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.101 Activities for Teaching Creativity and Problem Solving26TLFeBOOK 03 VG 21-31 10/5/04 4:29 PM Page 27As noted previously, ALL of the individual activities can be used by groups, but notall of the group activities can be used by individuals.If all or most of your training oridea generation involves groups, then this distinction is not relevant.Any of the activ-ities will suffice with respect to this distinction.However, the individual-only activi-ties obviously can serve a training role in helping individuals learn how to apply theactivities as individuals." Brainstorming vs.brainwriting: Classifies each activity as using verbal idea generationonly, written only, or a combination of both.As discussed previously, brainstormingactivities involve verbal idea generation while brainwriting involves the silent, writ-ten generation of ideas in a group.A few of the activities classified as both will appearwithin a chapter on either brainwriting or brainstorming.The classification, however,is based on the primary emphasis being on either brainwriting or brainstorming.Forinstance, Brainsketching [94] requires participants to draw pictures as individuals andthen pass them around the group.The pictures then are used as stimuli for partici-pants to use in brainstorming ideas.Some research suggests that brainwriting regardless of the stimulus source mayoutperform brainstorming.Thus, unrelated brainwriting activities have the highesttheoretical potential to produce hot ideas.Note that the operative word is  theoreti-cal. The best may represent all categories, depending on the user and the problem." Top ten activity: Indicates activities included in my top ten lists for individual or groupactivities." Related activities in this book: Lists other activities generally related to the activitydescribed.The criteria for inclusion were relatively specific.Broader criteria wouldhave meant a much larger number of other activities and the result would not be thathelpful.For instance, an activity that involves participants drawing something andpassing it to other group members would be related to other activities that includedrawing.However, it would not be considered as related to activities that involvepassing words to other group members." Suggested uses: The two primary uses of all activities in this book are idea generationand training in how to use idea generation procedures.Thus, the primary objectivesof each activity reflect these uses and are very clear-cut.The 101 activities also have specific applications suited to different types of organiza-tional problems.They are not, however, as clear-cut as the two primary objectivesinvolving idea generation.As a result, this probably is the most subjective element ofthe classification scheme used to guide activity selection.There is little research available to guide these decisions.My general recommenda-tions are based more on intuition and experience than on any scientific criteria, sotake that into account when using the guide for specific topics.The uses listed are forproblems involving: Strategy, New Products/Processes/Services, Advertising/Mar-keting, and Human Resources (see the legend in the selection guide).This is not tosay you should limit your choices to the recommended activities or that you shouldnot consider other types of problems.Again, experience will be your best guide." Estimated time requirements: Suggests the minimum amount of time required for anLinking Problems, Solutions, and Activities27TLFeBOOK 03 VG 21-31 10/5/04 4:29 PM Page 28activity.The number of groups and number of participants in groups will affect theseestimates.In the selection guide, activities with a single or double asterisk indicateprior participant activity (*) or prior preparation for facilitators (**).For instance, IdeaShopping [14] requires participants to visit a store before attending an activity.A dou-ble asterisk, in contrast, denotes that facilitators will need to make preparationsbeyond what normally might be expected.An example would be Greeting Cards [96],in which facilitators must gather and organize materials for making greeting cards orBalloon, Balloon, Balloon [92], which involves purchasing balloons, inserting slips ofpaper, and blowing them up (of course, you also could enlist the aid of the partici-pants in this instance)." Stimuli (related vs.unrelated): As discussed previously, all of the activities are based onstimuli related to a problem, unrelated, or a combination of both.A rule of thumb isthat unrelated stimuli often will yield more unique ideas than related stimuli will.However, this guideline can be affected by the creativity of the participants and fac-tors related to a group s creative climate (that is, the perception of free and openexpression of ideas)." Potential for idea quantity: Subjectively estimates the probability an activity will resultin a relatively large quantity of ideas within the available time.There are a significantnumber of research studies on the ability of different methods to generate ideas.Brainwriting methods, in particular, have the greatest potential for idea quantity.Timealso can be a factor because the more time available, the greater the number of ideasthat can be generated, up to a point.Responses are based on low, medium, and highprobabilities of occurrence." Potential for novel ideas: Subjectively estimates the probability that ideas produced willpossess statistical infrequency within the problem-solving domain (for example, ideasfor customer service).The less expected an idea is for a domain, the greater the poten-tial novelty.The research on idea novelty is less clear on what types of activities arelikely to spark novelty.In general, novel ideas are more likely when unrelated stimuliare used.Responses for this category are based on low, medium, and high probabili-ties." Difficulty of use: Uses low, medium, and high estimates of how complicated an activityis to implement.Difficulty can be affected by the number of steps involved, tasksunfamiliar to participants, and the trainer s overall familiarity and experience inusing an activity." Group energy level required: Group energy typically is lowest right after lunch and nearthe end of the day.All the activities are rated with respect to how much energy mustbe invested to complete the activities.Thus, high-energy activities might be reservedfor earlier in the day [ Pobierz całość w formacie PDF ]

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