Home » Posts tagged 'techniques library'

Tag Archives: techniques library

On keeping a dream diary: creative problem solving techniques

I had a dream like is when I was 10 or 11 in Beamish Dormitory at Boarding Prep School. I was set upon by two musketeers and killed. I returned to the same dream the next night behind them and ‘got them’ first. I guess I had learnt how to cope with some set of shifting boy, gang, friendships.

I’m not at home and was woken two often last night: doors banging, couple chatting above my head, dog barking and a fax machine going off. This woke me in the middle of a recurring dream that related to a database of over 100 videos I am reviewing.

Currently I have a database, in columns and rows in Word.

It is hard to read. I need a simple way to see, share and add to this.

My dreams gave me ‘Top Trumps’.

A quick Google shows why this works: a screen grab, some basic facts on a single sheet (or card). I could even order a bespoke pack.

On keeping a dream diary: creative problem solving techniques

I had a dream like is when I was 10 or 11 in Beamish Dormitory at Boarding Prep School. I was set upon by two musketeers and killed. I returned to the same dream the next night behind them and ‘got them’ first. I guess I had learnt how to cope with some set of shifting boy, gang, friendships.

I’m not at home and was woken two often last night: doors banging, couple chatting above my head, dog barking and a fax machine going off. This woke me in the middle of a recurring dream that related to a database of over 100 videos I am reviewing.

Currently I have a database, in columns and rows in Word.

It is hard to read. I need a simple way to see, share and add to this.

My dreams gave me ‘Top Trumps’.

A quick Google shows why this works: a screen grab, some basic facts on a single sheet (or card). I could even order a bespoke pack.

10 mind-maps of the precepts required to deliver creative problem solving successfully

1

2

3

4

From OU MBA B822 'Creativity, Innovation and Change'

5

From OU MBA B822 'Creativity, Innovation and Change'

6

From OU MBA B822 'Creativity, Innovation and Change'

7

From OU MBA B822 'Creativity, Innovation and Change'

8

From OU MBA B822 'Creativity, Innovation and Change'

9

From OU MBA B822 'Creativity, Innovation and Change'

10

From OU MBA B822 'Creativity, Innovation and Change'

Next Post

Griggs (1985) idea generation as someone else.

Easier to be silly in character (see Superheroes)

1) start with conventional brainstorming to sift ideas.

2) individual or joint role play to develop it further.

Our subgroup we busy having a go with finger paints while our fellow participants went off with balloons and masks. One of this number then spent much of the afternoon, even after the session, with two balloons stuffed up the front of his jumper. (We’re an all male group).

The night before someone had played another participant’s wife in a ‘Human Sculpture’. You get used to the idea of this, yet another person had been ‘The Army, or MOD’ while yet another had been an ‘ego’ as distinct from the person.

This is the point of role play. Feels very Ibsenesque. Or Brecht. Theatre of the absurd.

REFERENCE

Griggs, R.E. (1985) ‘A Storm of Ideas’, reported in Training, 22, 66 (November)

Based on: VanGundy, A.B. (1988) Techniques of Structured Problem Solving, 2nd ed., Van Nostrand. Technique 4.48, p. 163

Creative Problem Solving : Role Storming

Griggs (1985) idea generation as someone else.

Easier to be silly in character (see Superheroes)

1) start with conventional brainstorming to sift ideas.

2) individual or joint role play to develop it further.

Our subgroup we busy having a go with finger paints while our fellow participants went off with balloons and masks. One of this number then spent much of the afternoon, even after the session, with two balloons stuffed up the front of his jumper. (We’re an all male group).

The night before someone had played another participant’s wife in a ‘Human Sculpture’. You get used to the idea of this, yet another person had been ‘The Army, or MOD’ while yet another had been an ‘ego’ as distinct from the person.

This is the point of role play. Feels very Ibsenesque. Or Brecht. Theatre of the absurd.

REFERENCE

Griggs, R.E. (1985) ‘A Storm of Ideas’, reported in Training, 22, 66 (November)

Based on: VanGundy, A.B. (1988) Techniques of Structured Problem Solving, 2nd ed., Van Nostrand. Technique 4.48, p. 163

Creative Problem Solving Techniques Library : Working with Dreams & Keeping a Dream Diary

There is a health warning with these activities as they could bring up deeply personal memories, emotions, feelings and responses.

I offer a different kind of health warning having persevered with this over the last few weeks: be prepared to wake up several times a night wondering ‘what on earth was that all about?’

Having got my head to alert me to dreams and bring me into a state of semi-consciousness I am now able to remember anything (so far) between one and three dreams every night. I haven’t the time, energy or circumstances to deal with any of them. To do one justice I would give each two hours, this is a combination of getting the detail down then working through a set of 27 questions to analyse what it means directly to you, your circumstances, the problem or problems, feelings, anxieties and so on.

I’m still recalling a dream from two nights ago! Vivid not for where I was , what I was doing or who I was with, but how it in the way you get from watching a movie I came away feeling x, y & z from the protagonist.

Creative Problem Solving Techniques Library : Random Stimuli (Dali Champagne)

B822 Techniques Library : Random Stimuli of Various Kinds

1) Identify what it is you want ideas for.

2) Grab an idea from a paper, from looking out of the window, or by throwing dice. (In our case the facilitator had a collection of odd items for this purpose).

3) Connect this idea back to the issue, if necessary using Free Association or Excursion.

4) If it doesn’t work try something else.

Could pick a fixed or specific element of the problem and do the same.

* Select grammatically appropriate stimuli: noun+verb, adjective+noun, but make bizarre combinations (which is how David Bowie often wrote song lyrics).

* Deliberately do something different, or speak to someone new or travel home in a different way.

* Allow the idea to incubate while going about your normal day.

CASE STUDY

We took a business problem and defined this in a way that was clear.

WRITTEN UP ON FLIP CHART

Various items were picked out from a selection brought to the workshop by the tutor for this purpose. He picked out a small, smiling lobster ornament as the stimuli and passed it around.  We then played collective word association writing our word onto a PostIt note that the facilitator then put onto a set of double doors.

Once we had around 70 ideas and we had fairly exhausted our thoughts we stopped.

The role of the facilitator was to ensure that everyone offered ideas, that no one dominated. Collectively we put the words into groups and labelled these groups.

We took ONE theme and put it on a triple A1 sheet of paper.

We drew, collectively, a mind map still trying to generate ideas.

Finally, from these ideas the person whose problem it had been was invited to see if any answers had been offered.

The solution that was of most interest was indeed something that would not otherwise been thought of.

REFERENCE

Whiting (1958), Taylor (1962), de Bono (1970), Rickards (1974) and VanGundy

Creative Problem Solving : Finger Painting

B822 Techniques Library : Drawing

Tried on Day Two of Residential School

Finger painting

My turn to bring a problem to the sub-group and to use ‘drawing’, which in this case was finger painting. I took an non-work problem, of lack of swimming teachers for a planned swimming session expressed as blobs of various colours.

* Needed to let go more before hand to conjure up an abstract image of the problem.

* Became too left brain by explaining rather than simply expressing. I should have suspended judgement more. Could have associated with words.

The painted response removed a gate/fence, turned sad faces into sun’s and put a fish in the water with the swimmers. The perceived problem of swimming teaches locked away became a trip to the beach (good if you. Can plan in advance).

A table used for validation was successful, cross-referencing multiple pool related features to see what this offered in the way of an answer.

* There are other ways to use images to prompt comments.

* Could have created a rich picture (even hired a cartoonist or artist to do this).

To cluster or aggregate the ideas this chart was used (akin to those mileage charts in the back of an atlas). Objects/themes could then be matched and mis-matched for possible combinations and insights.

‘For many of us drawing a picture is closer to how our thoughts grow naturally’.

REFERENCE

Adapted from: Miller, W.C. (1987) The Creative Edge: Fostering Innovation Where You Work, Reading, MA, Addison-Wesley, pp. 91-5

Creative Problem Solving Techniques Library: Why? Repeatable questions

Asking why?

Repeatedly drives parents nuts; I asked it all the time. ‘Because I say so’. Was too often the response.

In business we are asked to repeat this question over and over again. I have experience of it. Decades ago a manager at Krison Printing in North London used it, citing Dexion and how by repeatedly asking ‘why?’ to a problem the inventor came up with some shelving system (or was it pallets?)

It can be made less irritating by setting it in the following parameters:

  • Causation
  • Membership
  • Sequence
  • Frame

The commonest questions are:

  • Why else?
  • Who else?
  • What else?
  • Where else?

REFERENCE

Based on VanGundy, A.B. (1988) Techniques of Structured Problem Solving, 2nd ed., Van Nostrand Reinhold, Techniques 3.04, 3.05, 3.10 pp. 49-67, passim.

B822 Techniques Library : Bunches of bananas

B822 Techniques Library : Bunches of Bananas

Bringing out the bananas is one approach, otherwise it could be a well placed joke or image.

Lateral thinking techniques are often as much about reducing excessive left-brain attention.

20120116-000611.jpg

1) Are there signs of stuckness?
2) Bring out the ‘bunches of bananas’ or some such to help unstick.
3) N.B. just as with a comedian it is just as much about delivery.

As I reflect on an intense three days I co Luce that our tutor threw in many bananas though rarely signalled that he was doing so. I recall at the end of a sequence in which we were creating a mind-map that I wrote in the uninspired ‘KPIs’ to which he added ‘nuts’. Playing some choral music and inviting us to state the language was another. I had heard North American Native, Inuit or Sami and eventually suggested, correctly, that it was

Basque.

%d bloggers like this: