piggy backing
Set and keep time limit
It can be in the beginning ,middle or end
Have fun and keep the session relaxed
EVALUATIONObjectives are achieved or not
Evaluation forms
Measuring abilities before and after training(Comparisons)
Integrating it with Blooms Taxonomy of learning domains
Follow up report 1 Class observations
Follow up report 2 feed back
Follow up report 3 surveys
Monitoring system
Peer observations
Did the trainees like and enjoy the training?
Did they consider the training relevant?
Was it a good use of their time?
Did they like the venue, the style, timing,
domestics, etc?
Did the trainees learn what intended to be
taught?
Did the trainee experience what was intended
for them to experience?
What is the extent of advancement or change
in the trainees after the training, in the
direction or area that was intended?
relevant skills and knowledge used
• Did the trainees put their learning into
effect when back on the job?
• Were the relevant skills and knowledge
used
• Was there noticeable and measurable
change in the activity and performance of
the trainees when back in their roles?
• Was the change in behaviour and new
level of knowledge sustained?
• Would the trainee be able to transfer
their learning to another person?
• Is the trainee aware of their change in
behaviour, knowledge, skill level?
THANK YOU