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Category:Creativity_Techniques

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1

Category:Creativity Techniques
From Mycoted
Jump to: navigation, search
Creativity Techniques - an A to Z
This page is a category. It makes a table
of contents of the pages in this "group".

Subcategories
There are 5 subcategories to this category.
I
Idea Generation
Idea Implementation
Idea Selection
P
Problem Definition
Processes

To add a page to this Category:

go to that page
click the edit tab
put this in the page:
[[Category:Creativity Techniques]]
The page will then be listed here!
This is a general category of Creativity and
Innovation Techniques, simply listed in
alphabetical order. Like most tools these
creativity techniques all have their good and
bad points. I like to think of these creativity
techniques as tools in a toolbox in much the
same way as my toolbox at home for DIY. It
has a saw, spanner, hammer, knife and all sorts
of other things in it, they are all very useful,
but you have to pick the right tool (creativity
technique) for each job. We will try and
provide a little guidance along with each tool
to let you know whether it's best used for
cutting paper or putting in nails.
For the future, the aim is to also have subcategories which will identify Techniques for;
Problem Definition - including problem
analysis, redifinition, and all aspects
associated with defining the problem clearly.
Idea Generation - The divergent process of
coming up with ideas.
Idea Selection - The convergent process of
reducing all the many ideas into realistic
solutions
Idea Implementation - Turning the refined
ideas in reality.
Processes - Schemes and techniques which
look at the overall process from start to finish
(or at least 3 of the above 4 areas)..
Special thanks to the Open University for their
kind permission to use material from their
publication B822.
2

Articles in category "Creativity Techniques"

There are 183 articles in this category.7

Dialectical Approaches
Dimensional Analysis
Disney Creativity Strategy
Do Nothing
Drawing

7 Step Model
A
AIDA
ARIZ
Advantages, Limitations and Unique Qualities
Algorithm of Inventive Problem Solving
Alternative Scenarios
Analogies
Anonymous Voting
Assumption Busting
Assumption Surfacing
Attribute Listing

E
Escape Thinking
Essay Writing
Estimate-Discuss-Estimate
Exaggeration
Excursions
F
Factors in selling ideas
False Faces
Fishbone Diagram
Five Ws and H
F cont.
Flow charts
Focus Groups
Focusing
Force-Field Analysis
Force-Fit Game
Free Association
Fresh eye

B
Backwards Forwards Planning
Boundary Examination
Boundary Relaxation
BrainSketching
Brainstorming
Brainwriting
Browsing
Brutethink
Bug Listing
BulletProofing
Bunches of Bananas

G
Gallery method
Gap Analysis
Goal Orientation
Greetings Cards

C
CATWOE
Card Story Boards
Cartoon Story Board
Causal Mapping
Charette
Cherry Split
Chunking
Circle of Opportunity
Clarification
Classic Brainstorming
Collective Notebook
Comparison tables
Component Detailing
Concept Fan
Consensus Mapping
Constrained BrainWriting
Contradiction Analysis
Controlling Imagery
Crawford Slip Writing
Creative Problem Solving - CPS
Criteria for idea-finding potential
Critical Path Diagrams

H
Help-Hinder
Heuristic Ideation Technique
Hexagon Modelling
Highlighting
I
Idea Advocate
Idea Box
Ideal Final Result
Imagery Manipulation
Imagery for Answering Questions
Imaginary Brainstorming
Implementation Checklists
Improved Nominal Group Technique
Interpretive structural modeling
Ishikawa Diagram
K
KJ-Method
Keeping a Dream Diary
Kepner and Tregoe method

D
DO IT
Decision seminar
Delphi

Laddering
Lateral Thinking
Listing
Listing Pros and Cons

RoleStorming
S
SCAMMPERR
SCAMPER
SDI
SODA
SWOT Analysis
Sculptures
Search Conference
Sequential-Attributes Matrix
Similarities and Differences
Simple Rating Methods
Simplex
Six Thinking Hats
Slice and Dice
Snowball Technique
Soft Systems Method
Stakeholder Analysis
Sticking Dots
Stimulus Analysis
Story Writing
Strategic Assumption Testing
Strategic Choice Approach
Strategic Management Process
Successive Element Integration
SuperGroup
SuperHeroes
Synectics
Systematic Inventive Thinking

M
Metaplan Information Market
Mind Mapping
Morphological Analysis
Morphological Forced Connections
Multiple Redefinition
N
NAF
NLP
Negative Brainstorming
Nominal Group Technique
Nominal-Interacting Technique
Notebook
O
Observer and Merged Viewpoints
Osborn's Checklist
Other Peoples Definitions
Other Peoples Viewpoints
P
PDCA
PIPS
PMI
Paired Comparison
Panel Consensus
Paraphrasing Key Words
Personal Balance Sheet
Pictures as Idea Triggers
Pin Cards
Plusses Potentials and Concerns
Potential Problem Analysis
Preliminary Questions
Problem Centred Leadership
Problem Inventory Analysis - PIA
Problem Reversal
Progressive Hurdles
Progressive Revelation
Provocation

T
TILMAG
TRIZ
Talking Pictures
Technology Monitoring
Think Tank
Thril
Transactional Planning
Trigger Method
Trigger Sessions
Tug of War
U
Using Crazy Ideas
Using Experts

Q
Q-Sort
Quality Circles

V
Value Brainstorming
Value Engineering
Visual Brainstorming
Visualising a Goal

R
Random Stimuli
Rawlinson Brainstorming
Receptivity to Ideas
Reframing Values
Relational Words
Relaxation
Reversals

W
Who Are You
Why Why Why
Wishing
Working with Dreams and Images

7 Step Model
From Mycoted
Plan

Describe the problem.Look for the

changes required, tighten the definition to
accurately describe the problem.
Describe the current process.Create a
flowchart of the current process and use
performance measures to validate it.
Identify and verify the root
causes.Construct a cause & effect diagram,
review and identify the root cause.
Develop a solution and action
plan.Generate potential solutions, rank
these and then generate the tasks to deliver
the solution.Construct a details plan.

Do

Implement the solution.Communicate the

plan and review the plan regularly
amongst all concerned.

Check
Review and Evaluate.Use the performance
measures identified in step 2 to review and
evaluate the results of the change.
Act
Reflect and act on what you have learnt.
Asess the problem solving process to
obtain lessons learnt.Continue the
improvement process where needed.

the other slips to identify any pairs of

solutions that cannot coexist. Draw a 'barline' linking the two members of each such
incompatible pair of solutions. Then all
solutions in different problems that are not
barred are free to be combined.
2. Create a solution tree: Create a treediagram that displays all compatible
combinations of solution options. Remove
any incompatible branches. The remaining
solutions can now be compared against
agreed criteria like any other set of
solutions.

AIDA
From Mycoted
AIDA (Analysis of Interactive Decision Areas Luckman, Operational Research Quarterly, 1967;
Friend and Hickling, Planning Under Pressure:
The Strategic Choice Approach by John Friend
and Allen Hickling, 1987) is used when you have
several inter-connected problems where the
solution choices for one will affect the solution
choices for another. You therefore need to evaluate
the solutions as a group, but the number of
theoretically possible group combinations may be
large. AIDA identifies combinations that cannot
coexist and can therefore be eliminated, hence
substantially reducing the number of combinations
you need to compare.

Retrieved from "http://www.mycoted.com/AIDA"

Assuming that you have already got a list of

problems, and have identified possible solutions
for each. Then:
1. Identify any problems that do not interact:
Draw a matrix with the problem names on
each axis (e.g. 5 problems need a 5x5
matrix); delete the diagonal and the
bottom triangle, to leave one cell for each
different problem pair. Mark each cell 'X'
if any of the solutions in the pair of
problems the cell represents cannot coexist. Remove from AIDA any problems
with a blank row in this matrix; these have
no interactions, and you can work with
them independently.

P1 P2 P3 P4 P5
P1 x
P2
P3
P4
P4

x
x
x
x

1. Identify incompatible pairs of solutions:

Write each remaining problem with its
solutions, on a large Post-it slip (e.g. 4
problems give four slips). Stick them on a
large working area (e.g. a white-board).
Go through each solution on each slip,
checking it against every solution on all

Advantages, Limitations and Unique Qualities

From Mycoted
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Algorithm of Inventive Problem Solving
This is a relatively straightforward idea evaluation
technique, although it can be used in idea
generation.
Select one of the ideas / possible solutions.
Brainstorm as many advantages of this as you can
Once you have got to a limit oon advantages, try
and Brainstorm all the dissadvantages
Swap mindset again, to try and find all the unique,
new or unusual qualities about this idea / solution.
See also Plusses Potentials and Concerns and
Receptivity to Ideas

Advantages,
Limitations and
Unique Qualities
From Mycoted
Jump to: navigation, search
This is a relatively straightforward idea
evaluation technique, although it can be used
in idea generation.
1. Select one of the ideas / possible
solutions.
2. Brainstorm as many advantages of this
as you can
3. Once you have got to a limit oon
advantages, try and Brainstorm all the
dissadvantages
4. Swap mindset again, to try and find all
the unique, new or unusual qualities
about this idea / solution.
See also Plusses Potentials and Concerns and
Receptivity to Ideas

Algorithm of
Inventive Problem
Solving

From Mycoted

Contradictions, by working first with

the technical contradiction, then the
physical contradiction
Resources of the system
Scientific effects
S-field modeling and Standard
Solutions

the 40 Principles
Jump to: navigation, search

It is important to note that ARIZ is more than

50% problem reformulation! It is only through
this guided reformulation that complex
problems can be solved.

ARIZ (russ. acronym of

) - Algorithm of
Inventive Problems Solving (ARIZ) is list of
(about 85) step-by-step procedures that
incrementally evolves a complex problem to a
point where it is simple to solve.

[edit]

Framework for ARIZ

Complex problems cannot be solved in just

two steps. For those problems which are so
complex, that they cannot be solved with any
other tools, TRIZ includes the algorithm to
follow which will facilitate the problemsolving process. ARIZ is not an equation, but
rather a multi-step process asking you a series
of questions that integrates different pieces of
TRIZ.

There are the nine classic steps (and the

number of sub-steps vary from version to
version of ARIZ). The three macro level
processes with their respective nine "Classic"
parts are:
I. Restructuring of the Original Problem
1. Analyze the System
2. Analyze the Resources
3. Define the Ideal Final Result and
Formulate the Physical Contradiction

ARIZ is a very "solution neutral" process: i.e.,

it takes preconceived solutions out of the
problem statement. It starts you at a position
that assumes the nature of your problem is
unknown. ARIZ reacquaints you with your
problem by allowing you to see your problem
with a fresh pair of eyes.

II. Removing the Physical Contradiction

1. Separate the Physical Contradiction
2. Apply the Knowledge Base: Effects,
Standards, and Principles
3. Change the "Mini-Problem"

ARIZ features:

is a process of problem reformulations

is logical and disciplined
continually reinterprets the problem
is the main TRIZ method for solving
conflicts

III. Analyzing the Solution

1. Review the Solution and Analyze the
Removal of the Physical Contradiction
2. Develop Maximum Usage of the
Solution
3. Review All the Stages in ARIZ in
"Real Time" Application

ARIZ utilizes:

Ideality for an understanding of the

Ideal Final Result (IFR) (or Ideal
Solution) to the problem

ARIZ is used to solve very complicated

invention problems, where other tools of TRIZ
(Su-field analysis, 40 inventive principles,
etc.) are not aplicable.
9

[edit]

10

Scenario story lines emerged for 'As at

present', 'Heated', 'Belt Tightening' and
'Isolation'.
4. With the scenarios in hand, identify
business opportunities within each
scenario.
5. Examine the links and synergies of
opportunities across the range of
scenarios. This would help you to
formulate a more realistic strategy for
investment.

Alternative Scenarios
From Mycoted
Scenarios are qualitatively different
descriptions of plausible futures. They can
give you a deeper understanding of potential
environments in which you might have to
operate and what you may need to do in the
present. Scenario analysis helps you to
identify what environmental factors to monitor
over time, so that when the environment shifts,
you can recognize where it is shifting to.
Thinking through several scenarios is a less
risky, more conservative approach to planning
than relying on single forecasts and trend
analyses. It can thus free up management to
take more innovative actions.
Scenarios are developed specifically for a
particular problem. To begin developing
scenarios:
1. State the specific decision that needs to
be made.
2. Identify the major environmental
forces that impact on the decision. For
example, suppose you need to decide
how to invest R & D funds in order to
be positioned for opportunities that
might emerge by the year 2010. The
major environmental forces might
include social values, economic growth
world-wide and international trade
access (tariffs etc.).
3. Build four scenarios based on the
principal forces. To do this, use
information available to you to identify
four plausible and qualitatively
different possibilities for each force.
Assemble the alternatives for each
force into internally consistent 'stories',
with both a narrative and a table of
forces and scenarios. Build your
scenarios around these forces. For
instance, a mid-western bank used
scenarios to stimulate new ideas for
maintaining a strong consumer-lending
business in upcoming deregulation.
11

4. Describe the analogue, including active

aspects (such as how it works, what it
does, what effects it has, how it is
used) as well as passive aspects (size,
position, etc.).
5. Use this description to suggest ideas
relevant to your problem. Does the
analogue have features you can use
directly? Do the differences suggest
other ways of looking at your
problem?

Analogies
From Mycoted
You use an analogy when you say that
something is like something else (in some
respects but not in others). For example: a
jumbo jet is like an albatross in that they both
fly, they both have wings, they can both travel
for a long way without landing, and both can
sense where they are going; but they are
unlike in that they have different means of
propulsion, are made of different materials,
etc.

Analogies can be:

Analogies are a key feature of many

approaches to creativity. For instance, they
were central to the earlier forms of Synectics
and they are an important element in various
types of Excursion. The term bionics has been
used to describe the systematic use of
biological and botanical analogies to solve
novel engineering problems.

Often analogies are used very informally:

'This problem makes me think of X (analogy)
- that suggests to me that maybe we could try
Y (idea drawn from analogy X)'. But the
underlying logic will be along these lines:

1. Identify what it is you want ideas for,

and try to find a core verb phrase that
captures the essential functional nature
of what you are looking for - e.g.:
'How to make X'. 'How to prevent Y',
'How to speed up Z', 'How to become
better at A'.
2. For each verb phrase generate a list of
items (people, situations, objects,
processes, actions, places, etc.) that is
'like' it in some way - e.g. analogies to
'making X' (having a baby, making a
pudding, the Genesis creation story, a
robot car factory, ...etc.).
3. Pick one of these analogies that seems
interesting - preferably where the verb
phrase and analogy are from different
domains - e.g. a biological analogy for
a mechanical problem.

Close / direct: A straight functional

parallel e.g. selling science is like
selling baked beans or the human arm
is like an anglepoise lamp.
Fantasy: What is the image that comes
into your mind if you were to solve it
in your wildest fantasy or within some
other cartoon / fantasy world.
Remote and/or surprising: 'Selling
widgets' is like 'Steering an elephant'.
These analogies are more likely to
challenge assumptions and lead to new
insights and ideas - but the parallels
they suggest are unlikely to have much
'rational' status. In the extreme, they
merge into the use of Random stimuli.
Personal / component: Here you
become a component in the system. eg.
if you are looking at how to get shells
to more accurately hit the target, think
of yourself as the tip of the shell.

Techniques of Structured Problem Solving,

Van Nostrand Reinhold;

12

cards, shuffles them, and tallies the

votes on a flip-chart by idea number. In
this way, the vote remains anonymous.
5. Notice that using numbers for serial
list position and letters for rank order
avoids the risk of confusing a list
position with a rank, as might happen
if numbers were used for the rank. If
you prefer to use numbers for the rank
order, you could avoid confusion by
using different number ranges. For
instance, if you use 1-9 for ranks and
start your serial numbering from 10,
there can be no confusion.

Anonymous Voting
From Mycoted
The reason for using anonymity in a creativity
method is to encourage participants to feel
safe enough to take creative risks. It is useful
for groups that have significant pressures or
anxieties between participants. It is a basic
feature of all nominal group methods and is an
excellent way of protecting people against
accidental or unintentional inter-personal
pressures, in climates where there is basic
goodwill towards differences of viewpoint,
and a commitment to respecting them.
Methods such as Anonymous Voting cannot
offer a particularly robust form of anonymity,
and in climates where there is a serious risk of
bullying or significant levels of paranoid
anxiety, this method could lead naive
participants to exposing themselves to
unacceptable risks, particularly when they
return to the outside world. Facilitators need
to be clear that the levels of risk they are
asking participants to take are realistic. (There
are software systems such as "Group Works"
which offer much better anonymity.)
The method assumes that you start with a
publicly visible list of perhaps 30-100 serially
numbered ideas from some idea generation
process.
1. The leader indicates the length of
short-list each member is to produce
(usually ca. 5-9 items 10-15% of the
number of ideas on the list), and the
ranking convention (e.g. A is most
preferred, followed by B, C, etc.).
2. Members privately select their own
short-list of ideas. They write each idea
they select on a card with its serial list
number.
3. They decide how they want to order
the ideas on their short list, and write
the appropriate rank letter (A, B,
C, etc.) on each card.
4. The cards are handed in face down to
the leader, who gathers everybodys
13

Assumption Busting
1. List assumptions
o List all the assumptions,
especially the obvious ones that
you would not consider
challenging...
2. Challenge assumptions
o test each assumption. Ask
under what conditions it would
not be true..
o You will start to make
assumptions as you challenge
some assumptions, simply add
these to the list, and challenge
them later.
3. Find several ways in which you can
force the assumption to be true.
o This is the opposite way of
challenging the assumtion from
2.

14

Assumption
Surfacing

The assumptions in the high impact cells are

those that the user sees as largely justifying
their actions. Are they over-estimating them?
What could change these assumptions? What
benefits would there be and for whom?

From Mycoted

The assumptions in the low impact cells are

seen as less critical, but it might be worth
checking this out are they being underestimated?

The aim of this technique is to make

underlying assumptions more visible.
1. Identify a particular choice you have
made, and ask yourself why you feel it
is the best choice i.e. what
assumptions guide this choice.
2. List the assumptions, and beside each
write a counter-assumption - not
necessarily its negation, but the
opposite to the issue it represents.
3. Work down the list and delete
ineffective assumption/counterassumption pairs i.e. where it would
make little difference to your choice
whether the assumption or the counterassumption were actually the case.
4. Assess each of the remaining
assumptions in terms of high or low
potential impact (how critical is its
truth to justifying your pattern of
behaviour?) and high or low
plausibility (how confident are you that
it is, in fact, true?).
5. Plot the assumptions on a 2x2 matrix
(high/low impact on one axis, high/low
plausibility on the other).

Plausibility
Low
High
Most
High medium
serious
Potential
impact
Least
Low
medium
serious
High impact/high plausibility assumptions are
clearly the most crucial, but high impact/low
plausibility assumptions need to be taken
seriously, in case they turn out to be true, so
check them out if you can.

15

Attribute Listing

Unfortunately, classic Attribute Listing offered

no advice about the combinatorial explosion
that occurs as the number of attributes and
alternatives increases. If you have N attributes
and each could be achieved in M alternative
ways, there are MN combinations so even
with only 5 attributes, each with only 4
alternatives, you already have over 1000
logically different combinations! The designer
is left to explore different possible
combinations using imagination and intuition.

From Mycoted
Attribute listing is a technique from the early
1930's which

takes an existing product or system,

breaks it into parts,
identifies various ways of achieving
each part, and then
recombines these to identify new forms
of the product or system.

Using randomly chosen combinations to

stimulate ideas: If you prefer a more
mechanical and less intuitive way of using this
array of alternatives, you could generate
provocative combinations by working through
each attribute in turn and picking one of the
ways of achieving that attribute at random
(e.g. with dice). You can then use this either as
a random stimulus to trigger more ideas (cf.
Random Stimuli) or you can attempt a form of
constructive evaluation by identifying what
would be good about it, and what problems it
would create (e.g. Plusses, potentials and
concerns, or Receptivity to ideas). This
process of generating random combinations
and then using them to stimulate ideas can be
repeated ad lib.

It has many variants, and is an important

precursor to techniques such as Morphological
Analysis and Value Engineering.
A new kind of pen or project management
method probably has much the same major
functional elements as any other kind of pen
or project management method, but with some
important difference in the way the elements
are achieved or put together. So to generate a
new way of doing something, you could list all
the key attributes of current approaches, and
try to improve on some of them. So:
1. Identify the product or process you are
dissatisfied with or wish to improve.
2. List its attributes. For a simple physical
object like a pen, this might include:
Material, Shape, Target market,
Colours, Textures, etc.
3. Choose, say, 7-8 of these attributes that
seem particularly interesting or
important.
4. Identify alternative ways to achieve
each attribute (e.g. different shapes:
cylindrical cubic, multi-faceted.),
either by conventional enquiry, or via
any idea-generating technique.
5. Combine one or more of these
alternative ways of achieving the
required attributes, and see if you can
come up with a new approach to the
product or process you were working
on.

The combinatorial problem is explored more

fully in later developments such as
Morphological Analysis.
[edit]

References

16

R. C. Crawford, The Techniques of

Creative Thinking, 1954
M. Morgan, Creating Workforce
Innovation, Business and Professional
Publishing, 1993

" I could finish that painting I

want to hang in the living room"

Backwards Forwards
Planning

Working the other way, what benefits would

you also have if you could get to the shops
may lead to;

From Mycoted

" I could have a look at some

clothes whilst I was there."
" I could enjoy some retail
therapy" and
" I could call in on my friend for
a chat since they live near the
shop."

Backwards forwards planning is a process to

help you define the problem, and make sure
you are not in tunnel vision where you can't
see the real problem because of the close
problem you think is biting you. The process
has three stages.

You now have 7 potential problem statements

to choose from, it may be that your original
statement is the problem to be solved, or it
may be that "How to find time to complete the
picture I'm painting" is more important to you.

1. Write down the short version of the

problem, preferably starting with
"How to"
2. If you were to solve the problem in
statement 1, what higher level problem
would it also solve? Write this down.
Continue asking what higher level
problem it solves and writing them
down. Try to obtain at least 3
statements.
3. Going back to statement 1, ask what
other benefits would flow from it, if it
were a solution. Make sure these are
different from those in stage 2.

See also Chunking

You can then look at the various definitions

and decide which is the most appropriate
statement of the problem.
As an example, you are at home, your car is at
the garage for repairs and you feel you really
need to go and do the food shopping. Your
first statement might be;
"How to get into the shops."

If you were to work down the list of additional

problems this would solve you might write
down
"I could get all the food and
drink for the week"

Followed by
" I could relax and not worry any
more about where the food was"

Which may lead you to

17

Boundary
Examination

Boundary Relaxation
From Mycoted

From Mycoted

The problem boundary is defined here as the

imaginary line between what a problem is,
must be, should be, or could be, and what it
isnt, mustnt be, shouldnt be, or couldnt be.
This approach works in two stages: first, by
identifying the elements of the boundary; then
seeing how far they can be loosened.

Boundary examination offers a refinement of

problem definition. It is similar to
paraphrasing key words and ((Boundary
Relaxation|Boundary Relaxation)). Defining a
problem gives a clear task to focus on. The
definition highlights some features of the
situation as being particularly relevant, and
plays down others as largely irrelevant. The
problem boundary is the notional 'container',
which separates highly relevant features
(inside the boundary) from less relevant ones
(outside the boundary).

See also Multiple Redefinition and Boundary

Examination.
[edit]

Identifying the boundary

The problem definition, and what is relevant

or not, often evolves as your understanding of
the situation develops. If the boundary has
been provided for you (e.g. because someone
else has defined the problem for you) it will
reflect their biases and concerns as well as
your own, and the boundary setting may itself
be part of the problem. It is easy for the area
outside the boundary to become ignored
background. This simple method from De
Bono (1982) is designed to bring potentially
relevant aspects back into awareness.

The boundary can be identified and defined by

a number of different techniques;

By stating what the issues isn't: Take

each significant term in a problem
statement and define it more clearly by
saying what it is not, for example:

How to design
not
guess, make up, draw
a handset
not
hands free, remote
to replace
not
alter, modify, change colour..
the telephone
not the
radio, pager, computer...
Research: Boundary conditions not

1. Write down an initial statement of the

problem.
2. Underline key words
3. Examine each key word for hidden
assumptions. A good way to do this is
to see how the meaning of the
statement changes if you replace a key
word by a synonym or near synonym.
4. Having explored how the particular
choice of key words affects the
meaning of the statement, see if you
can redefine the problem in a better
way.
5. The aim is not necessarily to change
the position of the boundary but rather
to understand more clearly how the
wording of the problem is affecting our
assumptions about the boundary.

18

mentioned in the problem statement

may often be found by researching or
generally asking around. Sometimes
you may need to read between the
lines.
Checklists: Similar problems often
share similar boundaries, so checklists
can be helpful. For instance, most
managerial problem solving has to
work within upper (and sometimes
lower) limits of:
o approval authorization, legality,
regulations, due process
o resources money, skill, people,
time, equipment

prior investments structure,

plant, suppliers, markets, image

o Acceptability levels of
intrusion, change, spread of
information
o Involve mentor non-alienation
staff, customers, stakeholders,
etc.
Boundary Brainstorming: You can use
brainstorming and nominal group
methods to generate lists of issues or
components that might be inside the
problem boundary, outside it but in the
near environment, and remoter from it.
Check them with people involved in
the problem, and define the boundary
by sorting these items into those
definitely inside the boundary,
definitely outside it and possibly
negotiable.
o

[edit]

Relaxing the boundaries

Once a boundary feature has been identified
clearly, then it is usually relatively simple to
ask yourself and/or others involved: Would it
help if this part of the boundary could be
altered in some way and if so, how and
when?
It may be easier to get temporary shifting of a
boundary by discreetly bending it and
making sure nothing goes wrong, than by
trying to get formal permission to alter it. As is
often the case it is easier to ask for
forgiveness than for permission.

19

BrainSketching
From Mycoted
This technique (VanGundy, Techniques of
Structured Problem Solving, 1988) is a
BrainWriting technique and a variant on Pin
Cards, but you pass evolving sketches rather
than growing written lists of ideas around the
group. As usual with most brain-writing
techniques, only limited facilitation skill is
needed.
1. A group of 4-8 people sit around a
table, or in a circle of chairs. They
need to be far enough apart to have
some privacy. The problem statement
is agreed, and discussed until
understood.
2. Each participant privately draws one or
more sketches (each on separate sheets
of paper) of how it might be solved,
passing each sketch on to the person on
their right when it is finished. The
facilitator suggests that sketches
should not take more than 5 minutes or
so to draw.
3. Participants take the sketches passed
on to them and either develop or
annotate them, or use them to stimulate
new sketches of their own, passing the
amended original and/or any new
sketches on to their neighbour when
ready.
4. After the process has been running for
a suitable period and/or energy is
running lower, the sketches are
collected in.
5. It will probably help to display all the
sketches and to discuss them in turn for
clarification and comment.
Then move on to any appropriate
categorisation, evaluation and selection
process.

20

21

Classic Brainstorming
From Mycoted
Jump to: navigation, search

Brainstorming
Brainstorming was introduced by Alex Osborn,
founder of the Creative Education Foundation and
co-founder of the ad firm BBDO. The term
Brainstorming has become a commonly used word
in the English language as a generic term for
creative thinking. The basis of Brainstorming is a
generating ideas in a group situation based on the
principle of suspending judgment - a principle
which scientific research has proved to be highly
productive in individual effort as well as group
effort. The generation phase is separate from the
judgment phase of thinking.

Arrange the meeting for a group of the right size

and makeup (typically 4-8 people)
Write the initial topic on a flipboard, whiteboard or
other system where everyone can see it. The better
defined, and more clearly stated the problem, the
better the session tends to be.
Make sure that everyone understands the problem
or issue
Review the ground rules
Avoid criticising ideas / suspend judgement. All
ideas are as valid as each other
Lots, Lots & Lots - a large number of ideas is the
aim, if you limit the number of ideas people will
start to judge the ideas and only put in their 'best'
or more often than not, the least radical and new.
Free-wheeling. Don't censor any ideas, keep the
meeting flow going.
Listen to other ideas, and try to piggy back on
them to other ideas.
Avoid any discussion of ideas or questions, as
these stop the flow of ideas.
Have someone facilitating to enforce the rules and
write down all the ideas as they occur (the scribe
can be a second person)
Generate ideas - either in an unstructured way
(anyone can say an idea at any time) or structure
(going round the table, allowing people to pass if
they have no new ideas).
Clarify and conclude the session. Ideas that are
identical can be combined, all others should be
kept. It is useful to get a consensus of which ideas
should be looked at further or what the next action
and timescale is.
Retrieved from
http://www.mycoted.com/Classic_Brainstorming

One of the problems I find, is that there are many

variants of Brainstorming, although the basic rules
are the same.
Classic Brainstorming goes over the typical rules
and method of brainstorming. Others include;
Rawlinson Brainstorming
Imaginary Brainstorming
Trigger Sessions
Brainwriting

22

Rawlinson
Brainstorming

Imaginary
Brainstorming

From Mycoted

From Mycoted

Rawlinson Brainstorming is useful varient of

Brainstorming for untrained groups because
there is no interaction between group
members, all ideas are directed towards the
facilitator/scribe
the problem owner simply describes in
a headline the problem, he then gives
simple background on routes he has
tried and have failed, and what would
represent an ideal solution
the resource (i.e.... all other
participants) are invited to have a
creative warm-up session and then
offer solutions to the problem as two
word descriptors
the problem owner focuses on those
ideas that give him new viewpoints

Imaginary Brainstorming is like Classic

Brainstorming, but with a slight twist. The
ground rules etc. are the same, the differences
are;

See also: Brainstorming

When defining the problem make sure

that it has
o a subject - who is acting
o a verb - the action
o an object - who / what is being
acted upon.
Perform a ((classic brainstorming))
session
Define the essential elements of the
problem, and identify which of the
elements above (1) is the most directly
tied to a successful solution.
Propose imaginary replacements for
the other elements. e.g.

Original
problem

Suggested replacements

How do

How do / does

we

Children,
The PM,
Donald Duck,
Teachers

write a bid

Build a house,
Earn a Million,
get drunk

in half the normal time?

(This element is kept as the
essential element.)
Formulate a new problem statement,
substituting one of the imaginary
elements.
Brainstorm ideas for the imaginary
problem
Apply ideas from the imaginary
brainstorming back to the real problem
statement.

in half the
normal time?

23

Analyse all of the ideas (real,

imaginary and combined) and take
forward those of most interest.

Trigger Sessions
Trigger Sessions are a good way of getting
lots of ideas down from untrained
resources.
The Problem owner defines the problem
Each member of group writes down his
ideas in shorthand (2 minutes only)
One member reads out his list - others
silently cross out ideas read out and write
down Hitch-hiked ideas
The second member reads out his list of
ideas not already covered, followed in turn
by other members
The last member reads out his original list
and his Hitch-hiked list and procedure is
repeated counter current (ie, if there are 6
folk, the order goes
1,2,3,4,5,6,5,4,3,2,1,2,3,4,5,6...)
A good group will be able to manage
severn passes. Everones paper is then
collected and can be typed up into a single
list of ideas - all duplicates should have
been crossed out during the session.

24

Brainwriting

worksheet to the person on your right. You

then add three more ideas. The process
continues until the worksheet is completed.

From Mycoted

There will now be a total of 108 ideas on the 6

worksheets. These can now be assessed.

BrainWriting is a technique similar to

Brainstorming and Trigger Sessions. There are
many varieties, but the general process is that
all ideas are recorded by the individual who
thought of them. They are then passed on to
the next person who uses them as a trigger for
their own ideas. Examples of this include;

[edit]

Idea Card Method

Each person, using Post-it notes or small
cards, writes down ideas, and places them next
to the person on his or her right. Each person
draws a card from there neighbours pile as
needed for inspiration. Once the idea has been
used, it is passed on to the person on the right
along with any new, variations or piggybacked
ideas.

BrainWriting Pool
Each person, using Post-it notes or small
cards, writes down ideas, and places them in
the centre of the table. Everyone is free to pull
out one or more of these ideas for inspiration.
Team members can create new ideas,
variations or piggyback on existing ideas.

[edit]

BrainWriting Game

[edit]

This method is set in the form of a lighthearted competitive game. Creativity methods
normally avoid competition because it tends to
be divisive. However, as long as the game
atmosphere is fun rather than overly
competitive, and the facilitator ensures that
there are no significant losers, the game
format might be useful, particularly in training
contexts where winning and losing are likely
to be less of an issue and both can be used to
provide teaching material.

BrainWriting 6-3-5
The name Brainwriting 6-3-5 comes from the
process of having 6 people write 3 ideas in 5
minutes. Each person has a blank 6-3-5
worksheet (below)
Problem Statement: How to...
Idea 1

Idea 2

Idea 3

1
2

The game will take a little longer than some

other brainwriting techniques. Very little
facilitation skill is needed. The structure is as
follows:

3
4
5
6

1. Display the problem statement, and

explain that the winner of the game is
the one who devises the most unlikely
solution.
2. The facilitator sells each group
member an agreed number (say 10) of
blank, serially numbered cards at, say,
10p each, pooling the money to form
the prize. Each group member signs a

Everyone writes the problem statement at the

top of their worksheet (word for word from an
agreed problem definition). They then write 3
ideas on the top row of the worksheet in 5
minutes in a complete and concise sentence
(6-10 words). At the end of 5 minutes (or
when everyone has finished writing) pass the
25

3.

4.

5.

6.

7.
8.

receipt that records the serial numbers

of their set of cards.
Members try to think of utterly
implausible solutions, writing one per
card. The cards are then put up on a
display board.
Members now have (say) 15 minutes
to silently read all the solutions, and to
append to them (on further unnumbered cards or Post-its) ways in
which they could be converted into a
more practical way of solving the
problem (so reducing that ideas
chances of winning).
Each member then has two votes (e.g.
two sticky stars) to vote for what s/he
now considers to be the most
improbable idea on the numbered
cards. The idea that attracts most votes
wins the pooled money.
Form two sub-groups, give half the
cards to each, and give each group
(say) 15 minutes to develop six viable
solutions from their cards.
Each sub-group tries to sell their
ideas to the other sub-group.
Everyone comes together and agrees
on the best ideas overall.

member. After reviewing this new list

s/he has just selected, s/he adds more
ideas.
4. Repeat until ideas are exhausted. No
discussion at any stage.
[edit]

Varying the level of constraint

Cued brainwriting: For mild constraint, the
sheets are simply primed with one or more
starting ideas (e.g. SWOT's, issues) in the
required area.
Structured brain-writing: For a stronger
constraint the sheets can be formally headed,
each sheet relating to a particular issue or
theme, with participants being asked to keep
the ideas they contribute on each sheet
relevant to the issue in the heading on that
sheet.
See Card Story Boards, for another way of
directing idea generation.

[edit]

Constrained BrainWriting
On a number of occasions you may want to
constrained ideas around pre-determined
focus, rather than ranging freely. The versions
described here use the standard Brainwriting
pool technique, but bias the idea generation by
using brain-writing sheets prepared in
advance.
1. Present starter ideas: The leader
initiates the process by placing several
prepared sheets of paper in the pool in
the centre of the table (see note below).
2. Private brainwriting: Each group
member takes a sheet, reads it, and
silently adds his or her ideas.
3. Change sheet: When a member runs
out of ideas or wants to have the
stimulation of anothers ideas, s/he
puts one list back in the centre of the
table and takes one returned by another
26

trigging of the information you are

getting.

Browsing
From Mycoted
This item is about creative browsing in a
library context. However see "Using Experts"
for a very different approach to information
acquisition.
[edit]

Types of browsing
The creative use of literature very often
amounts to browsing. Although the
importance of browsing is generally
recognised, its nature appears to be little
understood. At least three kinds of browsing
have been recognised:

Purposive browsing: Where you are

deliberately seeking a defined piece of
information.
Capricious browsing: where you are
randomly examining material without
a definite goal.
Exploratory browsing: Where you are
consciously looking for inspiration.

[edit]

Factors that may support creative

browsing
I know little of the 'official' success rate of this
sort of information seeking. However, my
personal experience is that for optimal
stimulation of creative ideas:

Choose a variety of presentation styles.

Choose a selection of material over
wide subject areas.
Do it yourself - you are not going to
get the creative stimulus by asking
someone else to look for you. You can
always use someone else to refine the
ideas once you have them.
Make yourself comfortable - That way
the sub-conscious mind can happily get
on with solving those problems and
27

Brutethink
From Mycoted
Jump to: navigation, search
Brutethink is a technique by Michael
Michalko, based on Random Stimuli, and is
defined in detail in his book Thinkertoys.
The process is
1. bring in a random word into the
problem (from a dictionary, newspaper,
book...)
2. Think of things associated with the
random word
3. Force connections between the random
word, and the challenge, also between
the associated things and the challenge.
4. List all your ideas.
Retrieved from
"http://www.mycoted.com/Brutethink"

28

Bug Listing
From Mycoted
A bug list (Adams, Conceptual Blockbusting:
A Guide to Better Ideas, 1987) is simply a list
of things that bug you! It should be personal
and illuminate specific areas of need. Adams
recommends keeping it fluent and flexible,
remembering humorous and far-out bugs as
well as common ones. He suggests that if you
run out of bugs in under ten minutes, you are
either suffering from a perceptual or emotional
block or have life unusually under control! It
may well be the most specific thinking you
have ever done about precisely what small
details in life bother you; if properly done,
your bug list should spark ideas in your mind
for inventions, ideas, possible changes, etc.
Example bugs could be;

A program on TV
A piece of music
Those darn vermin by the tree outside
Beer that's served too cold
Offices that are too hot
Flavourless food
Food that has to much flavour
enhancer
Etc.

29

BulletProofing

How likely is it
to occur

From Mycoted
The bullet proofing technique aims to identify
the areas in which your plan might be
especially vulnerable:

Unlikely
Major
If it
Problem
did
occur,
it
Minor Least
would Problem serious
be:

What may possibly go wrong?

What are some of the difficulties that
could occur?
Whats the worst imaginable thing that
could occur?

There are some similarities with Potential

Problem Analysis(PPA)(Kepner and Tregoe),
Negative Brainstorming (Isaksen and
Treffinger, 1985) who suggest that What
might happen if? is a useful question to use
for looking at potential challenges.

Very
likely
Most
Serious

Although this type of exercise is necessary, it

can have the effect of lower your spirits,
looking on the black side. Should this be the
case and you feel in the need for some
cheering up try using the same technique in
reverse:

Brainstorm around enquiries such as:

What might happen if? to identify
the areas in your plan of action that
could potentially cause problems and
which have not yet been identified.
All the areas identified should be
placed on a table such as the one
below, showing how likely the event is
to occur and if it did occur, how
serious it would be for your plan.
Major problems that are very likely to
happen. If there are significant
numbers, you may first need to
priorities them so that you can focus
your effort on the most important.
Use any suitable problem-solving
method to work out ways to dealing
with them.

What could go well?

What pleasant surprises might it
deliver?
What is the best thing that could
happen?

Obviously these uplifting enquiries should be

reasonably plausible a collection of good
things that really might happen!

30

Bunches of Bananas

From Mycoted
The Bunches of bananas technique is one of
lateral thinking, reducing excessive left-brain
attention (which may be fuelling a mind set).
There are people that instinctively liven up a
sluggish meeting by being provocative, or
throwing in a bunch of bananas. Here are
some tips:

1. Consider the mood and atmosphere:

are there any signs of stuckness,
sluggishness, and inertia?
2. What could you say or do to assist the
group out of that state of stuckness.
Create bunches of bananas to suit
your own character and style.
3. Bear in mind in mind that you are
engaging in a whole-brain activity.
Just as with a comedian, it is as much
the delivery as the idea, which brings
about the effect.
4. If the group is inexperienced, the
approach may have to be appropriately
signaled: I know this is going to sound
a little crazy, but bear with me a
minute or so. Sometime you can get
out of a rut in the most unexpected
ways
5. For example, a group wanting to
market goods from the UK to Australia
exhausted all the obvious possibilities
and seemed to be stuck. Then
someone said:

Sheep? Oh, you mean for us

find large numbers of
customers who can be
influenced easily. Perhaps we
have been concentrating too
hard on too few clients.
The discussion this idea
triggered, eventually led to a
new product being marketed to
Australia.
'Bunches of bananas can come
in a variety of forms any well
placed joke or image that
captures attention when
appropriate. The simple use of
Random Stimuli of Various
Kinds can often have the same
effect.

In many ways, the actual content of the

intervention is not important. It is concerned
more with mood than with correctness of
content, although it does involve some risk
and uncertainty, as you can never foresee the
consequence the intervention will have.

We dont seem to be getting

very far. What Id like to do
would be to find a product that
every Australian sheep would
be clamouring to buy.
Although this comment could
have been met with disapproval
or polite silence, the timing of
his bunch of bananas was just
right and someone picked up
the idea:
31

Dimensional Analysis

From Mycoted

The dimensional analysis technique is a

checklist (Jensen, 1978) that relates to Five
Ws and H, and is of most use as an aide
memoir for initial exploration of a problem or
evaluating options, particularly those
associated with human relations, rather than of
a technical nature. Jensen defines a problem as
a violation of values a slightly unusual
approach that is reflected in this list:

[edit]

Quantitative (How much?)

Substantive Dimension (What?)

Commission/omission? Doing
something wrong, or failing to do
something?
Attitude/deed? Is it necessary to
change attitudes or practices?
Ends/means? Is the irritant we see the
actual problem or merely a symptom
of it?
Active/passive? Active threat or
source of irritation?
Visible/invisible? Is the problem
masked (e.g. covert human relations
issues)

Qualitative (How serious?)

Spatial Dimension (Where?)

Local/distant? Is it merely local or are

their some remote influences
Particular location(s) within a
location. Recognise the exact area
concerned.
Isolated/widespread? Is the problem
isolated or linked to several other
problem areas.

[edit]

Temporal (When?)

Singular/multiple? Is there a single

cause or are there many?
Many/few people? How many people
are affected by the problem?
General/specific? Is the problem
applicable to a broad category or very
specific sub-area?
Simple/complex? Are there several
elements to the problem with complex
interactions?
Too much/too little? Appears as a
shortage or surplus?

[edit]

[edit]

Present/Impending? Is the problem

happening or looks as though it may
happen?
Constant/ebb-and-flow? Is the
problem always there, irregular or
cyclic?

Long-standing/recent? Which are

parts are new and which are old?
32

Philosophical/surface, is it an issue
with deep values or surface
practicalities?
Survival/enrichment? Is it a live-ordie issue, or one to do with managing
quality?
Primary/secondary? What priority
does the issue have top or bottom?
What values are being violated? See
Jensens definition of a problem
(above).
To what degree are they being
violated? Qualifies previous answer.
Proper/improper values? Not all
values should be honoured.

CATWOE

Just working through CATWOE, adding each

element as you go, can lead to an unwieldy
definition. It may be better to look at which
are the important elements of CATWOE for
any given system and use the relevant sub-set.

From Mycoted
Jump to: navigation, search

See also: Criteria for idea-finding potential

and Goal Orientation; related checklists such
as Five Ws and H or Dimensional Analysis;
and concepts such as the NLP well-formed
outcome.

CATWOE is a mnemonic for a checklist for

problem or goal definition (Checkland and
Scholes, Soft Systems Methodology in Action,
1990). CATWOE is applied to the system
which contains the problem, issue or solution,
rather than to the problem or goal itself i.e.
to: A system to ... A system for ...; or A
system that .... Such a definition should
include:

[edit]

References

C The customers of the system. In this

context, customers means those who are on
the receiving end of whatever it is that the
system does. Is it clear from your definition
who will gain or lose?
A The actors, meaning those who would
actually carry out the activities envisaged in
the notional system being defined.
T The transformation process. What does the
system do to the inputs to convert them into
the outputs.
W The world view that lies behind the root
definition. Putting the system into its wider
context can highlight the consequences of the
overall system. For example the system may
be in place to assist in making the world
environmentally safer, and the consequences
of system failure could be significant
pollution.
O The owner(s) i.e. those who have
sufficient formal power over the system to
stop it existing if they so wished (though they
wont usually want to do this).
E The environmental constraints. These
include things such as ethical limits,
regulations, financial constraints, resource
limitations, limits set by terms of reference,
and so on.
33

Soft Systems methodologies in Action.

P. Checkland and J Scholes (1990)

Card Story Boards

re-stickable display area by spraying flip-chart

paper with the adhesive; the cards can then be
put in position or removed and rearranged as
you wish. One possible approach is as follows:

From Mycoted

1. The group leader describes the

problem to the participants; they then
suggest possible categories of
solutions. These are written on cards
and displayed as a row of headers.
2. The group leader selects a particular
header and participants write ideas
relating to that header on cards. These
idea-cards are displayed under the
relevant header, followed by the leader
posing provocative questions to
prompt further idea-cards under that
header. This process is repeated with
other headers, until there is an
adequate supply of ideas. If necessary,
return to Step 1 to generate further
headers, and/or add sub-header cards
under a particular header card
3. The idea cards should no be ranked via
a suitable voting method and arranged
in priority order under each header (or
sub-header). The best three in each
category are discussed further, and
ranked amongst themselves

This technique although similarly named is

quite different from the Cartoon Story Board
technique. It is an idea organizing method
using tree logic (c.f. Mind Mapping, and other
hierarchical diagrams and outlines, and Vennconvention methods such at Snowball
Technique, and KJ-Method ).
The facilitator is more able to concentrate on
idea-generation of particular topics and subtopics much more closely than is usually
possible in open-ended methods (c.f.
Constrained BrainWriting as another way to
achieve this).
Cards are laid out in a tabular format a
simple row of header cards (or possibly header
and sub-header cards as in the example
below), each with a column of idea cards
below it, perhaps with added action or
comment notes attached (index cards or Post-it
slips could be used):

Smithers (1984), of the Creative Thinking

Centre, adds a introductory problem
clarification stage by initially putting up a
header saying Purpose and then getting the
group to develop idea-cards under this header
for different aspects of the Purpose of
solving the problem. The headers for the ideageneration stage are then created as a result of
this initial stage, one group member writes the
cards, another member pins them up, allowing
the group leader to concentrate on facilitation.
FASTTRACK, a fully developed problemsolving process devised by Bauer and
Associates (1985), makes extensive use of
card story boards. They use a

Using different shaped or coloured header

cards to make them more striking is helpful.
The semi-sticky adhesive used on re-stickable
notes is available in spray-can form, so if you
want to use non-sticky cards, you can make a

34

Why? header (equivalent to Smitters

Purpose),

Miscellaneous header (for use where

there is disagreement about the
category of an idea)
Wild Card header (where all rejected
ideas are stored)
Causes header (for evaluation)
Consequences header (for evaluation)
Essential Criteria header (for
evaluation)
Solution ideas header (for evaluation)
Selected solution(s) header (for
evaluation)
Action Steps header (for evaluation)
Assessment Steps header (for
evaluation)

These establish a very compact summary of

the problem and current ideas about dealing
with it, in a system that is easily adjusted.
You can also use header cards to represent
procedural elements or steps (instead of idea
categories) with the idea-cards listing the
results of that step.

35

Cartoon Story Board

Causal Mapping

From Mycoted

From Mycoted

Preparation - Place a piece os paper in

Landscape mode (it can be A4 - but A3 or A2
is better). Split it into 6 boxes, and number
them 1 to 6.

Causal mapping, (also known as cognitive

mapping) helps you create a structure for
messy or complex data and hencesomething
that is discussible, and shareable.

Where are you going Relax, and imagine

yourself at your goal. Think about the
surroundings, the feelings at that point, the
feelings of others, and how they see you.
Freely draw an image to represent this in box
6 (bottom right corner)

Eden, C. (1992). On the nature of cognitive

maps. Journal of Management Studies, 29,
261-265.

Where are you now Return to the present day

in your imagination. Agin, think of feelings,
issues and what are the most dominant
features of your current situation. Draw this in
Box 1 (top left)
intermediate positions repeat the above for
points 2,3,4,5 creating a sequence from now to
the future.
Potential blocks Once you have finished
drawing in all 6 boxes, and are happy that the
porteray (to you) a sequesnce of events to your
desired future, write in each box what is the
main potential block getting from that step to
the next.

36

and the whole community, in a climate

of strong community commitment.
8. A report was produced so that anyone
could discover what happened. Local
newspapers, TV and radio were usually
closely involved.

Charette
From Mycoted
Originating in the US in the 1960's,
Charette involved an intensive two-week
consultation process, usually preceded by a
massive public relations campaign. The aim
was for a local community to developed
social, economic and physical plans combined
the resources of a number of local bodies, and
integrated them all into a prioritised
programme of action.
The resource people (consultants, experts,
professionals) were usually brought in from
out of town to bring fresh minds to the
problems. The Charrette building had to be
able to provide for large evening forums, small
group discussions during the day; and also for
secretarial services, the press, television, child
care, lunch and light meals. It was a live-in,
work-in, 24-hour facility.
The main stages were as follows:
1. A large public relations campaign
(often including a questionnaire and
several pre-Charrette workshops to
give the community a chance to
discuss the problem and to introduce it
to the dynamics of Charrette.
2. Introductory speeches.
3. Split into sub-groups
4. Sub-group brainstorms, to help build
key relationships and to identify
community objectives and goals.
5. Sub-groups explored possible solutions
to agreed issues, with public and
private officials being available to
discuss the impact of resource
limitations and political climate, and to
establish responsibility and
accountability.
6. A detailed implementation strategy and
action plan was then produced, with
models, drawings, reports, graphics,
etc.
7. The final proposals were presented
before top-ranking officials, the media
37

Cherry Split

Chunking

From Mycoted

From Mycoted

Cherry Split is an "attribute listing" technique

by Michael Michalko and is defined in detail
in his book Thinkertoys.

Chunking is a term used in NLP to describe

the process of grouping items into larger or
smaller groups (or "chunks")

The process is

Chunking helps you to organise your thinking,

and handle information.

State the challenge - in two words

Split the challenge into two separate
attributes
Split each attribute into two further
attributes
continue splitting each attribute into 2
more attributes, until you have enough
to work with.
look at each attribute at a time and try
thinking of ways to change or improve
it.
re-assemble the attributes

George Miller published a paper in 1952 "the

magic number Seven, plus or minus two" put
forward the idea that the conscious can cope
with between 5 and 9 pieces of information at
any one time. If you think how you remember
those useful phone numbers, you cluster the
digits into groups. If you look at phone
numbers from a different country, it's often
difficult to initially remember them because
they tend to use a different chunking.
Chunking allows us to become more efficient
at categorising information. Items can be
classified into different groups moving from
the general to the specific, and vice versa.
[edit]

Chunking Up (becoming more general)

As an example with an object;

Alcohol
Drink
Liquid

To chunk up
from;
part to whole
example to
class
an outcome
a behaviour
[edit]

38

ask
what is this part of?
what class is this an example
of?
If I got this outcome, what else
would that get for me?
What is the intention behind
this behaviour?

Chunking Down (becoming more

specific)
As an example

Transport
Taxi
London Black Cab
Engine

To chunk down
ask
from;
part to whole what is a part of this whole?
class to
what is an example of this
example
class?
What prevents me achieving
an outcome
this outcome ?
What other behaviour would
a behaviour
also satisfy this intention?

[edit]

When to use Chunking.

When you are confronted with a task that
seems daunting. Chunk it down to find
smaller, more manageable mini-tasks.
When you are overwhelmed by details. Chunk
up to find the overall meaning or purpose to
"get the bug picture" or "see the wood for the
trees"
When you want to communicate more
effectively. Make sure you package the
information in chunks that are the right size
for your audience.
When you want to find ways of reaching an
agreement
See Also Backwards Forwards Planning

39

Circle of Opportunity
From Mycoted
Circle of Opportunity is a Morphological
Forced Connections technique by Michael
Michalko and is defined in detail in his book
Thinkertoys.
The process is

State the Challenge

Draw a circle and number it like a
clock (number 1 through 12)
Select any 12 attributes
Throw a pair of dice to select the first
attribute
Throw a pair of dice to select the
second attribute
Consider the attributes, both
separately, and combined, to find an
association between the two attributes.
Search for a link between your
association and your challenge

40

Clarification
From Mycoted

The things that people actually say are often

rather different from what they mean, equally
parts of their story may be missing without
them realising it.

The clarification technique helps

communication to others and will often release
problems and help the problem owner as well.
The material below shows how important
language analyses are, on the left are some
common forms of language fuzziness, and on
the right are some question for clarifying
them.

Specific answers are requested in the

questions, not only for clarifying the speakers
own thoughts, but also preventing questioners
imposing their own (possibly incorrect)
interpretations on it.

1. Presuppositions: Parts of a statement

that must have some existence for the
statement to be true or valid, e.g. The
manager tried to lie to me again
presupposes a manager and past lying
(Exactly when and in what
circumstances did the manager lie to
you in the past?).

Notice that these are powerful questions, and

used insensitively they can feel like
interrogation rather than help!

way?
Knowledge is most important. Who
knows what and in what way?
Modal operators: Use of limiting
words like cant, and must
I cant do anything right. What
prevents you?
You must go. What might happen if I
dont?
Lost perfomatives: A should or
must statement that doesnt state
where its authority come from
e.g.People should know better (Who,
exactly, says they should?)
Generalisations and Universal
quantifiers: Associating a whole class
of experience with same meaning, e.g.
Staplers never work!, Ill never
accept another sales trip again!,
Everyone hats me!.

Deletion: Where material has been

completely omitted from the sentence
Im inadequate. To do what?
My thinking is better. About what?
Better than what
Referential index deletion: A Place,
person or thing is brought into the
sentence but not specified
Thing get me down. What things?
Something should be done about it?
What should be done about what?
Unspecified verbs: The verb is
introduced but is not clarified
I can deal with it. How, specifically?
Im stuck. How are you stuck?
Nominalizations: Abstract nouns like
pride, respect, love, confidence,
are introduced. Though apparently
important to the speaker, they do not
have fixed, clear meanings
There is no respect here. Who is not
respecting whom? Respecting in what
41

Causal modelling: Any cause-effect

statement that will link two or more
situations in a cause-effect fashion, e.g.
The printer breakdown was the reason
for me being late with the draft. (Is
this the only possible explanation?)

Mind reading: The speaker alleges to

be privy to the internal states of others,
e.g. I know what you are thinking,
and I think he is doing that because he
wants the contract. (What is the
person actually thinking or wanting?)

looked at further or what the next

action and timescale is.

Classic
Brainstorming
From Mycoted

Arrange the meeting for a group of the

right size and makeup (typically 4-8
people)
Write the initial topic on a flipboard,
whiteboard or other system where
everyone can see it. The better defined,
and more clearly stated the problem,
the better the session tends to be.
Make sure that everyone understands
the problem or issue
Review the ground rules
o Avoid criticising ideas /
suspend judgement. All ideas
are as valid as each other
o Lots, Lots & Lots - a large
number of ideas is the aim, if
you limit the number of ideas
people will start to judge the
ideas and only put in their 'best'
or more often than not, the least
radical and new.
o Free-wheeling. Don't censor
any ideas, keep the meeting
flow going.
o Listen to other ideas, and try to
piggy back on them to other
ideas.
o Avoid any discussion of ideas
or questions, as these stop the
flow of ideas.
Have someone facilitating to enforce
the rules and write down all the ideas
as they occur (the scribe can be a
second person)
Generate ideas - either in an
unstructured way (anyone can say an
idea at any time) or structure (going
round the table, allowing people to
pass if they have no new ideas).
Clarify and conclude the session. Ideas
that are identical can be combined, all
others should be kept. It is useful to get
a consensus of which ideas should be
42

Collective Notebook

From Mycoted

Haefeles Original Version

John Haefele (1962) of Proctor and Gamble
devised CNB to encourage idea generation
within an organisation. A key advantage is that
since the idea generation is extended over
several weeks, the opportunity for incubation
and exposure to a wide range of stimuli is
readily available. Unfortunately the workload
on the co-ordinator can be high if numerous
people are taking part, however, that on the
participants is very low.

[edit]

Pearsons Variant
Pearsons (1979) report is built on the basic
structure of Haefels original version, but
brings his version closer to the Delphi
technique.
Participants are drawn from several
organisations all over the country and
provided with notebooks describing the
procedure and giving a broad scenarioprediction task (e.g. about the factors likely to
affect managers in the short, medium and long
term and their possible consequences)

Each participant is provided with a notebook

(by the co-ordinator) describing the course of
action and giving a broad problem statement.
The notebook also contains some suggestions
for generating ideas, such as:

The notebooks are collected (by the

co-ordinator), where the ideas are
categorised and summarised.
Participants can then view all the
notebooks and the co-ordinator's
report, after which there may be a
general group discussion.

Transformation methods (reverse,

expand, minimise)
Exploration methods (listing problem
characteristics or similar problems)
Seeking remote associations (random
stimuli from all five senses; unusual
properties of other substances).

For up to 2 weeks each participant writes one

idea per day in the notebook and then
exchanges their notebook with a pre-assigned
partner, reads the partners ideas, and then
continues adding one idea a day to the
partners book for a further week.
The notebooks are then collected and divided
between a team of 3 co-coordinators (to
reduce the administrative load) who highlight
the key ideas. Responses are categorised (e.g.
into issues vs. consequences) and recorded
onto index cards. Alternative storyline
scenarios are then developed (e.g. round one
set of grouping in terms of political, social,
technical, economic, personal and resource
consequences and another in terms of shortmedium- and long-term futures).

Every day, for one month each

participant writes one idea in the
notebook.
At regular periods during the month,
participants are given further related
information from the experts, the
literature and colleagues.
After four weeks, the participants
present a brief written summary,
giving:
o Their best idea to solve the
problem
o Ideas for further investigations
that might help solve the
problem
o Any completely new ideas
about issues unconnected to the
problem.

The scenarios are compared and discussed to

generate further ideas.

43

Comparison tables
From Mycoted
The two tables below show both simple and complex forms of the classic method of comparing small
numbers of alternatives in terms of multiple properties (e.g. as used in many of the best buy
magazines). This particular version uses manual compilation, however there are software tools
available, which would speed up the process.
An alternative option of a series of imaginary holidays appears on the left of the table, with a series
of criteria along the top (happy kids, low cost, etc.) on which they are to be compared in order of
importance to the decision maker (as indicated by the weight to be attached to each criterion). The
main body of the table contains raw and weighted scores for each alternative on each criterion. This
comparison uses ratings from 1 to 5 (the raw score columns), plus a numerical weight for each
criterion (also 1 to 5), so that weighted scores can in theory go from 1 (raw score = 1; weight=1) to
25 (raw score = 5; weight = 5).
Options

Happy Kids
(weight=5)

Low Cost
(weight=3)

Happy Adults
(weight=2)

Easy Travel
(weight=1)

Totals

Sum Sum of
Raw Weighted Raw Weighted Raw Weighted Raw Weighted
&nbsp
of raw weighted
score score: x5 score Score: x3 score score: x2 score score: x1
scores score
Walking
1
5
3
9
4
8
4
4
12
26
Holiday
Cruise
2
10
1
3
2
4
3
3
8
20
Holiday
Beach
4
20
1
3
3
6
2
2
10
31
Holiday
Stay at
1
5
5
15
2
4
5
5
13
29
home
Holiday
5
25
1
3
1
2
2
2
9
32
Camp
During the final comparison, the weighted value of a given option on a given criterion is the raw
score for that option on that criterion, multiplied by the weight of that criterion. Thus, beach
holiday gets a raw score of 4 on the happy kids criterion. However as this criterion is highly
valued (at 5) beach holiday gets a weighted value of 20 (4 x 5).
It is clear that the Total on the right shows Stay at home would win on raw scores (Sum of raw
scores = 13) basis, but Holiday camp wins once you allow for the different weight of each criterion
(Sum of weighted scores = 32).
Nevertheless the results are still very sensitive to the exact values chosen. For instance, if the
criterion Low cost is given a weight of 4 rather than 3, Stay at home would win instead (Sum
of its weighted scores would be 34, whereas Holiday camp would only increase to 33). Such
44

technicalities can make it quite difficult to see what going on unless one option is head and
shoulders above the rest. Sensitivity to slight changes also makes this an easy method to rig so as
to manufacture an impressive-looking self-objective case that seems to support an option that you
happen to be in favour of!
The qualitative version presents essentially the same picture, but reduced to a scatter of + and -
signs, which amount, effectively, to a five-point scale: --, -, blank, +, ++:
Happy kids (++ Low cost (+ Happy adults (+
+)
+)
+)
Walking Holiday
+
++
Cruise Holiday
Beach Holiday
+
+
Stay at home
++
Holiday Camp
++
-

Easy travel
(+)
+
++
-

To use this table begin by selecting the options that score best on the most important criterion. If
there is only one (as above), it wins. If several tie, compare the tied options on the next most
important criterion. Again, if there is only one, it wins, but if several are still tied, move on to the
next criterion. And so on.
Less important criteria are only used to resolve ties. As this procedure is much easier and less
obscure, the implications of working with such crude information are much simpler to grasp and
discuss (and if necessary to allow for an even ignore).

45

indeed for ideas for completely new

products

Component Detailing
From Mycoted

Osborn's Checklist

The component detailing technique (Watkin,

1985) has associations with Attribute Listing
and BrainSketching. Components are drawn in
much the same way as the old childrens game
combining pictures of heads, bodies and legs
taken from different people to make a bizarre
composite person.

From Mycoted
A basic rule of Brainstorming is build onto
ideas already suggested. Alex Osborn, the
originator of classical brainstorming, first
communicated this. A checklist was
formulated as a means of transforming an
existing idea into a new one. The checklist is
designed to have a flexible, trial and error type
of approach. A derivation of Osborns
checklist is SCAMPER.

The method works best when the problem is

the design of a physical object, but it can also
work with problems whose components have a
clear logical, rather than physical, relation to
one another.

[edit]

It has strong elements of problem

exploration as well as idea-generation,
because it often helps comprehensive
understanding and the development of new
viewpoint.

The Checklist:

Assemble a group of participants to

break a problem down into as many
major components (sub-systems or
sub-assemblies) as there are group
members. The group lists the features
of each component (c.f. Attribute
Listing ).
Each group member is allotted one
component and should try unearthing a
way to produce a sketch of a way of
solving it, making their sketch as
detailed as is achievable in the time
available (c.f. BrainSketching ).
Reconstruct all the component
drawings into one large collage that is
organised to represent a (probably
rather bizarre!) composite solution of
the whole problem i.e. all fit crudely
together (either physically or logically)
as a complete product or solution
(like the artificial person created in the
heads, bodies and legs game).
The composite collage is then looked
at and discussed for new ideas and
perspective on the original problem, or

46

Put to other uses? As it is? If

modified?..
Adapt? Is there anything else like this?
What does this tell you? Is the past
comparable?
Modify? Give it a new angle? Alter the
colour, sound, odour, meaning, motion,
and shape?
Magnify? Can anything be added,
time, frequency, height, length,
strength? Can it be duplicated,
multiplied or exaggerated?
Minify? Can anything be taken away?
Made smaller? Lowered? Shortened?
Lightened? Omitted? Broken up?
Substitute? Different ingredients used?
Other material? Other processes?
Other place? Other approach? Other
tone of voice? Someone else?
Rearrange? Swap components? Alter
the pattern, sequence or layout?
Change the pace or schedule?
Transpose cause and effect?
Reverse? Opposites? Backwards?
Reverse roles? Change shoes? Turn
tables? Turn other cheek? Transpose
+/-?

Combine? Combine units, purposes,

appeals or ideas? A blend, alloy, or an
ensemble?

47

Concept Fan
From Mycoted
The Concept Fan is a way of discovering
alternative approachs to a problem when you
have discarded all obvious solutions. It
develops the principle of 'taking a step back' to
get a broader viewpoint. Initially, the Concept
Fan requires you to draw a circle in the middle
of a large piece of paper. Write the problem
you are trying to solve in the circle. To the
right of it radiate lines representing possible
solutions to the problem see the diagram
below:

It is possible that the ideas you have come up

with are impractical or do not really solve the
problem. If this is the case, take a 'step back'
for a broader analysis of the problem. Drawing
a circle to the left of the first circle does this,
writing the broader definition into this new
circle and linking it with an arrow to show that
it comes from the first circle, see diagram
below:
Use this as a starting point to radiate out other
ideas, if this does not give you an adequate
amount of new ideas, you can take yet another
step back (and another, and another)
Edward de Bono devised the idea of the
Concept Fan in his book Serious Creativity.

48

5. Group clustering: Individual task

groups combine to try merging their
private clustering into a shared
clustering they can all accept.
6. Group review: following group
clustering, clarification of the original
ideas, and re-evaluation of them takes
place.
7. Facilitators create and present a
Strawman integrated map: each
task group delivers their group clusters
to the facilitator they then take a break.
During the break, staff members
consolidate the group cluster maps into
a single overall cluster map, containing
all the ideas, categories, and
relationships generated by the groups.
This Strawman map is presented to
the group as a whole when they come
back together.
8. Map reconfiguration: The whole
group splits itself again into the
respective task groups, and each one
uses the Strawman Map for
motivation and stimuli for developing
its own map in which cluster of
activities are linked sequentially. Links
made of ribbon or yarns are better than
pen lines at this stage, because they
can be changed.
9. Plenary presentation: Each task
group exhibits its map of sequentially
linked clusters to the others.
10. Map consolidation: Representatives
from each task group meet to construct
a single final map that combines the
features of all the maps.

Consensus Mapping
From Mycoted
The consensus mapping technique (Hart et al.,
1985) helps a facilitator and group reach
consensus about how best to arrange a
network of up to maybe 20 30 activities that
have to be sequenced over time into a useable
plan of action (e.g. outlining a 10-year
network of sequentially linked activities to
deal with a complex environmental pollution
issue). These will usually be activities that
could be done in a range of orders i.e. the
order has to be approved it is not given by
the internal logic of the activities themselves.
The technique has parallels to many of the
usual project planning methods (and could if
necessary feed into them) but operates at a
purely qualitative, outline, level.
It merges elements of standard clustering
techniques such at KJ-method and Snowball
Technique with elements of sequential
mapping Causal Mapping incorporated into a
wider consensus-seeking procedure that has
associates with Eden;s SODA method. Here is
the suggested procedure:
1. Present the ideas: Devise a master
list, via any suitable means, detailing
all the ideas to be used in the single
coherent action plan required, e.g.
brainstorm the activities needed to
implement some idea or project.
Everyone copies the master list onto
Post-its, or equivalent, one idea per
slip.
2. Form groups: The facilitator form 2
4 task groups, each of 5 9 individuals
in each.
3. Private clustering: Individuals in
groups makes their own private
attempt to group the ideas into related
clusters or categories.
4. Sharing in triads: Join together in
pairs or triads within each task group
to describe one anothers clusters.

The complete procedure works best with a

trained group, but the mapping element could
easily be adapted to informal solo use.

49

Contradiction
Analysis

ones. This can lead to factors which hindsight

can identify and improve.
Keep a list of the contradiction inherent in
those problems you attack on a day to day
basis. Add to the list as you find new ones and
try and identify the interrelation between these
contradictions. If you can find a way of
removing or reducing multiple contradiction at
once, you have a greater probability of
identifying a workable solution.

From Mycoted
At the heart of most problems is a
contradiction between two requirements or
factors. These contradictions can either by
technical; where alternative solutions improve
one aspect of the design at the expense of
another: or physical; where the physical state
of the object must be in two states at once. If
these contradiction can be understood, and
innovative solutions found, significant
advances can be made.
In many systems the majority of the
contradictions can be easily found. For
example, in the case of the car, the
requirement to go as far as possible can be
thought of as the need to carry the maximum
fuel load. This is contradicted by the need to
weigh as little as possible extend endurance,
and thus reduce fuel load. With the
conventional internal combustion engine this
is not a significant problem. However the
electric car shows the contradiction in sharp
focus.
An innovative solution might be to reduce the
weight of the fuel by increasing its energy
density (i.e. better batteries). However, by
identifying the contradiction it becomes
possible to think past this. The best solution is
one where the contradiction is removed: where
there is no link between the amount of fuel
and the weight. This could be achieved by
obtaining the fuel from outside the moving
car. This brings the solutions of solar power,
but also highlights the possibility of tram like
systems, with the car tapping the fuel source
from non moving sources.
In addition it is important to identify those
contradiction which are not obvious. Often the
design of the existing object was based upon
an understanding of the obvious factors and
contradictions, but ignorance of the minor
50

method e.g. imagine watching a film

about the image, or a film about
someone making a film about it.
4. Progress in stages: Once you feel
comfortable with the easy image, go
onto the next, repeating the process
until you can view this image without
anxiety. Continue through the sequence
of images. Taking several sessions if
necessary. Never force the pace.

Controlling Imagery
From Mycoted
The following set of techniques has been
devised to help exercise more control over you
imagery, both in the positive sense of doing
more with it, and in the negative sense of
knowing how to stop it or defuse it.

[edit]

[edit]

Ways of Stopping Compulsive

Trains of Unwanted Images

Developing Your Skill in

Changing Your Imagery,
approach this by making the
change in stages:

Example 1: presume that you cant

imagine yourself floating up to the
ceiling. Begin by imagining a floating
balloon, then a floating cup, a
briefcase, a chair, and eventually
yourself.
Example 2: presume you have a
problem changing a blue hat into a red
one. Begin by adding one red button to
the hat, then two, etc., until the hat is
red.

[edit]

Tackling a Frightening Image in

Stages

1. Devise a progressive series of

images: write down a description of
the image, and develop a progressive
sequence from images that are easy to
imagine, through to the trickier ones
and finally the most upsetting image
itself. It may help to have a partner to
talk you through steps 2 4.
2. Relax/imagine cycle: Relax. Imagine
the simplest image on your list. If you
feel anxious, put the image out of your
thoughts and relax once more. Now try
again.
3. Repeat as required at a given level:
repeat the cycle of imagine-then-relax
until you are able to view the first
image easily. You could try an indirect

[edit]
51

Switch attention: open your eyes,

switch your attention to thinking about
something very mundane like what you
had for lunch, and discontinue the
fantasy.
Stop! Method: Try putting the images
into words, then snapping your fingers
and ordering them to Stop! or getting
someone to shout Stop! for you, or
even just saying it to yourself, though
that is not so effective. Take a deep
breath then let it out slowly, relaxing
your face, neck, shoulders and arms as
you do so. Take a second deep breath
let it out slowly, relaxing your front
and back and legs right down to the
ground as you do so. Then take two
normal breaths, shorter and shallower.
Flooding method: Attempt creation of
more images of a similar kind
flooding yourself with them, to reduce
the demand. E.g., move closer and
further from the imagery, examining it
in detail and from every angle, until
the mind is exhausted. If going close
feels uncomfortable, imagine a
telescope, so that you can see the detail
from a safe distance.
Reversal method: To eliminate a
passive worry, imagine its pleasurable
opposite. If you are distressed about a
deadline, fantasise about the enjoyable
experience of meeting it!

Ways of Dissipating Fearful

Images

Close examination: If you feel up to

it, look at the image closely and
describe it in detail.
Dialogue: If there is one figure, which
is threatening, real or unreal, engage
the figure in dialogue and ask what it
wants. Talk to it.
Empathising: Imagine you are the
threatening object. How does the
figure feel? If it is some sort of
creature, look in its eyes. Find out what
it likes to eat. Feed it.
Light: It you and the figure are
surrounded by dark, visualise yourself
taking the threatening creature into the
sunlight. See if it alters in any way.
Imagine the figure or the whole scene
bathed in white light.
Helper: If you would like a
companion, bring someone into your
fantasy to help you or to be with you,
or find a competent guide in your
imagination whom you trust and who
can go with you
Talisman/wand: Remember that in
fantasy anything is possible. Give
yourself of a magic wand or magic
power. Call on religious or
supernatural power or help (e.g. God).
Transform but do not destroy:
Because the imagery is all part of you,
it can often be transformed
successfully, but killing it doesnt
usually work and the killed feelings
are likely to return in another form.

Warning: As with all imagery based methods,

you should be conscious of the possibility that
you may experience imagery relating to
unexpected matters maybe to undesirable
past memories. Should this be a concern, dont
use imagery-based methods, or use them with
appropriate level of support.

52

4. When writing has begun to slow down

(usually 5 10 minutes) the note-pads
are collected.
5. If rapid feedback is being attempted,
the booklets are immediately divided
up between the members of a team of
helpers and sorted in agreed ways
e.g. by frequency of occurrence and/or
feasibility. If a greater degree of
sophisticated categorisation is
required, then the categories will
probably have to be pre-determined
(e.g. from an earlier pilot), so that each
team member can work to the same
categories. In the case of a very large
meeting, presenting early feedback as
examples drawn from a limited random
sample of booklets may be the best
option. Feedback during the same
meeting is difficult to achieve.
However, for an event lasting several
days (such as a conference) quite
complex feedback throughout the
duration of the conference is plausible
if the logistics are well planned. Rapid
feedback from a large exercise can be
quite a coup de theatre if organised
successfully.
6. After the early feedback, analysis and
evaluation can continue at a steadier
pace to identify the most useful ideas
and develop them into practicable
proposals.
7. Finally, a feedback report dispatched to
participants is often valuable.

Crawford Slip
Writing
From Mycoted
Crawford developed the Crawford slip writing
method in the USA in the 1920s, for use in
gathering ideas from large groups (even up to
5000 people, though its much easier to handle
with, say, 50 200).
It is actually one of the original forms of
BrainWriting, and for small groups it reduces
to an undemanding private idea generation
phase. It is used with large gatherings of
people in say, a lecture theatre or hall and is in
many ways is the manual, text-based,
predecessor of a modern radio or TV phonein.
1. Each person is given a stack or notepad of at least 25 small slips of paper
(e.g. A6 paper). The pads are often preprepared to consist of idea-jogging
graphics, or in the case of larger
groups, the time and activity of
handling the pads in Step 5 becomes
crucial, so the pad needs to be
designed so that the ideas can be
separated and sorted easily.
2. At appropriate points in the general
proceedings, problem statements are
read out to the group using any of the
well established procedures such as:
How to or In what ways might
we. The search is generally for
ideas for solutions, however in some
instances you may want to get ideas for
alternative problem statements, or
related issues, etc.
3. Participants are told to write ideas of
the required kind one per sheet, in any
order. Displayed images or words to
the whole meeting to act as triggers, or
organising participants to work in twos
or threes (e.g. with others sitting near
them), can help with stimulating ideas.

This technique can successfully supply a

method of achieving large numbers of ideas
swiftly, at the same time creating a sense of
democratic responsiveness
However, if the group is very large, the mass
dynamics of timing, mood, image, warm-up
cultural acceptability, etc. can be critical. In
the wrong environment, people may feel
embarrassed, angry or resentful at being asked
to participate. Conversely, if you create a very
positive crowd mood, people may develop
exaggerated expectations about your ability to
follow up their ideas, and become
disillusioned when very few ideas are take up.
53

To improve on this, automated techniques

where participants have electronic voting
buttons or (in smaller numbers) each have
their own networked computer and keyboard
have proved more successful. Evidence from
computer studies suggests that provided that
pace and energy can be upheld and that the
logistics can be handled (easier said than
done) there is no optimal group size the
larger the group, the more ideas you will get,
though obviously there is a law of diminishing
returns.

54

Awful If (WIBAI)
brainstorming to identify
desirable outcomes, and
obstacles to be overcome.
o Convergent techniques include
the identification of hotspots (
Highlighting ), expressed as a
list of IWWMs (In What Ways
Might), and selection in
terms of ownership criteria
(e.g. problem-owners
motivation and ability to
influence it) and outlook
criteria (e.g. urgency,
familiarity, stability).
2. Stage 2: Data finding: Gather
information about the problem.
o Divergent techniques include
Five Ws and H (Who, Why,
What, When, Where and How)
and listing of wants, sources
and data: List all your
information wants as a series
of question; for each, list
possible sources of answers;
then follow these up and for
each source, list what you
found.
o Convergent techniques again
include: identifying hotspots
(Highlighting); Mind-mapping
to sort and classify the
information gathered; and also
restating the problem in the
light of your richer
understanding of it.
3. Stage 3: Problem finding: convert a
fuzzy statement of the problem into a
broad statement more suitable for idea
finding.
o Divergent techniques include
asking Why? etc. the
repeatable questions and Five
W's and H.
o Convergent techniques include
Highlighting again,
reformulation of problemstatements to meet the criteria
that they contain only one
problem and no criteria, and
selection of the most promising
statement (but NB that the

Creative Problem
Solving - CPS
From Mycoted
Osborn's Checklist the origin of Classical
Brainstorming is the root of creative problem
solving (CPS). There are a variety of general
structures: define problem, generate possible
solutions, select and implement the best
which can be found extensively, in several
different academic traditions.
However, the account illustrate here was
formulated by Sidney Parnes in the 1950s and
has been build upon continuously since then
by various authors, e.g. Isakesen and
Treffinger (1985) Isaksen, Dorval and
Treffinger (1994 and 1998).
The method can be used as a training
programme and has a very extensive track
record linked particularly with the Centre for
Studies in Creativity of the State University
College at Buffalo, New York, the Buffalo
Creative problem Solving Group, and with the
Centre for Creative Learning in Sarasota,
Florida.
In its most extended and formalised form it
has the six stages shown below, each with a
divergent and a convergent phase. However,
more recent publications seem more interested
in focusing on procedure and technique issues,
with less weight on the full elaboration of this
structure.
The following, based on Van Gundy (1988s)
description, is a very brief skeleton of a very
rich process, showing it in its full 6 x 2
stages form:
1. Stage 1: Mess finding: Sensitise
yourself (scan, search) for issues
(concerns, challenges, opportunities,
etc.) that need to be tackled.
o Divergent techniques include
Wouldnt It Be Nice If
(WIBNI) and Wouldnt It Be
55

mental stretching that the

activity gives to the participants
can be as important as the
actual statement chosen).
4. Stage 4: Idea Finding: generate as
many ideas as possible
o Divergence using any of a very
wide range of idea-generating
techniques. The general rules of
Classic Brainstorming (such as
deferring judgement) are likely
to under-pin all of these.
o Convergence can again involve
hotspots or mind-mapping, the
combining of different ideas,
and the short-listing of the most
promising handful, perhaps
with some thought for the more
obvious evaluation criteria, but
not over-restrictively.
5. Stage 5: Solution finding: Generate
and select obvious evaluation criteria
(using an expansion/contraction cycle)
and develop (which may include
combining) the short-listed ideas from
Idea Finding as much as you can in the
light of these criteria. Then opt for the
best of these improved ideas (e.g.
using Comparison tables).
6. Stage 6: Acceptance finding: How can
the suggestion you have just selected
be made up to standard and put into
practice? Shun negativity, and continue
to apply deferred judgement
problems are exposed to be solved, not
to dishearten progress. Action plans are
better developed in small groups of 2
3 rather than in a large group (unless
you particularly want commitment by
the whole group). Particularly for
people problems it is often worth
developing several alternative action
plans. Possible techniques include
Five W's and H, Implementation
Checklists, Consensus Mapping,
Potential-Problem Analysis (PPA)

56

Criteria for ideafinding potential

From Mycoted
The focus and content of a problem statement
can be adjusted and developed in a variety of
ways. However after the development stage it
is valuable to ensure that the way it is
expressed will support the workings of the
problem solving method you are using.
Isakesen, Dorval and Treffinger (1994)
developed this straightforward checklist,
which is supportive of this procedure

Does it show the way to lots of ideas?

Is it the question about which you want
to find ideas?
Does it locate the ownership clearly?
Is if affirmative in its orientations?
Is it free of criteria?
Is it stated briefly and clearly?

If the statement appears to falter on any

criteria, perhaps you can modify it to reinforce
its effectiveness for gathering ideas.
(See also the CATWOE criteria)

57

Critical Path
Diagrams

From Mycoted
The critical path method (CPM), and the
Project Evaluation and Review Technique
(PERT), both devised independently in the
1950s, but share similarities and now form
the basis of many project planning software
packages.

The description outline below is simplified

approach to CPM and assumes that you can
recognize component activities that are
required to carry out your project, the
sequence(s) in which they must take place and
how long each will take.

Arrows (blue) that represent activities

area of work that use up time or
resources e.g. build wall, train
personnel, print 1000 leaflets.
These start (green) and end (red)
circles that represent events points in
time that usually mark the start or end
of an activity (e.g. start wall, leaflets
arrive); events do not, themselves,
consume time or resources.
Sometimes you also need dashed
arrows that indicate sequence (i.e.
where one event must be completed
before another starts even though they
are not directly linked by an activity).

1. List all the activities and sub-activities

required to accomplish your project
and identify the events that start or end
each of these activities.
2. Construct the map as illustrated above,
showing the overall sequences you
require. No event can happen until all
the activities feeding into it are
complete and no activity can start until
the event it follows has happened.
Unlike flowchart methods of
representing action plans, classic CPM
networks have no loops, optional
routes or decision nodes. Every
activity must happen in the order
shown, and once it has happened, it
cant happen again. The diagram is
drawn as if you have made all the
decisions in advance and know exactly
what has to happen, in what order
(however see point 4 below!)
3. Check the diagram carefully, adding
any details needed to make it function
correctly.
4. Work out the earliest and latest
possible start times of each activity,
where there is slack, and where the
critical path lies. Reviewing the
example above, it is clear that they
start building the walls on the second
day, start tiling the roof on the sixth
day, and complete at the end of the
seventh day. The sequence of activities
that goes through the upper branch is
the critical path because any delay
anywhere in this sequence adds to the

The purpose of CPM is to permit you to

recognise, which activities lay on the critical
path i.e. those for which any setback or
rushing will affect the overall time for the
project. This will assist you in managing the
collection of tasks to accomplish fixed time
targets overall.
More advance forms of CPM also know about
the cost of each element, so overall costs can
be managed as well as timing.

The fundamental elements of a critical path

diagram (illustrated above) are:
58

total; there is no slack. However, the

bottom branch does have slack in it - it
needs only 2.5 days while the top
branch needs 4 days.
5. Adjust as required should things not go
as planned, amending the diagram to
meet the new conditions, but these
alternative possibilities are in your
head; they are not shown on the
diagram itself.

59

DO IT

possible solutions. It is very tempting just to

accept the first good idea that you come
across. If you do this, you will miss many
even better solutions.

From Mycoted

At this stage of DO IT we are not interested in

evaluating ideas - we are trying to generate as
many different ideas as possible. Even bad
ideas may be the seeds of good ones.

Jump to: navigation, search

DO IT is an acronym that stands for:
D - Define problem
O - Open mind and apply creative techniques
I - Identify best solution
T - Transform

You can use the whole range of creativity

techniques covered on this site to obtain
possible solutions.
[edit]

These stages are explained in more detail

below:

Identify the Best Solution

[edit]

Only at this stage do you select the best of the

ideas you have generated. It may be that the
best idea is obvious. Alternatively, it may be
worth examining and developing a number of
ideas in detail before you select one. You can
use techniques such as ((Force-field analysis)).

Define Problem
Analysing the problem to ensure that the
correct question is being asked. The following
points may help to do this:

Check that you are tackling the

problem, not the symptoms of the
problem. To do this, ask yourself why
the problem exists repeatedly until you
get to the root of it. (see 'Why?' etc. repeatable questions)
Lay out the bounds of the problem.
Work out the objectives that you must
achieve and the constraints that you are
operating under.
Where a problem appears to be very
large, break it down into smaller parts.
Keep on going until each part is
achievable in its own right, or needs a
precisely defined area of research to be
carried out.
Summarize the problem in as concise a
form as possible.

[edit]

Transform
Having identified the problem and created a
solution to it, the final stage is to implement
this solution. This involves not only
development of a reliable product from your
idea, but all the marketing and business side as
well. This may take a great deal of time and
energy.
Many very creative people fail at this stage.
They will have fun creating new products and
services that may be years ahead of what is
available on the market. They will then fail to
develop them, and watch someone else make a
fortune out of the idea several years later.

[edit]

Open Mind and Apply Creative

Technique
Once you know the problem that you want to
solve, you are ready to start generating
60

5.
6.
7.
8.

Decision seminar
From Mycoted

Seven step Decision process:

The decision seminar technique (Laswell,

1960) is a predecessor of the Think Tank
technique of the 1960s and is derived from a
more sociological rather brainstorming
procedure. It was primarily designed by a
social science research facility to tackle
applied social policy issues in an efficient way,
focusing on past, present and future
developments.

1. Gathering and processing information

2. Making and promoting
recommendations
3. Developing and prescribing general
policy rules
4. Deciding how to monitor adherence to
rules
5. Applying the rules
6. Appraising the rules
7. Terminating the policy

A core group of possibly 15 (joined as

required by external expert, etc.), worked over
an comprehensive period of time from a
permanent chart and map room, using a
standardised general purpose conceptual
framework:

This standardised conceptual framework was

supported by a variety of techniques and a
strong emphasis on clear record keeping and
on the use of visible maps and charts.

Five Intellectual tasks:

1. Clarifying goals
2. Describing trends over time
3. Analysing conditions that affect these
trends
4. Projecting developments how current
policies are likely to turn out
5. Invention, evaluation and selection of
alternatives to achieve desired goals
Seven Broad Information-gathering
categories:
1.
2.
3.
4.
5.

Participants
Perspectives
Situations
Base-values (a SWOT-like analysis)
Strategies (how base-value position is
used)
6. Outcomes (of the strategies)
7. Effects (on participants)
Value Analysis using Eight key values:
1.
2.
3.
4.

Skill
Affection
Respect
Rectitude

Power
Enlightenment
Wealth
Well-being
61

The responses to the first questionnaire

are collated into a single anonymous
list (using the original wording since
participants will recognise their own
contributions), the respondents are the
asked to rate every item in the list (e.g.
on a five point scale of importance,
priority, feasibility, relevance,
validity) and finally to include any
additional items suggested by the
combined listing.
4. A brief Delphi might end at this point;
(in which case conclude), however a
more extended Delphi may profit from
additional rounds. The response ratings
to questionnaire 2 are averaged and
questionnaire 3 may ask the panel
members to indicate where they felt
the order of ratings need could be
improved. There is no reason why this
cannot be repeated for further
questionnaires until a steady pattern
materialises, but few expert panels
have the patience for many further
rounds unless the issue is crucial to
them. Alternatively, the items rated
above a certain threshold could be
printed on separate cards, with a
request for each panel member to sort
the cards into related clusters.
5. Thank the participants; the panel
members will have been selected for
their expertise and/or direct
involvement, they are likely to have
strong interest in the outcome, so a
summary report and letter of thanks is
usually forwarded to each member
following the project. Some
individuals may have given up
substantial amounts of time to the
project in which case a suitable
executive gift is often appropriate.

Delphi
From Mycoted
The Delphi technique was developed in the
1950s by the RAND Corporation as a tool for
harnessing the views of a group of experts to
forecast the potential damage from atom bomb
attacks.
Other users for Delphi are in the surfacing and
judging components of messy issues. Its main
disadvantage being its high administrative
overhead, however the method has been
successfully incorporated in some
computerised problem solving systems.
Between 2 5 consecutive questionnaires to a
group of perhaps 15 25 people (occasionally
up to 100) selected either as experts in the
matter being investigate (if the intention of the
exercise is to gather expert opinions on some
issue) or as people directly concerned in some
issue (if the purpose is to surface social or
organisational concerns). E.g. a business
creation agency used their voluntary steering
group of local small business experts as a
Delphi panel when trying to identify the
psychological barriers inhibiting people from
starting up their own businesses.
1. Nominate the Panel; assuming they are
experts and busy people, it is likely
that they will require reassurance that
there are advantages to their accepting
the considerable commitment
involved.
2. Develop, send out, and get back the
opening questionnaire; one or two
broad open-ended questions are sent
out initially and responses are
preferred in the form of a list of
separate sentences or short paragraphs
rather than continuous text. A reminder
letter may be required to encourage
late responders.
3. Develop, send out, and get back the
second questionnaire; this subsequent
document is created in light of the
responses to the initial questionnaire.

When the Delphi method is used to address a

single, well defined, problem (such as its
original use in estimating likely damage levels
from nuclear war) the outcome may be easily
summarised.
However, when used to surface and prioritise
concerns, the output can be quite large (a
62

panel of 20 can easily generate 15 20

concerns each perhaps 2 300 distinct
items) so as in any form of brainstorming or
brain writing, some type of convergent postDelphi analysis may be needed.
See also Collective Notebook, EstimateDiscuss-Estimate and Using Experts

63

Dialectical
Approaches

at each assumption, breaking them down, to

invent a plausible counter-assumption, and
using it to surface new data, re-interpret old
data, and devise a counter-plan.

From Mycoted

The Review group is presented plans from the

proposal and counter-proposal groups. Either
side outlining data and assumptions they
consider important and probing weaknesses of
the other sides plan. A facilitator maintains
goodwill and prevents the competitiveness
becoming destructive. The review group are
looking for further unmentioned assumptions
that may be central to the theory behind the
problem. Should arguments become repetitive
the facilitator ends the debate and there is a
break to socialise and reconnect on a personal
level.

The dialectical approach (Mason and

Mitroff, 1981) uses creative conflict to help
identify and challenge assumptions to create
new perceptions. Firstly the devils advocate
approach is useful in exposing underlying
assumptions, but has a tendancy emphasise the
negative, whereas dialectical inquiry has a
more balanced approach. (See also Idea
Advocate )
[edit]

The Devils Advocate

The total group now work together, led by the

review group their aim is to generate a list of
agreed upon fundamental assumptions and the
generation of a new plan. All the assumptions
that featured highly in the debate are pooled.
Unacceptable assumptions are weeded out,
and where necessary, competing assumptions
are either re-worked so as to be acceptable to
both sides, or simple tests are devised to
decide between them. The group will need the
skills and attitudes needed for coping with
muddled problems finding the exact
problem, representing alternative maps, and
employing humour, confidence and
enthusiasm to maintain the process.

An administrator advocates a plan, which is

then studied by an appointed individual who
takes on the role of an adverse critic,
examining the proposal looking for
inconsistencies, inaccuracies and irrelevancies.
The evaluation may be enclosed in a report, or
a live confrontation conference may be set up
between the administrator and the critic, with
key decision makers as observers.
Finally, the decision makers can then accept,
modify or re-develop the proposal.
[edit]

Dialectical Inquiry

Formation of proposal and counterproposal groups

Review group set-up, which contains
the senior manager, involved.

The proposal group should develop a plan,

compiling a short list of key assumptions
underlying the plan; this is given to the
counter-proposal group.
The counter-proposal groups should
endeavour to develop a counter-plan, looking
64

Dimensional Analysis

From Mycoted

The dimensional analysis technique is a

checklist (Jensen, 1978) that relates to Five
Ws and H, and is of most use as an aide
memoir for initial exploration of a problem or
evaluating options, particularly those
associated with human relations, rather than of
a technical nature. Jensen defines a problem as
a violation of values a slightly unusual
approach that is reflected in this list:

[edit]

Quantitative (How much?)

[edit]

Substantive Dimension (What?)

Commission/omission? Doing
something wrong, or failing to do
something?
Attitude/deed? Is it necessary to
change attitudes or practices?
Ends/means? Is the irritant we see the
actual problem or merely a symptom
of it?
Active/passive? Active threat or
source of irritation?
Visible/invisible? Is the problem
masked (e.g. covert human relations
issues)

Qualitative (How serious?)

Spatial Dimension (Where?)

Singular/multiple? Is there a single

cause or are there many?
Many/few people? How many people
are affected by the problem?
General/specific? Is the problem
applicable to a broad category or very
specific sub-area?
Simple/complex? Are there several
elements to the problem with complex
interactions?
Too much/too little? Appears as a
shortage or surplus?

[edit]

[edit]

Long-standing/recent? Which are

parts are new and which are old?
Present/Impending? Is the problem
happening or looks as though it may
happen?
Constant/ebb-and-flow? Is the
problem always there, irregular or
cyclic?

Local/distant? Is it merely local or are

their some remote influences
Particular location(s) within a
location. Recognise the exact area
concerned.
Isolated/widespread? Is the problem
isolated or linked to several other
problem areas.

[edit]

Temporal (When?)
65

Philosophical/surface, is it an issue
with deep values or surface
practicalities?
Survival/enrichment? Is it a live-ordie issue, or one to do with managing
quality?
Primary/secondary? What priority
does the issue have top or bottom?
What values are being violated? See
Jensens definition of a problem
(above).
To what degree are they being
violated? Qualifies previous answer.
Proper/improper values? Not all
values should be honoured.

Disney Creativity
Strategy

Do Nothing
From Mycoted

From Mycoted

Do Nothing is a technique described by Brian

Clegg in his book Crash Course in Creativity.

This technique was developed by Robert Dilts,

a pioneer in NLP, by looking at the way Walt
Disney was so successful at turning fantasies
into reality.

We often make the assumption that something

must be done about a particular issue /
problem, but what happens if we "do
nothing"? Stop and think for a while, either
alone or as a group, about the outcomes if
nothing were done.

The strategy seperates out the three vital roles

in the process;
Dreamer:

This usually leads to one of three possible

outcomes;

This is the visionary big picture is produced.

With no boundaries, limitations or restraint.
The dreamer postion typically uses the visual
representation. Ask yourself "What do I really
want, in an ideal world"

1. The problem doesn't need to be solved

2. You will have a better idea os the
benefits of solving the problem
3. You will have generated some
alternative problems to solve

Realist:
This is where the plans are organised, and
evlauated to determine what is realistic. Think
constructively and devise an action plan.
Establish time frames and milestomes for
progress. Make sure it can be initiated and
maintained by the appropiate person or group.
Ask Yourself "What will I do to make these
plans a reality?"
Critic This is where you test the plan, look for
problems, difficulties and unintended
consequences. Think of what could go wrong,
what is missing, what the spins-offs will be.
Remember that a critic is someone who should
evaluate - not just point out waht is wrong.
Ask yourself "What could go wrong?"
See Robert Dilts (1994) and his book
Strategies of Genius

66

Drawing

Some time preceding the meeting an elected

person(s) creates a thematic image, this is
displayed at the meeting beside the agenda and
is used to assist in prompting comments about
the purpose of the meeting.

From Mycoted
The drawing technique can seem more
acceptable than imagery work and freehand
expressive drawing often helps to liberate
spontaneous thoughts that cant yet be put into
words. Drawings may have meanings that are
not consciously realised when drawn; they just
feel right

[edit]

Recording Ideas on Rich Pictures

Drawing ideas and displaying them on a wallchart rather than recording them as a written
list is actually how for many of us our
thoughts grow naturally. This pictorial outline
can be translated into a traditional linear
written list at a later date if necessary.

[edit]

Drawing to Evoke Personal Insights

1. Setting the frame, spend some time
contemplating a problem in a relaxing
environment. Ask your intuitive self:
what is the current state?, look for
symbols, scenes or images representing
your situation, with the certain
knowledge that youre not after a
definitive answer right away.
2. Expressing the image, on a large sheet
of paper, using a variety of colours
draw the images you have visualised.
Allow the images to flow in no set
direction, as if the images on the paper
were directing as to how they want to
be seen, try using your opposite hand.
Defer judgement.
3. Associating with words, for each
symbol drawn, write down the first
word that comes to mind. Now write a
paragraph containing all the words,
expanding this as your thoughts and
feelings flow freely. Realise these
results are impressions of your
subconscious, and they can be
modified if you feel you want to.
[edit]

Using Drawings to Establish an

Evocative Theme for a Meeting
Drawings that have been prepared prior to a
meeting can be used to provide a focal point or
theme.
67

Escape Thinking

The German blitzkrieg through Belgium made

this defense obsolete.

From Mycoted

Another example: The first time North

American Indians saw a European on
horseback, they thought they were seeing a
new creature with two heads, two arms, and
four legs.

by Dr Robert Polster
The purpose of this document is to outline a
business workshop technique for generating
new ideas. In the course of my work helping
large organizations to redesign work
processes, I sometimes run workshops to
generate ideas.

Edward de Bono provides an illustration of the

tendency to assume that what already exists
must remain. He suggests a game in which
letters are presented one at a time and the goal
is to form a word from these letters. The first
letter is A. The second is T, so the word AT is
formed. The next letter is R so we form RAT.
E arrives, so we form RATE. G is next and we
form GRATE. Then a T arrives, and at first
most people try to fit it into GRATE, without
success. It is only by rejecting the idea that the
letters must stay in this order that a person is
able to integrate the second T and form
TARGET. An industrial example of this is the
automobile turn indicator. For forty years, the
turn indicator on automobiles was a
mechanical arm attached to the side of the
vehicle to imitate the way the driver's arm was
previously used to signal the turn direction. It
remained that way because for a long time no
one challenged the assumption that it had to be
done that way. When the assumption was
finally challenged, the more efficient blinking
turn indicator was invented.

The approach is mainly based on methods and

ideas described by Edward de Bono in his
book "Serious Creativity". Generally I am
dealing with a pragmatic group of business
people who may be skeptical of the value of
creativity methods, so I begin by explaining
the motivation. I explain that we are born
without pre-conceived ideas about the world,
but that with experience, we come to
recognize patterns and categorize the things
and situations we see: This is a chair; that is a
book; that's a car, this is a fire, etc. With
experience, we become able to find a category
or pigeonhole into which to put many
situations. This is great because it allows us to
react rapidly to these situations. Not much
time is needed for thought or analysis. The
disadvantage is that our thinking becomes
limited. If we do not have a pigeonhole into
which to put something we are looking at,
sometimes just don't see it. We carry many
assumptions around in our minds, and these
assumptions make us blind to new
possibilities.

What we want to do then is to let go of our

assumptions for a moment so that we can see
if this reveals new possibilities. To break us
away from our assumptions, De Bono suggests
the creation of provocative statements that
suggest new directions for our thinking. For
example, he says that to develop a new
concept related to restaurants, one might list
assumptions about restaurants like:
Restaurants serve food; and You pay the bill
when you leave. Using the Escape Technique,
we then transform these assumptions into
provocations. "Restaurants serve food"

The book "Test Your Lateral Thinking IQ" by

Paul Sloan offers several examples of
assumption blindness. When the French built
the Maginot line after World War I as a
defense against the Germans, it was assumed
that the next war would be fought the same
way as the last war, but with better equipment.
They therefore focused on building a strong
fortification along the Franco-German border.
68

becomes "Restaurants do NOT serve food."

We then use this as a starting point for looking
at restaurants in a new way. It might lead to an
idea like creating an elegant restaurant-like
place that does not serve food but instead rents
space to people who want to host a picnic in
elegant surroundings and bring in their own
food.
After explaining all this, I then have the group
create a list of assumptions about the business
operation they want to improve. From this we
randomly select an assumption and apply the
Escape technique to create a provocation.
They then spend just a few minutes thinking
on their own about the provocation, and
writing private lists of ideas that occur to
them. We then share the ideas and discuss
them for the purpose of clarification and
producing still more ideas. This process is
repeated for as many assumptions as time
allows.
Following this, we evaluate the usability of the
ideas produced. Those that seem interesting
but have problems can be examined further.
For each of these, we list the problems and
then try to develop solutions for each.
De Bono also offers a number of other
techniques for creating provocations, which
are outlined in his book.
People in the workshops seem to like this
technique. I suspect they like the fact that it is
a structured approach that focuses on the
problem at hand as opposed to a more scattergun brainstorming approach. Starting with
what is familiar to them, by listing
assumptions about their current situation,
eases them into the process and perhaps makes
it easier for them to warm up to the approach.

69

through his or her preferences,

avoiding the pressures to conform.
2. Discuss, Averages for the group are
generated by the computer and
displayed. The group then participates
in an open discussion of these initial
judgements.
3. Estimate, following this discussion
group individuals vote again, privately,
without discussion. This final vote is
average (as in step 2) and used to
represent the consensus.

Essay Writing
From Mycoted
Simply try writing an Essay, or short story
about the issue can enable the flow of ideas,
imagination, speculation etc. since it does not
have the same boundaries as a formal report
writing method.
[edit]

Estimate-discuss-estimate (see also Delphi

Method) is considered more accurate than
synthetic groups or surveys, simple interacting
groups or Delphi groups where a precise
choice is required.

References
Managing Technological Innovation, B. Twiss

A decision body often wants time to reflect

and this approach simulates what decision
groups often do with planning information.
They consider choices as preliminary or open
to change, and they anticipate further input on
how members feel and the facts they offer.
Hastening this process with estimate-discussestimate procedure often saves the time and
frustration of dealing with changes in future
meetings.

Estimate-DiscussEstimate
From Mycoted
This technique is useful when a good quality
united group judgement is required. A balance
to maintain constructive discussion and idea
contribution whilst at the same time steering
away from biasing or destructive group
anxiety is the key to success here.
Make the assumption that a general discussion
has taken place regarding some issue, a point
has been reached where the judgement or
convergence is required, the estimate-discussestimate (Huber and Delbecq, 1972) method
now comes into action via the following steps:
1. Estimate, individuals vote privately in
any way that feels appropriate to the
task in hand and the judgement
required, their votes are handed in via
a round robin without discussion. Each
individual has the opportunity to think
70

Exaggeration

Similar principles can also be effective when

building on ideas for solutions. Imagine you
are in search of way to prevent vandalism by
youngsters, someone suggests: Keep them in
after school. You could build on this idea by
exaggerating it in various ways. E.g. magnify
it to Keep them in permanently suggesting
giving them a permanent role (e.g. school
monitor) or minimise it to Gentle restraint
after school suggesting ideas such as an after
school club that they may actually enjoy.
Structured Version

From Mycoted
From Osborns original checklist, magnify (or
stretch) and minify (or compress) are two
of the idea generating transformations, both of
which are forms of exaggeration. The table
below shows a selection of exaggerations to
illustrate the problem: I need a lot of capacity
in my Reprographics Department to cope with
a few key peak loads, but this means that for
much of the time much of it is idle.
Forms of
Type
Exaggeration

1. Define the problem to be addressed or

the idea you need to develop
2. Make a list of all the component parts
of the idea or if a problem, its
objectives and constraints.
3. Choose one component from the list in
2.
4. Develop ways of exaggerating it and
note them on a separate sheet.
5. Note down all ideas you have from 4.
6. Repeat ad lib from step 3.

Examples

I have a
million
photocopiers
standing idle
My
photocopiers
Minify
are barely
used at all
The whole
Invade
organisation is
context
underused
Our overAggrandise capacity is a
nation scandal
Reprographics
Caricature
Rest Home!

Exaggerate
Magnify
upwards

Exaggerate
downwards
Exaggerate
scope
Exaggerate
significance
Exaggerate
selectively

Why does exaggeration appear to work?

Because we often have mindsets related to the
scale of a problem and whilst there might be a
form of action that is acceptable in a crisis it is
not in a lesser problem.
To test your unspoken assumptions about the
scale of the problem, you should think about
what would be appropriate if the problem were
of a different order of magnitude. Exaggerated
solutions can often be applied directly,
although the more likely scenario is that you
will find they are inappropriate as they stand,
but may suggest other ideas that would be
acceptable.
71

Excursions
From Mycoted
General Guidelines

Attempt to get as much distance from the problem as possible.

Make the excursion about 5-10 minutes.
Include some physical activity if the energy level of the group is low.
Give the group some rationale for why an excursion might be helpful.
If necessary, provide a model or example to help demonstrate it.

[edit]

Excursion worlds
The following are just some of the worlds that you can ask people to be a part of.
Animals
Biology
Cartoons
Comedy
Education
Espionage
Exploration
Famous People
Fashion
Films
History
Movies
Myths
Plants
Racing
Science Fantasy
Sports
Theatre
Tribal Customs
War

007
Acoustics
Agriculture
Archaeology
Computers
Crime
Farming
Finance
Games
Gardening
Health
Magic
Medicine
Models
Money
Noise
Parenting
Religion
Romance
Science Fiction

Astronomy
Celebrations
Chemistry
Clothes
Cosmetics
Dinner Parties
Dwellings
Economics
Electricity
Folk Lore
Kitchen implements
Mathematics
Minerals
Music
Nursing
Physics
Smells
Space Travel
Vacations
Woodworking

Architecture
Art
Bridges
Cooking
Crafts
Decoration
Geology

[edit]

Story Excursions
Storyboard excursions are where a story is started, usually by the facilitator, and everyone tries to
make the story more ridiculous, and have more twists in it as the story goes on. I prefer to keep the
story as visual as possible.
[edit]
72

Physical excursions
These are generally needed for groups of low energy. You can do anything from aerobics to charades
(where they have to pick a physical activity).
[edit]

Outside excursions
These are where you ask the group to go outside and ask them to focus on something that grabs their
attention. They then need to talk about this object when they return. I find it best if they asked lots of
questions about life as that object, what its role is, how it feels etc without linking it to the problem.
Take everyone though this, possibly taking notes, and then remind them of the problem and the
facilitator goes over the comments made whilst they in/out listen to link back to the problem.
[edit]

Description excursions
I would group under here all the excursions where you ask people to describe something within their
experience, and could include

Favourite vacation
Favourite activity
Favourite place
Favourite smell & associations that go with it
Most rewarding experience
Favourite sound & associations that go with it.
Component excursions

It is sometimes very effective to get the resources to be various components of the problem. For
example, when looking at "How to get a seal around a moving wire" one person could be the wire,
another the seal, another gas trying to get through the seal etc.

73

Factors in selling
ideas

Be persistent especially if you have faith in

this idea, be willing to put in the effort but no
matter what, do not become overly
antagonistic.

From Mycoted
When selling an idea or new concept to
management, it would be prudent to bear in
mind the following issues:
[edit]

The Selling Context:

Timing, includes large scale issues

such as past company experiences with
similar ideas, and smaller scale issues
such as annual committee cycles, etc.
Audience is there a possibility that the
audience will be receptive to your
suggestions and if so do they have the
ability to do anything about it.
Idea Champion will be a key person
within a group that can actively
support sponsorship.

[edit]

The Selling Content:

Anticipate questions and develop

responses and reactions to them.

Use simple language, avoiding

technical jargon that the audience is
unfamiliar with
Use a clear statement of the need for
the idea, providing the necessary facts
that originally stimulated this need.
Describe the problem you idea will
solve and explain why it needs to be
solved.
Present both the pros and cons of your
suggested idea, avoiding one-sided
presentations that might distort the
ideas worth.
Provide evidence in recommendation
of the idea, which shows why the idea
will work and why it should be better
than another idea. However, do not
exaggerate its worth
Stress Key points when selling the idea
taking care to avoid unnecessary detail.
74

False Faces
From Mycoted
False faces is a Problem Reversal technique by
Michael Michalko and is defined in detail in
his book Thinkertoys.
The process is;
1.
2.
3.
4.

State the problem

List the assumptions
Challenge the fundamental assumption
Reverse eash assumption - Write down
the opposite for each one.
5. Record differing viewpoints that might
proove useful to you
6. Ask how to acomplish each reversal,
listing as many viewpoints and ideas as
possible.

75

Fishbone Diagram

The procedure is as follows:

From Mycoted
The fishbone diagram (see below) originally
developed by Professor Kaoru Ishikawa, is
often referred to as an Ishikawa Diagram. The
technique can help to structure the process of
identifying possible causes of a problem (see
also Causal Mapping)

The diagram encourages the development of

an in depth and objective representation
ensuring all participants keep on track. It
discourages partial or premature solutions, and
shows the relative importance and interrelationships between different parts of a
problem.

The method is ideally organized over a

number of meetings, enabling the team to
become deeply immersed in the problem.
Fresh suggestions regarding possible causes
can arise during the break and members are
more likely to forget who originated every
idea, thus making subsequent discussions less
inhibited.

76

On a broad sheet of paper, draw a long

arrow horizontally across the middle of
the page pointing to the right, and label
the arrowhead with the title of the issue
to be explained. This is the backbone
of the fish.
Draw spurs coming off the backbone
at about 45 degrees, one for every
likely cause of the problem that the
group can think of; and label each at its
outer end. Add sub-spurs to represent
subsidiary causes. Highlight any
causes that appear more than once
they may be significant.
The group considers each spur/subspur, taking the simplest first, partly
for clarity but also because a good
simple explanation may make more
complex explanations unnecessary.
Ideally, it is eventually re-drawn so
that position along the backbone
reflects the relative importance of the
different parts of the problem, with the
most important at the head end.
Circle anything that seems to be a
key cause, so you can concentrate on
it subsequently.

Five Ws and H

From Mycoted

I keep six honest serving-men:

(They taught me all I knew)
Their names are What and Where and
When
And How and Why and Who.

However, the question words owe their

strength to their fundamental place in the
English language, and can conceal some of the
assets of nature that our language copes less
well with. The responses to the questions in
the checklist are usually facts, rather than
actions or problems.

From "The Elephant's Child" by Rudyard

Kipling

Who?
Why?
What?
Where?
When?
How?

The Five Ws and H, are an influential,

inspirational and imaginative checklist (often
used by journalists). The technique uses basic
question generating prompts provided by the
English language. The method is useful at any
level from a formal checklist to complete
informality. For example:

To generate criteria, the checklist could

help in generating criteria for
evaluating options.
To check plans, the checklist is a useful
tool for planning implementation
strategies.

For example, the answer to Who does

X? could be Janet. To use this
answer in a problem-solving context
you may have to take to another level
For example OK if Janet does X, in
what way might we make it easier for
her.

This in what way might (IWWM) stage is

crucial if the facts are to come alive and
contribute to the creative process. See also
Dimensional Analysis.

Informal back-of-an-envelope use, is

suitable as a quick-aide checklist, a
private checklist to keep in mind when
in an on going discussion, quick points
scribbled down in a meeting, or to
generate further questions.
To generate data-gathering questions,
during the early stages of problem
solving when you are gathering data,
the checklist can be useful either as an
informal or systematic way of
generating lists of question that you
can try to find answers for.
To generate idea-provoking questions,
Whilst brainstorming, brainwriting or
some other such similar technique, the
checklist could be used as a source of
thought provoking questions to help
build on existing ideas.

77

Flow charts

simple charts can easily be done by hand (see

above).

From Mycoted
Flow-Charts revolve around the decision
phase they are therefore most appropriate for
action planning scenarios where the chain of
events is likely to change dynamically as it
opens out, see the diagram below which shows
the fundamental features of a flow-chart:

For illustration a typical application is in

research planning diagrams for R&D projects.
This is in sharp contrast to critical path
diagrams, which have no decision nodes, and
so presuppose a pre-planned sequence of
events as in recurring, routine-based,
situations like house building. There are, of
course, many flow-charting and project
planning software packages that can assist in
constructing action planning flow charts, but
78

Focus Groups
From Mycoted
This is a technique similar to 'Using Experts'
whereby 'experts' are used to provied ideas
and input to a policy group, or similar body.
The experts can be either set up from within
the company (for example a team from all
layers of management to focus on
communications issues) or they can be
external experts prought in to provide a fresh
set of eyes to the problem

79

that. When a word or picture image is

right, Gendlin calls it a handle. When
you say the words (or you visualise the
picture), the whole felt sense stirs
calmly and feel a little relief. This is an
indication of This is right, analogous
to recalling something you forgot. Let
the words and picture come from the
feeling. Allow it to label itself.
Examples of such words phrases are;
o Sticky,
o Heavy
o Like in a box
o Have to perform
o Scared-tight
o Jumpy-restless
4. Resonating handle and felt sense, using
the work or image you got from phase
3, check it against the felt sense. Ask
(but dont answer): is that right? You
should note a felt response telling you
the words are right. However if this
feeling of just right is not felt, wait
letting more precise words come from
the feeling. Should you lose the felt
sense, allow it time to return it may
not manifest itself in the same form,
which is fine. Allow both sides the
feeling and the words do whatever
they do, until they match just right.
5. Asking, spend some time (up to a
minute) with the unclear felt sense,
employing the handle to help you to
make the felt sense vividly present
again and again. Then ask it was it is.
For example, if your handle was
jumpy, say jumpy to yourself till
the felt sense is vividly back, then ask
it: What is it about this whole problem
that makes me so jumpy? Wait. This
time is essential to help you sense it
(returning again and again to it). It can
help to ask: What is the worst of this?
or what does the felt sense need? or
what would it take for this to feel
OK?
6. Receiving, you may find you go
through many such cycles before a
given problem feels resolved.
Whatever comes in focusing, welcome
it. Assume that you will be glad your
body spoke to you whatever it said,

Focusing
From Mycoted
Jump to: navigation, search
A to Z of
Creativity Techniques
Previous Technique
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Next Technique
Force-Field Analysis
The focusing technique (Gendlin, 1981) does
not use conventional visual imagery but a
form of imagery work based on body feelings
and sensations. The description below is a
brief and subtle outline of the process, for a
more detailed account of the technique, see
Gendlins book. The central act of focusing can
be broken down into six phases:
1. Clearing a space, sitting quietly, relax
and ask yourself how do I feel?
What is bothering me especially
today?. Remaining quiet, listen,
allowing your thoughts to come
through, list all the problems that are
stopping you from feeling content at
the moment until your hear something
inside you say Yes, except for those
Im fine.
2. Felt sense of the problem, ask yourself
which problem is worst at this
moment, stand back from the problem
and sense how is makes you feel in
your body when you think of it as a
whole. Ask yourself what does this
whole problem feel like? dont answer
in words but feel the problem, sensing
all that. When you have felt the
whole problem stay with it for a while,
just letting it be felt.
3. Finding a handle, what is the quality of
the felt sense? Find words and short
phrases. You are trying to locate the
centre of the felt sense the crux of all
80

sense that you can leave this place and

return to it later and once you know
where it is and how to find it you can
leave and come back tomorrow. Sense
if your body wants to stop focusing for
the time being, or to continue for
another cycle.

81

1. Find ways to strengthen or add

positive forces
2. Find ways to weaken or remove
negative forces
3. Recognise that the negative
forces are too strong and
abandon the idea

Force-Field Analysis
From Mycoted
Force-field analysis is a technique developed
by Kurt Lewin (1890-1947), a pioneer in the
field of social sciences, and characterises the
conflicting forces in a situation. The
recommended approach to this method is to
outline the points involved in a problematic
situations at the problem exploration stage,
followed by recognising factors likely to help
or hinder at the action planning and
implementation stages.
1. Members of the group identify and list
the driving and restraining forces
(perhaps using a suitable brainstorming
or brainwriting technique) openly
discussing their understanding of them.
2. The group leader is representative of
the current position as a horizontal line
across the middle of the page. The
leader will draw all the driving forces
as arrows that either pull or push the
line upwards, and all the restraining
forces as arrows that pull or push the
line downwards (see below). Where
driving and restraining are paired use
arrow thickness to signify strength of
impact of a force and arrow length to
show how complicated it would be to
adapt. It is normally best for the team
to reach agreement on these details.

1. The diagram should then be used to

find as many possible combinations of
moving the centre line in the desired
direction. Try to:
82

opening to practice skilful speedy, offthe cuff use of creativity techniques.

Force-Fit Game
From Mycoted

This games technique could provide a lighthearted warm-up or end-of-day closer when
used in real non-training settings. Difficulty
with acceptability of the game ethos,
dilemmas with the identity of individuals
within groups and competition within teams
limit its use for real idea-generation.

Jump to: navigation, search

The force-fit game was devised by Helmut
Schlicksupp and resembles the BrainWriting
Game.
As a rule competition is avoided in creativity,
it is potentially disruptive and can cause
conflict. However, a small amount of pressure
can benefit creativity. For the game to be
useful a light-hearted frame of mind is
essential, with no significant losers.
1. Make up two groups, say A and B,
with 2 8 individuals in each. The
administrator should displays and
reads out a problem statement. This is
followed by the basic round, which
consists of steps 2 4.
2. Group A proposes and idea distant to
the problem (which the administrator
records on a flipchart).
3. Group B spends 2 minutes developing
a realistic solution founded on this
remote idea (the administrator records
the solution on the flip-chart).
4. If Group Bs solution is plausible they
gain a point in this round, if not the
Group A obtains the point. (This
appraisal must be kept light-hearted to
avoid creating an atmosphere that is
too competitive).
5. Although the groups could alternate
roles after every round (steps 2-4), it
would be quicker if they swapped
every say, 5 rounds, this way Group A
can contemplate their next remote idea
whilst B are solving their previous one.
6. After a predefined period of time has
lapsed (say 30 minutes), or a preagreed number of rounds, the game
concludes and whichever Group has
the most points wins.
7. Afterwards the ideas evaluated and
appraised as required.
8. With a well-practiced group, the
solution-generating step offers an
83

Free Association

From Mycoted

Taboo
Unethical
Tactless
Politically incorrect

They are acceptable because they are thoughts

you generally suppress; they could be an
alternative starting point promoting all sorts of
possibilities. Undoubtedly and open strategy
requires a safe environment where the use of
a variety of material is fully recognised and
understood. Friendly laughter can be a
breathtaking cure for any passing
awkwardness that free-expression may cause!

Free association contains elements of several

other idea-generating techniques and depends
on a mental stream of consciousness and
network of associations of which there are
two:
Serial association, start with a trigger, you
record the flow of ideas that come to mind,
each idea triggering the next, ultimately
reaching a potentially useful one.

Follow the intriguing and look for ideas that

attract your attention as particularly strong,
intriguing, surprising, etc. even if they dont
seem instantly appropriate to your problem.
This attraction frequently signals links to a
useful set of associations, and so could
possibly justify a further phase of centred free
association around the attractive idea.

Centred association, (which is close to

classical brainstorming) prompts you to
generate multiple associations to the original
trigger so that you delve into a particular area
of associations.

Use solution-oriented phrasing. The idea

blue is not much use as it stands. However,
when transformed into a phrases such as:

Makes the idea blue potentially a more

useful one.

As a rule the serial mode is used to travel

until you find an idea that you find of some
interest, you then engage the centred mode to
delve more deeply around the interesting
item. Once you have exhausted the centred
investigation, you being to travel again, and
so on. Three hints:
Suspend judgement. Try not to repress your
natural flow of thoughts. Unusual ideas, that
may seem off the wall are perfectly
acceptable, such as:

Could we colour it blue?

In what ways might I make it blue?
I wish it were bluer
How might it help it if were bluer?

Rude ideas
Not you
Silly
84

Fresh eye

informal face-to-face meeting (e.g. over a

drink in the pub, at the golf club, etc.)

From Mycoted

Should you decide to take this personal

approach it is essential to have:

The fresh eye technique looks directly to

outsiders who are not so affected by the
tunnel vision that can be experienced by
practicing problem solvers.

[edit]

Basic Model
1. Write down your problem simply,
clearly and in a non-technical format
2. Show it to people who have no direct
experience of the problem and invite
ideas and opinions. Recommend that
they think about the problem for a few
days, write down any ideas and
thoughts they have about what they see
as the real problem and any potential
solutions. It is essential that their
expectations of your ability to use their
ideas are realistic (see Step 4).
3. Develop or re-interpret the ideas so
that they become workable. You should
anticipate the idea may be technically
naive, but nevertheless still be
creatively thought provoking.
4. Provide responsive feedback to the
helper to show their contributions are
appreciated, valued and of productive
use. If your helper feels undervalued,
further help towards yourself will not
be forthcoming. Equally if your helper
receives feedback of how their ideas
were put to use they will be only too
glad to help again.

Good non-directive listening skills, so

that you maintain your helpers interest
and enthusiasm.
Show that you really value what they
are saying.
Keep them broadly on topic, but at
the same time minimise your influence
on the content of what they say.

Managers often maintain networks of contacts,

with whom they have built up long-term
relationships founded on the exchange of
favours in this and other ways. Clearly there
are significant costs of time and effort in
sustaining such a network, but the mutual
obligations and understanding built up over
time mean that contacts are likely to be much
more productive.

[edit]

Face-to-face Networking Model

The basic model is only workable if you are
certain that your relationship with the helper is
one of trust, i.e. that your helper accepts that
when he offers naive ideas they are of actual
help to you. One approach in handling this
would be to raise it conversationally at an
85

Gallery method
From Mycoted
The Gallery method is a mixture of physical
and mental activity whilst generating ideas.
The participants move past the ideas (as in an
art gallery) rather than the ideas moving past
the participants (as in the Pin-Card
Technique ). The down side of this method, no
anonymity is offered for idea generation and
there is a risk of competition between
participants during the break and view
1. Position flip chart paper round the
room, with the problem statement
displayed so everyone can see it
(groups should be between 5-7
people). The statement should be
discussed briefly for clarification.
2. Each group member chooses a sheet
and privately writes ideas onto it (they
can write directly onto the sheets, or on
post-its and stick these on the flipcharts). The writing should be large,
clear and concise to enable other to
read it easily.
3. When the group appears to be running
low on ideas, they should be
encouraged to take a break, walk
around the room viewing ideas on the
other flip charts and making notes. All
participants should have the break at
the same time, so that certain members
of the groups do not feel that others are
looking over their shoulder whilst they
are still generating ideas.
4. Participants return to their own work
areas and continue generating their
own ideas or building on the ideas of
others.
5. When the group appears to be running
low on ideas again, repeat steps 3 and
4 or else close the idea-generating
phase.
Ideas are then pooled together, sorted,
classified, etc as you require.

86

Gap Analysis

These gaps are representative of areas where

creative input in a descending order of demand
is an option (the requirement of a mass
transport system traveling at 20 miles per hour
is a lot greater than a requirement for
supersonic transport in terms of the numbers
who wish to travel at these speeds).

From Mycoted
Gap analysis is a methodical investigation
throughout the whole area of a given
technology for gaps. Thus highlighting
inadequate areas in existing technology that
are open to speculation with a view
improvement.
For example a study for the analysis of
transportation technology, using the aspects:

Speed
Maximum range
Demand

Three areas well served by existing

improvement are:

Pedestrian
Motorcar
Aircraft

However, between these exist three gaps

(between pedestrian and car, car and aircraft,
and beyond the aircraft range) in which
consumers considered existing means of
transport less satisfactory. Between walking
and car travel, for instance, there are many
forms of transport available:

Bus
Motor scooter
Bicycle
Underground train

None of these realize the need perceived by

town planners for a mass transport system,
possibly continuous, operating at a speed of
about five times the walking rate, for distances
of between half a mile and three miles.
Between motor transport and conventional
aircraft, there are helicopters, short-take-off
aircraft and hover-trains, but all need
improvement. Finally, supersonic aircraft for
distances greater than 700 miles are still not
easily accessible.
87

Goal Orientation
From Mycoted
Goal orientation is a basic logical checklist for
problem statements. For a more involved set
of logical criteria, see the CATWOE checklist.
For a more inventive-based checklist see
Multiple Redefinition
The procedure is as follows:
1. Describe the problem by writing down
a general description but in as much
detail as possible
2. List the needs implied by the problem,
by outlining what you are trying to
achieve
3. List the inherent difficulties that are
preventing you from achieving your
goal. E.g. if I am chopping down a
tree, the hardness of its wood is an
inherent difficulty because anyone
chopping down that tree would have to
deal with it.
4. List the external constraints that apply
to this problem at this time e.g. I have
promised to finish chopping down the
tree for the owner by lunchtime today,
is an external constraint because it is
specific to this occasion.
5. Now write a clear problem statement
that illustrates all these requirements,
restrictions and hindrances.
Inherent difficulties and External
constraints are listed separately because the
options for dealing with these two types of
problem are likely to be very different: the
options for solving tree-hardness are clearly of
a very different kind from the option for
dealing with my finish on time promise.

88

and repeats step 2. This can be done

several times if necessary.
4. All the ideas are gathered and
appraised in any appropriate way.
5. It is essential participants are not aware
the nature of the problem prior to the
problem solving session. If participants
feel uneasy about the childish activity
of making greetings cards, portray it as
assembling stimulus objects.

Greetings Cards
From Mycoted
Prior to introducing a group to a problem the
Greeting card method invites the group to
create their own stimulating problem solving
environment. A sense of comradeship is thus
introduced and a feeling of ownership and
involvement in the problem solving is
experienced.
[edit]

Developing the environment

1. The supervisor encourages the
participants to produce some
motivational objects that will be of use
in problem solving.
2. Split the main group into sub-groups of
4-5 individuals equipped with paste,
scissors, magazines, illustrated
catalogues, thick A3 or A4 paper, and
felt-tipped pens.
3. Members of the sub-group browse
their catalogues and magazines, cutting
out at least 10 pictures of interest and
relevance.
4. Together or individually the sub-group
member create several greetings cards
(or stimulus cards) sticking pictures,
collage-style on A3 or A4 sheets that
are folded thus that they function as
greetings cards. They then add their
own greetings-card style message.
5. Each sub-group displays their greeting
cards to other sub-groups.
[edit]

Using it in problem-solving
1. A problem is put on view and
deliberated by the sub-group members.
2. Participants use the images on their
cards to generate ideas to decipher the
problem
3. Time permitting, each sub-group
passes its cards to the next sub-group
89

Help-Hinder
From Mycoted
The Help, hinder method is a fairly simplistic procedure and comparable to Bullet Proofing, Potential
Problem Analysis, Negative Brainstorming, and Stakeholder Analysis.

A participant from each group identifies a few people (Who/) and things (What?) that they
feel might help and hinder the client implementing his plan and note these on a table like the
one below. It is essential that you pay attention to the hindrances.
Helps
Analysing the context

Hinders

Who?
What
Where?

Action planning

When?
How?

The client can then emphasise what they feel are the most crucial factors helping or
hindering their plan. It is possible that items may occur on both sides, e.g. a senior may be
helpful if on your side, but a serious hindrance if otherwise.
The group now concentrate on how to enable the client to take on the support of the key
helping people and things. More importantly come up with ways to get round those that will
hinder and are liable to prevent the scheme achieving completion.
The group are now in a position to outline a specific plan (keeping number 4 in mind),
indicating dates and times allocated to each sequence in the plan.
Finally the group reveal the plan to the client, to check if it is satisfactory and if the client will
commit to it. If not, the group is required to identify the aspects they have omitted, and need
to the take the problem-solving process through a further series of cycles.

90

Heuristic Ideation Technique

From Mycoted
Heuristic ideation technique (HIT) is an alternative variation to Attribute Listing, Morphological
Analysis, Listing, etc. for initial developments (although it could be used in other areas). The
procedure is as follows:

Choose two items of interest that already exist, e.g. if I sell novelty goods, I might select a
particular china mug with a floral decoration on it, and a particular novelty greetings card.
Make a list of each component, e.g. the components of the mug may include: handle, square
shape, coloured china, floral decoration, coffee sized, etc. The cards components might
include: glitter decoration, poetic message, can be sent by post, etc.
Construct a matrix, where the rows list the components of the one product the columns list
the components of the other, and each cell corresponds to a combination of one element from
each product.
&nbsp

Card

Glitter decoration Poetic message

Sent by post
Mug, glitter
Mug, poetic
Mug
Mug, card
Mug, sent by post
decoration
message
Floral
Floral design, Floral design, glitter Floral design,
Floral design,
design
card
decoration
poetic message
sent by post
Coloured Coloured
Coloured design,
Coloured design, Coloured design,
design
design, card glitter decoration
poetic message
sent by post
Coffee sized, Coffee sized, glitter Coffee sized,
Coffee sized, sent
Coffee sized
card
decoration
poetic message
by post
Square
Square shape, Square shape, glitter Square shape,
Square shape,
shape
card
decoration
poetic message
sent by post
Cross out for elimination any cells that correspond to existing products, e.g. floral design,
sent by post.
Identify any cells that have market potential as they stand e.g. coffee sized mug, can be sent
by post, ideal for gift packaged product.
Looking at the table from another angle, try to identify any cells that look creatively thought
provoking, but in need every more work.
Develop the highlighted cells into workable ideas.
HIT comes from its use of the 3 rules of thumb:
o That new ideas are usually combinations of elements of existing ideas;
o That the core of many new product ideas can often be captured by a two-element
combination;
o That combination of dissimilar items (chalk/cheese) work better than similar items
(chalk/limestone).

91

Hexagon Modelling

Highlighting

From Mycoted

From Mycoted

Hexagon Modelling complements Mind

Mapping and de Bono approaches and has
tended to be used in the practical world of
business brainstorming, strategy development
and planning.

Highlighting is a straightforward and vigorous

technique, which can be put into place with
little training and capable of capturing
attention and participation. Ideas are screened,
the best of which are short-listed triggering
discussion.

The initial phase is to write down individual

ideas / solutions onto separate hexagons

There are noticeable similarities to the KJMethod and the Snowball Technique, with the
use of clustering. However, there is an
important difference in that clusters are only
created from items that are felt to be
interesting or intriguing, so that the clusters
identify hotspots groups of related ideas
that have connected with someones
imagination.

The Hexagons are then clustered into groups /

issues. These are often called "Issue Maps".
The Issue Map sill often demonstrate the interrelationships between the issues, and can then
be used to create an Influence Map.
In addition, the hexagons can be used to
encourage lateral thinking, where 2 hexagons
are touching, there is a question of what would
fit into the interconnecting space, also
touching these two hexagons.

Other clustering techniques tend to emphasise

logical categorisation rather than strength of
association.
Starting from a large list of ideas (e.g. from
BrainStorming)

[edit]

1. Draw out ideas that seem intriguing or

interesting (regardless of viability)
2. Sort into clusters of related ideas, each
cluster being a hotspot.
3. Recognise the hotspots that mean
something to you, does it have any
associations, perhaps it has unusual
consequences or implications?
4. The final solution is the hotspot, or
combination of several hotspots, that
best suit your needs.

External links

Hexagons for systems thinking by

Anthony M Hodgson

[edit]

Commercial Hexagon Modelling

Software

Idon Resources
creativethinkersoftware

92

Idea Advocate

Idea Box

From Mycoted

From Mycoted

Idea advocate is a simplified form of the

dialectical approach. The method has an Idea
Champion to offer continual support and
enthusiasm for a project in the development
stage. Assume that the group of original ideas
for solving some issue has already been
concentrated to a small number, say 3 6 of
strong contenders:

Idea Box is a Morphological Analysis

technique by Michael Michalko and is defined
in detail in his book Thinkertoys.
The process is;
1. State the problem
2. List the parameters of the issue
o across the top of the page
3. List variations
o for each parameter, in a column
below it
4. Try different combinations
o pick out combinations, one
from each column, and look at
it as a possible solution

1. A participant (the idea advocate) is

allocated to each idea to present a case
for that idea. Someone already familiar
with the idea, or who initiated it, or
who would have to implement it would
be ideal choice.
2. If required the idea advocate is
permitted a set amount of research
time to prepare their case.
3. Ideas advocates then make
presentations of their assigned cases to
the relevant decision makers and other
idea advocates.
4. Each case is then discussed and
decisions made. If a particular case
was illuminating then a straightforward
selection can be made, however, if
there are several strong cases several
rounds of elimination will take place.
5. Ensuring there are no differences in
power and status amongst the idea
advocates is essential. The more
sophisticated approach outlined in
Dialectical approaches handle the
balance between positive and negative
evaluation better.

93

Ideal Final Result

From Mycoted
Ideal Final Result (IFR) is an description of
the best possible solution for the problem
situation (or contradiction), regardless of the
resources or constraints of the original
problem. IFR is one of the basics terms in
TRIZ, a problem solving methodology.
Well defined IFR helps problem solver to
overcome psychological inertia and reach
breakthrough solutions by thinking about the
solution in terms of functions, not the
intervening problems or needed resources. It
focuses on functions needed, not the current
process or equipment.
The idea of formulating the IFR is to clearly
define the goal of improvement and eliminate
rework (solve the right problem from the same
beginning!).
A basic concept of TRIZ is that systems
evolve towards increased ideality
(functionality), where the extreme result of
this evolution is the Ideal Final Result:

It has all the benefits,

none of the harm, and
none of the costs of the original
problem.

The ideal system is pure function, because:

occupies no space,
has no weight,
requires no labor,
requires no maintenance,
delivers benefit without harm.

The Ideal Final Result also is step in ARIZ.

[edit]

References

The Ideal Final Result: Tutorial by

Ellen Domb, Ph.D.
94

Brain, Computer and the Ideal Final

Result By Kalevi Rantanen
Wikipedia definition of IFR

3. Describe image. The client is asked to

form a mental image of the assembly
of symbols and describe it to the
helper. E.g. the green tree is in the
background, and I can hear the
squeaking door on my right.
4. Joint exploration of image. The helper
and client then investigate and expand
this image. It often becomes apparent
that the imagery drama is unfolding
with a direction of its own and that it
requires some further intervention with
useful tactics such as:
o Looking at thing from different
perspectives
o Moving the symbols about
relative to one another, rotate
them.
o Filling in the picture (e.g.
adding detail, adding more
elements, extending it,
exploring behind it).
o Research possible
transformations what it might
change into
o Anchoring resources
o Investigating other routes of
intervention
5. Moving towards resolution and
closure. There comes a time when
there is a natural sense of closure a
break point. This may manifest itself
in the pleasure and contentment clearly
noticeable in the client by the helper.
Alternatively a plateau may be reached
whereby an intermediate resting point
feels natural, with more to do at a later
date. The process normally takes less
than an hour.

Imagery
Manipulation
From Mycoted
Imagery manipulation is employed in a
psychotherapeutic context and requires skilled
helpers or should be carried out under
supervision. The technique does not utilize the
usual rational framework (Explore problem,
Generate ideas, Select and Implement) that is
fundamental to most problem solving
methods.
It is unnecessary for the helper to be made
aware of the real nature of the original
situation or the final solution, in fact any
efforts by the client to introduce reality will
hinder success. Dissimilar to guides imagery
activities, (Imagery for Answering Questions
there is no preliminary relaxation phase
required, and the exploration of the imagery is
performed in a mater-of-fact way with both
the helper and client in adult mode, capable
of critical judgement.
The helper asks questions and suggests
answers, while the client views the current
state of images and attempts his own answers.
A client should be supported to reject or undo
inappropriate suggestions they should feel a
sense of responsibility for the management of
their own imagery. The technique follows
these 5 steps:
1. Identify elements. In private the client
should recognise their problem area
and within that area identify say 3 6
key elements.
2. Form symbols. Still working alone the
client should give each of the
identified key elements from 1, a
symbol. The symbol can be visual,
auditory, feeling etc, e.g. a new project
may have the symbol of a tree, and an
irritating colleague might be a
squeaking door and so on. The Helper
is aware of the symbols produced but
not the source situation or elements.
95

Imagery for
Answering
Questions

shadowy and darker as you go into the

channel, but the movement of the water
continues. You drift along gently and
undisturbed.

From Mycoted

You see a light approaching in the distance.

Your boat is carried gently towards it. It seems
brighter and brighter as you get nearer until
you emerge in luminous sunshine, on a gently
moving stream in a beautiful, quiet meadow.
After a while, the boat comes to a stop. Step
out onto the grass. Look around. Allow
yourself to be quiet and still.

[Pause]

Jump to: navigation, search

This technique draws on your own intuition
for help, similar to prayer or meditation.
However, there is a structure as follows:
1. If your preference is to tape-record the
script below rather than working from
memory, read it slowly with plenty of
pauses.
2. Define your question, clarifying its
exact meaning to yourself
3. Go through any standard Relaxation
process.
4. When you feel ready, recall your
question (from 2), making yourself
fully aware of it.
5. Placing the question aside, let a fantasy
on the lines of the script below
materialise.

[Pause]
Someone or something will bring you a gift
that has meaning for you perhaps a message
or an object or an image wait for it to
come it may or may not make sense dont
worry. Trust that it will help. Take whatever
time it needs for this gift to come to you.
[Pause]

[edit]

When you have received it, take your leave

and get back in the boat. You notice that it has
a motor, so you turn it on and can travel
swiftly.

Script

[Pause]

Envisage yourself at the shore of a large body

of water.

Soon you find yourself back at the shore

where you started. Step out of the boat. Onto
the dry land again taking your gift with you.

[Pause]

Retrieved from
"http://www.mycoted.com/Imagery_for_Answ
ering_Questions"

There is a small rowing boat bobbing gently

close by. Step into it and settle down
comfortably. Let it go with the flow. Listen to
the lapping water. Sense the mild air and calm
movement as you float slowly, serenely along.

Category: Creativity Techniques

[Pause]
The lighter seems to be dimming and you
notice that you have drifted into a kind of
large underground channel. There is ample of
space for you and your boat. It becomes
96

Imaginary
Brainstorming

From Mycoted
Imaginary Brainstorming is like Classic
Brainstorming, but with a slight twist. The
ground rules etc. are the same, the differences
are;

When defining the problem make sure

that it has
o a subject - who is acting
o a verb - the action
o an object - who / what is being
acted upon.
Perform a ((classic brainstorming))
session
Define the essential elements of the
problem, and identify which of the
elements above (1) is the most directly
tied to a successful solution.
Propose imaginary replacements for
the other elements. e.g.

Original
problem

Suggested replacements

How do

How do / does

we

Children,
The PM,
Donald Duck,
Teachers

write a bid

Build a house,
Earn a Million,
get drunk

in half the normal time?

(This element is kept as the
essential element.)
Formulate a new problem statement,
substituting one of the imaginary
elements.
Brainstorm ideas for the imaginary
problem
Apply ideas from the imaginary
brainstorming back to the real problem
statement.

in half the
normal time?

97

Analyse all of the ideas (real,

imaginary and combined) and take
forward those of most interest.

Implementation checklist 2 (Isaken,

Dorval and Treffinger, 1994)

Implementation
Checklists

From Mycoted
There are two implementation checklists
presented here, the first by VanGundy and the
2nd by Isaksen, Dorval and Treffinger. Each
has subtle differences in their perspectives.
[edit]

Implementation Checklist 1 (
VanGundy, 1988)

Resources are the resources (time,

personnel, equipment, money,
information) sufficient for executing
this idea?
Motivation, are there others with
equal motivation and commitment
required for successful
implementation?
Resistance, is the idea likely to come
across any closed thinking and/or
resistance to change in general?
Procedures, are there any procedural
complications to get over
Structures, are there any structural
obstacles to surmount (e.g. bad
communication channels)?
Policies, What official/unofficial
policies need to be overcome?
Risk, will risk taking be tolerated by
those responsible for implementation
and if so to what level?
Power, do any power struggles exist
relating to the idea that might obstruct
implementation?
Clashes, are there any clashes of
personalities that may hinder
advancement in the implementation?
Climate, is the organisational
environment one of teamwork and cooperation or suspicion and distrust?

[edit]

98

Relative advantage
o Will the plan obviously
progress what is currently in
place?
o What are the
advantages/benefits in
accommodating it?
o Who will gain from it?
o How will implementing it
reward others or me?
o How can you promote its
benefits to all?
Compatibility
o Is it consistent with current
practice/thinking?
o Can it be demonstrated to meet
a particular groups
requirement?
o Is it a better course of action to
an existing shared goal
o What group(s) would support
it, its objectives and actions?
o Can it be named/put together
more constructively
Complexity
o Is it straightforward to
understand?
o Can it be clearly translated to
different people?
o Does it take long to
communicate to others?
o How might it be illuminated,
made simpler, easier to
understand?
o Can I demonstrate the new
idea/object effortlessly?
Trialability
o How can you reduce ambiguity
concerning the ideas new
elements?
o How can the adopter try out
section, before deciding to use
it all?
o How can you persuade adopters
to try part of it?
o Should it require full adoption,
but partial trials are insisted
upon, what then?

How can you alter it to make it

more simplistic for trial?
Observability
o How easy is it for an adopter to
locate/acquire it? Is it visible?
o Can it be made more visible?
How?
o Is it possible to make it easier
to understand?
o Can it be better communicated?
o Are there reasons for not
making it visible now?
Other questions to help gain
acceptance for you Plan
o What other resources could
help? How best to use them?
o What important obstructions
are there? How can they be
surmounted?
o How to deal with
challenges/opportunities it
creates?
o What might initiate action?
and the next steps?
o How to build feedback into it to
allow for potential
improvements?
o

99

described earlier. Writing continues

whilst the leader records the
information from the cards onto the
Flip chart. Repetition of the
writing/gathering rotation is
maintained pending all the gathered
cards being blank
5. Go through the full list of items,
inviting observations on each one
within agreed time limits. Participants
may consider giving an explanation, or
present a view for or against any item,
however debating is not permitted.
Authorship remains anonymous and
rules for adaptation or amalgamation
of items as per step 3 above continue
throughout. Addition of items
suggested by the discussion is
acceptable.
6. Private voting takes place and
participants list on a card the item
numbers of their top X items and ranks
them in preferential order. If you are
trying to identify problems, X can be
larger (e.g. 15% of the number of
items). If you are trying to discover a
solution it could be smaller (e.g. 3-5
items).

Improved Nominal
Group Technique
From Mycoted
Improved Nominal Group Technique is a
extension of Nominal Group Technique with
an additional pre-meeting stage which ensures
full anonymity of contributions and speeds up
transcription phases.
[edit]

Advance Preparation
1. Clarify the purpose of meeting with a
prior problem recognition meeting,
with anonymous input
2. Circulate the agreed purpose of the
meeting and request anonymously
submitted ideas on cards by a welldefined cut off time.
3. Circulate a numbered word for word
list of the ideas submitted and request
those participating bring to the meeting
any additional ideas (on cards) or
proposals for varying or combining
ideas. Explain fully what structure the
meeting have.

Votes are tallied on a Flip chart once the cards

are returned face down and shuffled. Further
categorisation and voting may be needed,
depending on circumstances.

[edit]

The Meeting
1. Explain how the meeting will proceed
and ensure all participants have a precirculated list of ideas
2. Collect anonymously any further ideas
brought to the meeting and add to
existing set. Place all cards face down
(those with no ideas submitting a blank
card) and shuffle. List all ideas on a
Flip Chart.
3. Participants write yet more ideas
privately, again on cards. Adaptation or
amalgamated of items may be
proposed, but only permitted if all
agree no discussion.
4. Every few minutes, the leader gathers
ideas anonymously and lists them as
100

101

Interpretive
structural modeling

in circumstances of sever cutbacks. Activities

were all listed, and then each decision-maker
was asked to compare pairs of activity in
rotation and to suggest which of each pair was
the higher priority. A computer then
summarised the large number of pair
comparison it asked for to produce a network
illustration that demonstrated all the activities
that had been compared, linked by arrows that
have the meaning A has a minimally higher
priority than B.

From Mycoted
Presume that you have a compilation of say 20
50 matters concerning some of the
following:
1.
2.
3.
4.
5.

Issues
Ideas
Objectives
Options
SWOT elements (Strengths,
Weaknesses, Opportunities, Threats)
(see SWOT Analysis )

When used for prioritisation, the objective is a

single rank order, but ISM can also be
employed to create networks, e.g. of causal
relations. In this case, the comparison question
might be: Does A influence B or vice versa?.

It is assumed these concerns have cropped up

in a problem-solving activity, and you would
like a group of people to reach an agreement
with respect to ordering them in terms of some
property such as:

Causality
Importance
Priority
Severity
Precedence

Alternative approaches to the above problem

are Paired Comparison and Q-Sort.
Interpretive structural modeling (ISM)
(Warfield, 1982), is an adaptation of Paired
Comparison, usually computer aided and
capable of managing group input.
In theory each group member should be able
to obtain every possible pair of items, and
asked to state, which is prior (in terms of
importance, severity, etc.). Each pair then ends
up with a score showing what percentage of
group member put them in a particular order,
giving a comparative ordering of all the items.
Computer support is usually required because
the number of possible pairing goes up as the
square of the number of items.
ISM has been used to assist local government
bodies to prioritise large number of activities
102

4. Chart making: Now that you have

less than 10 groups, some of which
may contain sub-groups, sub-subgroups, etc arrange them carefully on a
large sheet of paper in a spatial pattern
that helps you to appreciate the overall
picture.
5. Explanation: Now try to express what
the chart means to you, writing notes
as you go and being careful to
differentiate personal interpretations
from the facts contained in the chart.
Ideas for the solution are often
developed whilst explaining the
structure of the problem.

KJ-Method
From Mycoted
The KJ-Method is fundamentally similar to
the Snowball Technique. Introduced by the
Japanese, it has become one of the Seven
management (New) tools of modern Japanese
quality management and uses values of
Buddhism intended as structured meditation.
The Basic Cycle, similar to mind-mapping,
except it uses nested clusters rather than a tree
structure

Multiple Cycles, The basic cycle can be used

to build up a problem-solving method through
repetition.

1. Card making: all relevant facts and

information are written on individual
cards and collated (Post-its would do).
In a group-work version, this step
could be adapted to use BrainStorming
or Constrained Brainwriting, to
generate a supply of ideas on cards.
The KJ-Method tends to place
emphasis on the ideas being relevant,
verifiable and important.
2. Grouping and naming: The cards are
shuffled, spread out and read carefully.
Cards that look as though they belong
together should be grouped, ignoring
any oddities. For each group write an
apt title and place it on top of its group
of cards. Repeat the group making,
using new titles and any oddities to
create higher-level groups. If you have
more than about 10 groups, repeat this
iterative process at yet higher levels.
3. Redistribution: At this stage in the
group-work version, the cards are
collected and reallocated in order than
no one is given their own cards. One
card is read out, and all contributors
look through the cards in their own
hand of cards, and find any that seem
to go with the one read out, so building
a group. A name is selected for the
set that clearly portrays the contents of
the cards in the set, but is neither too
broad nor a simple aggregation of the
cards in the group

A simple two-cycle version will do it once for

problem definition and once for problem
solution.
A more complex six cycle version will do it
for:
1.
2.
3.
4.
5.
6.

103

Problem identification
Defining the circumstances
Diagnosis and problem-formulation
Solutions and working hypotheses
Activation of solutions
Programmed application of solutions.

Keeping a Dream
Diary
From Mycoted
To experience creative dreaming it is essential
to come into better contact with your dreams.
Psychologists have revealed that each of us
dreams every night. However and
unfortunately most of our dreams are
forgotten. Thus, keeping a dream diary is
helping in retaining the information longer.
The building of the dream diary will
demonstrate over a period of time, that you
recall more and more of your dreams by being
more aware of them. Regular discussion of
your dreams and diaries will also help in
understanding them, any themes running
through them and unconscious ideas.
1. Before falling asleep, go over the
following several times: Tonight I
dream; when I awake I will remember
my dreams
2. On awakening in the morning, lie
quietly, do not open your eyes, and let
you mind dwell on your initial
thoughts. These initial thoughts could
remind you of your last dream prior to
awakening and with practice allow you
to remember more and more of the
dreams details.
3. A notebook is essential alongside your
bed, to record a diary of your dreams.
You could try sketching your dreams
or use a tape-recorder to record middle
of the night dreams. The following
morning these tapes could be translated
into the dream diary.
4. Essential, keep the daily diary, try not
to miss days out.

104

Kepner and Tregoe method

From Mycoted
This technique emphasises the rational rather than the creative, it is essentially a method for fault
diagnosis and repair rather than for disorganized or systemic problem domains, or those where
freshness of vision is essential. Kepner and Tregoe (1981) describe the method below, but its origins
date from the 1950s.
The method is fully developed, with recommended techniques, worksheets, training programme's,
etc. The headings below provide a bare outline and it follows two main stages, each has seven steps:
[edit]

Problem Analysis
1. You should know what ought be happening and what is happening, this can then be expressed
as a deviation, comparing them and recognising a difference that seems important to you.
2. Ascertain provisional problem priorities (how urgent/serious or likely to become so) and pick
a problem to work on. Break down unhelpful problem categories (e.g. communication
problems). If the cause is immediately apparent you can pass straight to Decision Making
(below).
3. Investigate and identify the problem deviation (what, where, when, and to what extent).
4. Identify features that distinguish what the problem is from what it is not.
5. Identify the potential cause(s) or contributory factors of the problem, these should be clearcut events or changes that lead to the problem and are clearly associated with the occurrence
of the problem. What the problem is rather than the problems absence, what it is not.
Preferably you identify just one predominantly good contender.
6. Attempt to infer any likely causes of the problem, by developing hypotheses that would
explain how the potential cause(s) could have caused the observed problem.
7. Now test the potential cause of the problem, checking that it is not only a potential cause, but
also that it is the only cause (e.g. that occurrence of this problem is always and only
associated with occurrence of this cause or combination of causes).
[edit]

Decision-Making
1. Set up specific requirements:
o Expected results (what type, how much, where, when)
o Resource constraints (personnel, money, materials, time, power, etc.)
2. Prioritise your needs (distinguishing musts and wants)
3. Develop optional supplies of action. Kepner-Tregoe suggests systematically investigating
each requirement and identifying ways of accomplishing it. Alternatively, other idea
generation methods could be used.
4. Rate the alternatives against requirement priorities (e.g. Comparison Tables).
5. Choose the best option as a provisional solution
105

6. Identify potential unfavourable consequences. A possible checklist is given in the table

below:
Possible Adverse Consequences
Motivation, skills, health
Capital, outgoings, return
Source, availability, handling, storage
Security, adaptability
Relationships, communications
Space, flexibility, location
Quality, quantity, pace, timing
Economy, competition, law, government
1. Plan implementation, including minimising adverse consequences and monitoring progress.

106

containers examples of? Waste

reduction; green policies; potential
resources, etc.,
5. Generally, laddering up towards the
general lets you to expand out into new
areas. Laddering down allows you to
focus down onto definite parts of these
new areas. Alternating between the two
helps you to investigate a wider
territory. Laddering up is typically
more difficult than laddering down. If
stuck, try the following:
6. Ask "Why?" or "So what?":
continually asking Why? normally
results in laddering up; repeatedly
asking So what? tends to ladder
down.
7. Construct-triad method: Choose
any three ideas you already have and
find some way in which two of the
three go together, but the third is
different. For instance, in a
productivity problem, three ideas
might be:
o Pay employees more
o Reduce waste
o Improve management

Laddering
From Mycoted
Switching to and fro between different levels
of abstraction to create ideas is often known as
Laddering. The sequence below is a ladder
of concepts in which the items lower down are
all members or sub-sets of the ones higher up
so that you move between the abstract and the
concrete:

1. Define the existing idea to start from:

This cup in my hand.
2. Ladder up: What wider categories
could it is an example of? A drinking
vessel; something made of china; a
present from my daughter, things on
my desk Say you decide to build on
A drinking vessel then ladder up
again. What could it be an example of?
A smaller container; a domestic
utensil; something for holding
fluids
3. Ladder down again: Put together a
list for A small container but this
time laddering down; give some
examples of small containers.
Boxes, bottles, envelopes, buckets,
bags Give some examples of
bottles: Soft-drink bottles, gas
bottles, ink bottles, antique bottles,
bottles with message in them Give
some examples of soft-drink bottles:
Plastic Coke bottles, milk bottles,
great big bottles of mineral water, posh
soft-drink bottles made to look on in
the fridge; the huge, medium and small
ones on the super-market shelves; ones
labelled in Japanese; ones used for
primary school constructions
4. Ladder up again: Now make a list for
milk-bottles by laddering up. What
are they examples of? Recyclablecontainers. What are the recyclable

One possible distinction might be a technical

vs. human one: reduce waste is technical; pay
employees more and improve management are
human. You could now ladder up from reduce
waste either to technical or to non-human
solutions (or vice-versa for the other two
ideas).

107

Lateral Thinking

Listing

From Mycoted

From Mycoted

Edward de Bono writes in "Serious

Creativity", how he became interested in the
sort of thinking that computers could not do:
creative and perceptual thinking. The entry in
the Concise Oxford Dictionary reads: "seeking
to solve problems by unorthodox or apparently
illogical methods.

Listing is a derivative of the Attribute Listing

idea and in actual fact is a one-dimensional
version of the Heuristic Ideation Technique
(HIT) method. Although used mainly for new
product development in theory it can be used
for any situation, which has elements that can
be listed, and for which combination of
elements are likely to suggest solutions.

Lateral thinking is about moving sideways

when working on a problem to try different
perceptions, different concepts and different
points of entry. The term covers a variety of
methods including provocations to get us out
of the usual line of thought. Lateral thinking is
cutting across patterns in a self-organising
system, and has very much to do with
perception.

HIT uses the components of existing products,

however the Listing technique (Whiting,
1958) uses the products in a given are:
1. Identify the sort of product you would
like to produce (e.g. bathroom
equipment)
2. Identify a area in which these exist
(e.g. bathroom), catalogue, as many
objects, products, etc. as you can that
exist in that area (e.g. sink, bath,
shower, toilet, etc.) Reduce your list to
about 10-12 items, stop step 4
becoming unwieldy.
3. Sketch a triangular template in which
the rows and columns are both labelled
with the items in the narrowed down
list that you have just created, so that
the units in the template correspond to
the comparison of each item on the list
with every other item on the list (e.g.
bath/shower, toilet/sink, etc. for
every possible combination).
4. For each unit, use centred Free
Association to come up with possible
ideas:
o What sort of new bathroom
product does bath/shower
suggest to you?
5. Choose the top ideas for additional
assessment

For example: Granny is sitting knitting and

three year old Susan is upsetting Granny by
playing with the wool. One parent suggests
putting Susan into the playpen. The other
parent suggests it might be a better idea to put
Granny in the playpen to protect her from
Susan. A lateral answer!
The term "Lateral Thinking" can be used in
two senses:
Specific: A set of systematic techniques used
for changing concepts and perceptions, and
generating new ones. General: Exploring
multiple possibilities and approaches instead
of pursuing a single approach.
The information on "Lateral Thinking" is
Copyright The McQuaig Group Inc.
Reproduced here by permission from APTT

108

number of important pro criteria that

are present, and con criteria that are
absent. Eliminate all options that score
poorly at this stage, to leave a list of
feasible, good quality options.
5. Repeat with the Marginal criteria,
condensing the short-list yet further to
only options that are feasible, of good
quality, and which have useful
additional properties
6. This technique is used mainly for
screening out clearly weaker options
using vital/important/marginal
distinction. It does not make finer
distinctions within a final short-list.
Another technique should be sought to
take the short-lists any further.

Listing Pros and

Cons
From Mycoted
If an established set of criteria already exists
evaluation of the options becomes equivalent
to Comparison Tables, with all criteria of
equal weight. However, it is more likely that a
situation is not that simplistic with little or no
clear criteria. For example, deciding what you
should do next from a set unrelated
possibilities (Shall I go home, finish this job,
or go to the cinema).
Using the Pros and Cons approach with only
2-3 options lists the pros and cons for each and
compares the results directly. However,
working with larger numbers of options
requires the following more systematic
approach
1. Generate a comprehensive collection
of Pros and Cons, by working through
the options one by one and generate a
realistic set of pros and cons for each
(using creativity approaches if it
helps). Write each pro or con on a
separate card or Post-it, clearly marked
+(for a pro) and -(for a con).
2. Collate the collection into an ordered
checklist of criteria, with pros and cons
stacked separately, any duplicates
removed and a single master checklist
of all pros and all cons prepared. If
time is short an assistant could carry
out the first iteration. Focus on the
central issue you are working on and
order the lists Vital (make or break),
Important (but not absolutely vital),
Marginal (i.e. would be nice if).
These categories can be sub divided
further is necessary.
3. Pick out Vital Options, by making a
short-list of potentially viable
options. If unsure about an item, do not
exclude it, yet.
4. From the Vital short-list, pick out
Important options, counting the
109

Metaplan
Information
Market

Organise a fairground-like set of, perhaps, 20

booths around a very large hall, each booth
representing a predetermined theme or critical
question and staffed by 2-3 trained
facilitators. Participants can choose which
booths interest them most, and can move
between them, joining in the discussions at
each booth, and recording their votes at
predetermined stages. (Business Week 1976).

From Mycoted
The Metaplan Information Market method,
developed by a German consultancy firm uses
a number of communication tools. Groups
are set up to focus on a problem and its
possible solutions. Opinions are developed, a
common understanding is essential and a
formulation of objectives, recommendations
and actions plans is the goal.

The recognition of themes and the supervision

of expectations for a major market
necessitate several months of prior planning,
initial meetings and an attempt at decisionmaking. Vigorous follow-up is imperative to
ensure the process does not experience a lack
of expectation from the participants.

Specially trained facilitators administer the

groups, ensuring good communication;
cooperation and high levels of understanding
are achieved. His objective is to provide the
group with the right sort of communication
tools at the right moment so that the group is
able to get to the bottom of the crucial matter
with greater success and efficiency.
Communication tools are:

Basic physical items (standard oval,

cloud-shaped and rectangular cards of
various colours
Felt tipped pens
Display boards, etc.
A series of standard presentation gettogethers
Rules that produce clear and legible
display
Rules that provide effective
communication, voting, etc. in groups.

These tools allow the facilitator to administer

effective, co-operation within group
discussions where key issues are recorded and
displayed and the participants can put forward
their ideas.
This method is also useful for large-scale
meetings or information markets. One
possible arrangement:
110

Mind Mapping

abilities to characterize derived connections

such as over-lapping, cross-linking etc.

From Mycoted
Jump to: navigation, search
Mind mapping also called spider diagrams
represents ideas, notes, information, etc. in farreaching tree-diagrams.
To draw a mind-map:

Layout a large sheet of paper in

landscape and write a concise heading
for the overall theme in the centre of
the page.
For each major sub-topic or cluster of
material, start a new major branch
from the central theme, and label it.
Each sub-sub-topic or sub-cluster
forms a subordinate branch to the
appropriate main branch
Carry on in this way for ever finer subbranches.

It may be appropriate to put an item in more

than one place, cross-link it to several other
items or show relationships between items on
different branches. Coding the colour, type of
writing etc can do this. Alternatively you
drawings in place of writing may help bring
the diagram to life.
Software packages are available that support
with mind-maps, making it easier to amend
and reshuffle the map, they often hold notes
and documents, etc. associated with the labels
(so acting as a filing system). Computer-based
maps have the disadvantage of the small
screen, and are less flexible than hand drawn
versions (e.g you cannot usually make crosslinks). Freemind is a cross platform free and
open source example which is very popular for
is flexibility and compatibility.
Radical tree diagrams, hierarchical tree
diagrams, clustering methods (cf. Snowball
Technique, KJ-method, Highlighting) all use
the same hierachical logic. However, they
have different optical impacts, and dissimilar
111

Morphological
Analysis

Up to 7 dimensions of 7 values, gives up to

nearly a million potential arrangements,
making systematic examination out of the
question without the use of computers to
assist. However, devices are available to make
it easier to study multiple re-combinations. An
illustration of this taken from Allens
Morphologiser a vertical strip is produced for
each dimension, with the name of the
dimension at the top, the options spaced one
under the other below it (e.g. as Post-its stuck
one under the other, edge to edge). Place the
strips sis by side and slide them up and down
to create different horizontal combinations.

From Mycoted
Jump to: navigation, search
Morphological Analysis was developed by
Fritz Zwicky (the Swiss astrophysicist and
aerospace scientist based at the California
Institute of Technology) in the 1940's and 50's
as a method for systematically structuring and
investigating the total set of relationships
contained in multi-dimensional, usually nonquantifiable, problem complexes.

Up to, say, 50-100 possible combinations, is a

workable range with the aid of a computer to
systematically go through every combination.

Morphological Analysis is an extension of

Attribute Listing. Imagine you have a product
that could be made of 3 types of material, in 6
possible shapes, and with 4 kinds of
mechanism. Theoretically there are 72 (3x6x4)
potential combinations of material, shape and
mechanism. Some of these combinations may
already exist; others may be impossible or
impractical. Those left over may represent
prospective new products. This method of can
be extended to virtually any problem area that
can be structured dimensionally.

Upto, say, 3-400 combinations, various

techniques/devices can narrow down this
larger set of combinations. You could try
eliminating less functional dimensions (or
options) (e.g. a dimension such as colour
may well be of only minor significance). An
alternative approach (see AIDA) is to
recognize pairs of options that are clearly not
of use, by eliminating a pair; exclusion is
automatic for other combinations that involved
that pair.

[edit]

For still larger numbers, no systematic

investigation is probable. Revert to Attribute
Listing, using arbitrarily chosen permutations
to stimulate ideas.

Identifying Suitable Dimensions

and Options
One possible approach is to use group
techniques. Brainstorm issues, ideas, facts
aspects, etc. associated with your problem, put
each piece of information or suggestion on
individual cards or Post-it, then group them
and label the group (or arrange them using
mind mapping). Iterate over and over again
until you have condensed your information to
a small quantity of labelled groups each of
which constitutes an understandable element,
and has only a small number of items inside it,
each of which is a clear option, written on a
card or Post-it.

[edit]

Computer Aided Morphological

Analysis
Advanced Computer-Aided Mmorphological
Analysis was developed in 1995-96 by Tom
Ritchey, then at the Department of
Technological Foresight and Assessment, at
the Swedish National Defence Research
Agency in Stockholm (Ritchey, 2002).
MA/Casper is a dedicated software system
which supports an extended form of
Morphological Analysis. It serves as a
112

development platform for creating scenario

and strategy laboratories, and morphological
inference models (Ritchey, 2003). It is
presently in its 4th programming version.
With dedicated computer support, far more
than 7 variables, and many millions of
configurations, can be treated quite rigorously.
When a solution space is synthesized, the
resultant morphological field becomes an
inference model, in which any parameter (or
multiple parameters) can be selected as
"input", and any others as "output". Thus, with
computer support, the morphological field can
be turned into a laboratory with which one can
designate initial conditions and examine
alternative solutions.
[edit]

References

Ritchey, Tom (2002). General

Morphological Analysis: A general
method for non-quantified modelling.
Available at
http://www.swemorph.com/ma.html
Ritchey, Tom (2003). MA/Casper:
Advanced Computer Support for
General Morphological Analysis.
Available at
http://www.swemorph.com/macasper.h
tml
Zwicky, F., Discovery, Invention,
Research - Through the Morphological
Approach, Toronto: The Macmillian
Company (1969).
Zwicky, F. & Wilson A. (eds.), New
Methods of Thought and Procedure:
Contributions to the Symposium on
Methodologies. Berlin: Springer
(1967).

[edit]

External links

Swedish Morphological Society

Modelling Complex Socio-Technical
Systems using Morphological Analysis
Adapted from an address to the
Swedish Parliamentary IT
Commission, Stockholm, December
2002.
113

Morphological
Forced
Connections

ads, calendars, photos, etc. using only wood

and paper...

From Mycoted
Jump to: navigation, search
The general use of a matrix in Creativity and
Innovation is often known as
a"Morphological" method. One method of
attribute listing is contained in The Universal
Traveler which authors Koberg and Bagnall
call "Morphological Forced Connections".
They give the following rules for their
"foolproof invention-finding scheme" along
with an example showing how their scheme
works. Here it is:
1. List the attributes of the situation.
2. Below each attribute, place as many
alternates as you can think of
3. When completed, make many random
runs through the alternates, picking up
a different one from each column and
assembling the combinations into
entirely new forms of your original
subject.
After all, inventions are often new ways of
combining old bits and pieces.
Shape /
Material
Cylinder

Cap

Ink
Source

Faceted

Metal

Attached No
Cap
Cartridge

Square

Glass

No Cap Permanent

Beaded

Wood

Retracts

Sculptured Paper

Paper
Cartridge

Cartridge
Cleaning
made of
Cap
ink

Example Invention: An environmental Cube

Pen; one corner writes, leaving six faces for
114

115

ended problem of importance to you.

The problem should be one, which you
would like several answers leading to
possible solutions.
2. In your own time, complete the above
statements with reference to your
particular problem. However, if
nothing comes to mind for a particular
statement, progress on to the next
statement
3. It can be useful to have a break at this
stage to allow time for deliberation.
4. Return to your original definition ( 1 ),
have any of the redefinitions helped?
Can you see the problem from a
different angle? Write down any
thoughts or ideas you have at this
stage.

Multiple Redefinition
From Mycoted
Open-ended problems by definition are not
well defined the boundaries are fuzzy and
different stakeholders may have varying
boundary perceptions. The solver is unlikely
to have a suitable description at the outset of
the exact problem in hand and finds
redefinition of the problem throughout the
project.
A variety of redefinition techniques exist (see
Boundary Relaxation). This method suggested
by Tudor Rickards (1974), is designed to assist
the solver increase imaginative and original
redefinitions through a series of questions that
take you through unexpected mental modes

Retrieved from
"http://www.mycoted.com/Multiple_Redefiniti
on"

Empathic
Analytic
Motivational
Magical
Metaphorical
Off-beat

The following checklist of provocative

statements is suggested to bring about these
feelings:

There is usually more than one-way of

looking at problems. You could also
define this one as .
.but the main point of the problem
is.
What I would really like to do is.
If I could break all laws of reality
(physical, social etc.) I would try to
solve it by .
The problem put in another way could
be likened to
Another, even stranger, way of
looking at it might be.

To use this technique, try following this simple

procedure:
1. Taking as short or as long as required
note down on a sheet of paper an open116

NAF
From Mycoted
This is a simple way of scoring / assessing
potential solutions to a problem. Give a score
out of 10 for each of the three items;
Novelty How novel is the idea? If it isn't novel
for this situation, it probably isn't very creative
Attractiveness How attractive is this as a
solution? does it completely solve the
problem? Or is it only a partial solution?
Feasibility How feasibly is it to put this into
practice? It may have been a really attractive
solution to use a time machine, but is it really
feasible?
Once you have the mark out of 30 for each
potential solution, you can easily rank them to
then refine the top few.

117

and respond to the world around us

primarily through our sensory
representational systems. It is our
'neuro-linguistic' maps of reality that
determine how we behave and that
give those behaviors meaning, not
reality itself. It is generally not reality
that limits us or empowers us, but
rather our map of reality.
2. Life and 'Mind' are Systemic
Processes. The processes that take
place within a human being and
between human beings and their
environment are systemic. Our bodies,
our societies, and our universe form an
ecology of complex systems and subsystems all of which interact with and
mutually influence each other. It is not
possible to completely isolate any part
of the system from the rest of the
system. Such systems are based on
certain 'self-organizing' principles and
naturally seek optimal states of balance
or homeostasis.

NLP
From Mycoted
NLP stands for Neuro-Linguistic
Programming, a name that encompasses the
three most influential components involved in
producing human experience: neurology,
language and programming. The neurological
system regulates how our bodies function,
language determines how we interface and
communicate with other people and our
programming determines the kinds of models
of the world we create. Neuro-Linguistic
Programming describes the fundamental
dynamics between mind (neuro) and language
(linguistic) and how their interplay effects our
body and behavior (programming).
NLP is a pragmatic school of thought - an
'epistemology' - that addresses the many levels
involved in being human. NLP is a multidimensional process that involves the
development of behavioral competence and
flexibility, but also involves strategic thinking
and an understanding of the mental and
cognitive processes behind behavior. NLP
provides tools and skills for the development
of states of individual excellence, but it also
establishes a system of empowering beliefs
and presuppositions about what human beings
are, what communication is and what the
process of change is all about. At another
level, NLP is about self-discovery, exploring
identity and mission. It also provides a
framework for understanding and relating to
the 'spiritual' part of human experience that
reaches beyond us as individuals to our family,
community and global systems. NLP is not
only about competence and excellence, it is
about wisdom and vision.

All of the models and techniques of NLP are

based on the combination of these two
principles. In the belief system of NLP it is not
possible for human beings to know objective
reality. Wisdom, ethics and ecology do not
derive from having the one 'right' or 'correct'
map of the world, because human beings
would not be capable of making one. Rather,
the goal is to create the richest map possible
that respects the systemic nature and ecology
of ourselves and the world we live in. The
people who are most effective are the ones
who have a map of the world that allows them
to perceive the greatest number of available
choices and perspectives. NLP is a way of
enriching the choices that you have and
perceive as available in the world around you.
Excellence comes from having many choices.
Wisdom comes from having multiple
perspectives. Essentially, experts are carefully
studied and analyzed (or modeled in NLP
parlance) as a way to make conscious and
unpack the mental strategies they used to get
expert results. Once the strategies are decoded,
they are the available for others to enhance
their own expertise. Milton Erickson, the well

In essence, all of NLP is founded on two

fundamental presuppositions:
1. The Map is Not the Territory. As
human beings, we can never know
reality. We can only know our
perceptions of reality. We experience
118

known hypnotherapist, and Virginia Satir, one

of the world's best known family therapist
were among those who were modeled by NLP
practitioners.

creative. The context is the anchor that

reminds you mind/body to be creative.

Interestingly, it appears that people can be

modeled even after they have died! A case in
point: Robert Dilts (one of the creators of
NLP) recently modeled Walt Disney. He
studied his writings, observed films of him
doing his work and interviewed people that
worked with him. From this he extracted the
Disney Creativity Model, which will be briefly
described below.

[edit]

References

The basis strategy for modeling people is to

either observe them while performing or to
have them mentally go back to a time when
they were performing extremely well, and to
have them describe (while reliving a particular
moment of great human performance) the
thought patterns, physiology and context that
supported the performance
The modeler might also choose to elicit a
strategy that lead to poor performance or a
failure to get the same results as a "counter
model." This is done to provide a contrast that
clearly points out the distinctions between the
two states of "success" and "failure". NLP
provides a set of linguistic and observational
tools that ensure useful descriptions and
models.
Dilts concluded that Walt Disney moved
through three distinct states when he produce
his work. Dilt's called them Dreamer, Realist
and Critic. Each of these three stages have a
distinct physiology and thought patterns and
can be consciously employed by individuals
who want to improve their creative
performance.
NLP techniques are also useful to help you
remember, at an instant, what psychological
state you must be in to be creative. NLP
practitioners can "anchor" a particular state in
which you are most creative. In fact, you
anchor these state yourself. Many people have
to be in a certain room, or standing or walking,
or in some particular context in order to be
119

Bandler & Grinder "Frogs Into

Princes" 1979
Dilts, Grinder, Bandler, DeLozier
"Neuro-Linguistic Programming" Vol.
I 1980
Bandler & Grinder "Reframing" 1982
Bandler "Using Your Brain" 1985

Negative
Brainstorming
From Mycoted
Negative (or Reverse) brainstorming requires
a significant level of effort analysing a final
short-list (rather the initial mass) of existing
ideas. (see BulletProofing and Potential
Problem Analysis ). Examining potential
failures is relevant when an idea is very new,
complex to implement or there is little margin
for error. Negative brainstorming consists of a
conventional BrainStorming session (or any
other suitable idea-generation method) that is
applied to questions such as: What could go
wrong with this project?
Often referred to as the tear-down method,
because of its negativity can be advantageous
and seen in a positive light when training
implementers to deal with hostile criticism.
However, even this example needs to be
followed up with a constructive debrief to
ensure the implementer feels encouraged and
secure.
1. Brainstorm Displaying a comment such as
How not to solve the problem, i.e. how to
really mess up implementing project X will
generate much humour and unexpected ideas
(which should be noted)
2. Identify a cluster i.e. comments said in
different ways that mean the same thing Staff
only; dont tell non-staff, reverse the cluster
to give a single positive comment e.g. tell
those involved
Repeat step 2, ad lib as you go
[edit]

References

J. G. Rawlinson, Creative Thinking

and Brainstorming, 1981

120

Standard Procedure

Nominal Group
Technique

Various forms of the procedure can be

undertaken, however, the classical form
suggested by Delbecq et al. uses the following
steps:

From Mycoted
Nominal Group Technique is a structured
from of BrainStorming or BrainWriting, with
up to 10 participants and an experienced
facilitator (or up to 3-4 groups of up to 10
participants, with a spokesperson for each
group and a single facilitator overall)

1. Anonymous generation of ideas in

writing, begins with the facilitator
stating the problem and giving the
participants up to 10 minutes to jot
down any initial ideas privately. The
facilitator also writes down his own
ideas.
2. Round-robin recording of ideas, allows
each person in turn to read out one
idea, which the facilitator writes up on
a flip chart for all to view and
numbered sequentially. This is
repeated going around the groups until
all ideas are exhausted and any
duplicates are eliminated.
3. Serial discussion to clarify ideas and
check communication is encouraged
by the facilitator. Working through
each ideas systematically asking for
questions or comments with a view to
developing a shared understanding of
an idea. Discussions are calm and
controlled to aid clarification of the
idea, they are not heated debates
4. Preliminary anonymous vote on item
importance is usually carried out in the
method described under Anonymous
Voting.
5. Further discussion and voting, takes
place if the voting is not consistent.
Steps 3 4 can be repeated and any
ideas that received votes will be rediscussed for clarification.

Contents
[show]
[edit]

Underlying Principles
NGT is based on three fundamental, researchbased principles:

Nominal Groups are thought to

generate more better quality ideas than
interacting groups typical of Classic
Brainstorming. A nominal group
consists of several people (usually
gathered in one room) who are
prepared to work as a team to resolve a
problem. This sharing of ideas (which
are anonymously submitted) promotes
a sense of involvement and motivation
within the group.
The round robin element provides
encouragement and equal opportunities
for all members to contribute.
Contribution from all participants is
encouraged and every individuals idea
is given equal standing, whether
unique or not.
Reliable communication requires that
the recipients understanding of a
message be checked with the sender,
especially in the case of new ideas
being put forward. Checks for accurate
communication are built in to the
technique.

[edit]

Adaptation for ill-structured problems

Modification of NGT, undertaken by Bartunek
and Murnighan (1984), helps to deal with illstructrued problems. Normal ideas are
generated and listed, followed by the
facilitator questioning if the ideas are relevant
to the same problem. If not, the problem is

[edit]
121

said to be ill-structured and the ideas

generated are clustered into coherent groups
(see Snowball Technique ). These clusters of
ill-structured ideas are then treated as
problems in their own right and the NGT
procedure is applied to them. Regular breaks
are taken by the participants to ensure the
group feel they are still working on the
original problem
[edit]

Adaptation for greater anonymity

Useful where low trust conditions exist i.e. the
presence of significant status or stakeholder
differences. (see Improved Nominal Group
Technique - INGT)

122

Nominal-Interacting
Technique
From Mycoted
The Nominal-Interacting Technique is so
called as it alternates between nominal and
interacting modes. The nominal mode
allows individual perspectives on the problem
to be shared. Refreshment breaks occur at
appropriate times, i.e. when discussion
between participants is relevant and helpful.
Participants are encouraged to share opinions,
exchange facts and challenge views, in
contrast with the non-interactive nominal
group mode.
Example based on a Nominal Group
Technique (NGT) structure may look like this:

Outline the problem

Private, contemplation of ideas
Round-robin collation and displaying
of ideas
o Break (where differences of
opinions are identified)
Whole group discusses the displayed
ideas
o Break (differences of opinion
readdressed)
First attempt at prioritising ideas
o Break (final differences of
opinion within the group are
addressed)
Final prioritisation of ideas
Votes are confidential, however
individuals can request one anothers
ranking and its justification

123

Notebook
From Mycoted
An ideas diary kept in a convenient, small
and portable notebook gives you the benefits
of brainstorming whilst on the move.
Keep an ideas notebook, which is small
enough to be portable wherever you go.
Routinely note down any ideas that transpire
at unusual times, regardless of their relevance.
Using idea notebooks at stimulating events,
i.e. training workshops, conferences, etc. can
trigger ideas for a problem that you are
trying to resolve. Keep the problem alive at
the back of your mind throughout the event,
you may even have an opportunity to bounce
your ideas off others attending.
Display output for a few days A Poster
Notebook, in the form of drawings, lists of
ideas, or construction when displayed could
benefit from other viewing it. Left on display
for several days (e.g. stuck on a notice board)
allows others to come up with alternative
ideas, which are then open to discussion.
The Moleskine is one of the most popular
makes of notebook among creative thinkers
who have a passion for stationery.
See also: moleskinerie.

124

Observer and
Merged Viewpoints

The NLP method makes a distinction between

dissociated and associated states. An
associated (or merged) state being when some
local event triggers a past memory, and you
feel you are re-experiencing the same feelings.
If a good memory has been triggered, useful,
energetic, good and positive vibes are invoked.
However, if the memory is a bad one
negativity is recalled. The dissociated method
is useful for recalling negative, bad memories
as a detached experience. Thereby neutralising
the bad times, overlaying them with vivid
energetic positive feelings.

From Mycoted
A problem can be viewed from two distinctive
viewpoints, an observers and a merged:
The observers viewpoint, is when a problem
is approached with imagination and
observation (the object being something you
see or hear) with thoughts such as:

Observed or Merged, Detached or Involved,

Dissociated or Associated, both/all strategies
have their usefulness in creative thinking

Stand back
See something objectively
Remain detached
An arms length view
Put things in perspective
Remain separate

The merged viewpoint is when you are the

object (or person or whatever). Having
become the object/person, you see, hear and
feel as the subject would, often called
projective identification. It can be interpreted
as pure fantasy (i.e. imagining what it would
be like to be a wheel). However if used in an
adept manner, can be extremely empathetic,
bringing to mind phrases such as:

Getting inside their skin

Seeing the situation through their
eyes
Standing in the other persons shoes

Care must be taken to imagine that someone

else is like you when they arent. The merged
viewpoint uses I to refer to whatever you are
imagining, e.g. for the wheel: my outer feels
pressure from the ground as I am rolled.
Merged observation is an involved state, you
identify with the object you are considering,
e.g. to resolve a technical problem with the
wheel you become the wheel, right down the
scale, workings and trying to experience its
role, thus getting a feel for how it would
operate better.
125

Osborn's Checklist
From Mycoted
A basic rule of Brainstorming is build onto
ideas already suggested. Alex Osborn, the
originator of classical brainstorming, first
communicated this. A checklist was
formulated as a means of transforming an
existing idea into a new one. The checklist is
designed to have a flexible, trial and error type
of approach. A derivation of Osborns
checklist is SCAMPER.
[edit]

The Checklist:

Put to other uses? As it is? If

modified?..
Adapt? Is there anything else like this?
What does this tell you? Is the past
comparable?
Modify? Give it a new angle? Alter the
colour, sound, odour, meaning, motion,
and shape?
Magnify? Can anything be added,
time, frequency, height, length,
strength? Can it be duplicated,
multiplied or exaggerated?
Minify? Can anything be taken away?
Made smaller? Lowered? Shortened?
Lightened? Omitted? Broken up?
Substitute? Different ingredients used?
Other material? Other processes?
Other place? Other approach? Other
tone of voice? Someone else?
Rearrange? Swap components? Alter
the pattern, sequence or layout?
Change the pace or schedule?
Transpose cause and effect?
Reverse? Opposites? Backwards?
Reverse roles? Change shoes? Turn
tables? Turn other cheek? Transpose
+/-?
Combine? Combine units, purposes,
appeals or ideas? A blend, alloy, or an
ensemble?

126

carefully worded suggestions that are

sensitive to the clients focus are likely
to be more productive.

Other Peoples
Definitions
From Mycoted
Allowing other people to air their own
perspectives or challenge your views provides
an opportunity to understanding the problem
from an additional approach. It is a very direct
application of the basic creative principle of
valuing differences:
1. Your client briefly outlines the problem
and framework and writes up on the
flipchart their attempt to summarise the
essence of the problem, using the form
How can I or we or How to
2. The participants ask the client any
questions for clarification that occur to
them, but avoid recommending
solutions, offering explanations or
making judgements.
3. The client answers the questions
factually, and avoids making any
justifications or defences.
4. Following the questioning, each
participant of the group (client and
helpers) writes down privately their
own attempts at expressing the essence
of the problem in the same How can I
or we /How to format. Helpers
should avoid being provocative in their
versions e.g. expressing what they
have read between the lines as well as
what the client has told them.
5. When everyone feels ready, all the
ideas and thoughts are written up on
the flipchart, explained and discussed.
6. Finally the client decides on an
ultimate version based on all the other
versions and the discussion that has
taken place. The client has the last
word!
7. The helpers are actually operating as
consultants and their assignment is not
to decide how they would deal with the
problem, but to help the client settle on
a perspective that is most helpful to her
or him. As the client has the last word,
127

to try to reach agreement about the

issue.
5. Finally each group reports back to the
others on how they got on.
6. Take time out to carefully reflect on
the events.
7. A fundamental negotiating technique is
to try to spot areas of agreement,
partial disagreement and major
disagreement, then try to increase the
un-controversial areas by attempting to
reach agreement on the least tricky
areas, where there is partial agreement,
leaving the major disagreements till the
end. Even in apparently impossible
situations, this technique can be
surprisingly productive.

Other Peoples
Viewpoints
From Mycoted
If anything concrete is to happen, the real last
word is that of the organisation and personnel
whose approval and compliance are essential.
Therefore it is vital to understand their
viewpoints.
DeBono and others, suggest this exercise that
is particularly suited to people problems where
three or four parties have different views about
a situation, and works well with a group of 16
or so. It proposes a means of achieving
multiple perspectives on the issue under
consideration.
1. Create a list of the key three or four
people or roles in the problem area and
get the client to describe the people
and roles concerned and to answer
enquiries.
2. Separating the group into small teams,
allocate one role to each team then
each group should attempt to get into
the shoes of its role, role-playing it in
the full theatrical sense if they are
inclined. The intention is to be able to
look at the world from this partys
viewpoint.
3. Either descriptively or as a role-play,
each group should give a presentation
of its characters viewpoint to the other
groups. The viewpoint should
comprise both personal and rolerelated issues. For instance any
particular role may have some
concerns to do with current projects,
etc., and others to do with family and
personal career, and yet others to do
with attitudes, habits, prejudices, etc.
4. This can be taken on to a second stage
by forming a series of negotiating
teams where each has one
representative from each of the original
role teams. Each negotiating team has
128

PDCA
From Mycoted
Dr Deming's pioneering work in quality
management gave rise to a continuous process
to achieve better quality products and services,
and to improve the process that delivers them.
The PDCA cycle, or "Deming Cycle" as it is
often called, consists of four stages: Plan, Do,
Check, Act.
Plan: Determine the root cause of the problem
then plan a change or a test aimed at
improvement.
Do: Carry out the change or the test,
preferably in a pilot or on a small scale.
Check: Check to see if the desired result was
achieved, what or if anything went wrong, and
what was learned.
Act: Adopt the change if the desired result was
achieved. If the result was not as desired,
repeat the cycle using knowledge obtained
from the previous cycle.
Although this is a continuous cycle, you need
to start somewhere. As a problem solving
process you would normally start at the Check
stage, checking what the requirements are and
reality is. The gap between reality and
requirements will enable you to determine if
you need to Act
To use this as a problem solving technique it
does rely on there being a process already in
place, which can then be modified.
A more refined version of PDCA is the 7 Step
Model for problem solving.

129

PIPS
From Mycoted
The phases of integrated problem-solving (PIPS) technique (Morris and Sashkin, 1978), is a
variation of the classic Creative Problem Solving - CPS method. However, in addition to defining the
range of analytic steps required, PIPS also defines the inter-personal actions needed for each step, as
shown in the table below:
Problem-solving Tasks

Inter-personal Tasks

1. Problem
Definition

Search for information about

the problem
Detailed understanding of
problem situation
Agreeing group goals

Does the information search

involve everyone?
Open sharing of problem
information
Consensus building

2. Solution
Generation

Brainstorm ideas
Elaborate and refine ideas
Develop tentative list of
solutions

Encourage all to brainstorm

Encourage no criticism
Encourage co-operation
when listing solutions

3. Ideas into
Action

Avoiding non-productive
Evaluate strengths/weakness of criticism
each idea
Resolving conflicts over
Try combining good ideas
combining/ modifying
Select a tentative solution
ideas.
Consensus building

List steps needed for

implementation
4. Action Planning Identify resources needed
Assign responsibilities for each
step

All participate in listing

steps
Group adequately evaluates
available resources
Develop real commitments

Success measures for each step

Timetable to measure progress
5. Plan Evaluation against
Contingency planning in case
steps need modifying

All contribute to developing

success measures
All comfortable with timetable
Real commitments for
contingency plans

6. Evaluate
product and
process

How well do effects of solution

match original goals?
Identify any new problems
created
Any future actions needed?

How much group

participation overall?
Are self-expression and
offers of support easy?
What has group learned
about itself?

130

To work effectively PIPS requires:

Problem-solving group
A Facilitator
An observer to monitor the problem-solving tasks
An observer to monitor the inter-personal tasks

In theory the observers roles should be rotated, in as much as, at the end of each phase the previous
observers would swap with others in the problem-solving group. The authors of the PIPS technique
also provide a questionnaire (considerably more detailed than the table above) which all participants
have for reference, but which the observers fill in. There is a general review at the closing stage of
each step of the process issues, and members only go on to the next step when all the tasks of the
previous step have been satisfactorily completed.
The complete PIPS process is almost certainly too cumbersome for routine problem solving, but may
prove beneficial for training. Thus the general rule of placing explicit inter-personal goals alongside
the task goals of any problem-solving method has a lot to be said for it.

131

PMI
From Mycoted
[edit]

Plus, Minus, Interesting - PMI

A spin-off of the technique Listing Pros and
Cons. A list or table with the categories
Plus/Minus/Interesting should be formulated
e.g.
Plus, positive reasons
Minus, negative reasons
Interesting, points of interest
PMI Score = (Plus) + (Minus) + (Interesting)
For each reason/point in each category a score
(positive/negative) is assigned. The final PMI
score will be the result of adding each
categories scores together.

132

Paired Comparison
From Mycoted
Jump to: navigation, search
A to Z of
Creativity Techniques
Previous Technique
PMI
Next Technique
Panel Consensus
Paired comparison is a practical technique for comparing up to; say 10-15 items (ideas, options or
criteria etc.) i.e. too many to rank easily just by inspection, but not so many that the table size
becomes unmanageable. However, if a larger comparison is necessary then you can use the same
principle with computer aided methods such Interpretive structural modeling
This example matrix shows a personal choice amongst seven different fruit
Total stars
for each
(A)Apple (O)Orange (M)Melon (K)Kiwi (B)Banana (P)Pear fruit over
whole
table
(C)
C
C
C
C
C
C Cherries
Cherries
***
*
**
*
*
* get 9
O
M
A
B
P Apples get
(A)Apple
***
*
**
*
* 2
M
O
B
P Oranges
(O)Orange
*
**
*
* get 5
M
B
M Melons
(M)Melon
**
*
** get 6
B
K Kiwis get
(K)Kiwi
*
** 2
P Bananas
(B)Banana
* get 4
Pears get
(P)Pear
3
1. Arrange a matrix as show above, giving each item a unique one-letter abbreviation (e.g. O for
Orange in the example).
133

2. Mark each cell in the matrix to indicate which fruit you prefer of the two items it represents.
You could also show how strong each preference is as the example illustrates. For instance, in
the example
o C *** means: Cherries very much preferred
o B * means: Bananas slightly preferred
3. Now sum up the total number of preferences or *s each item has. For instance:
o There are 6 cells where Cherries are preferred (C) which between them have 9*s,
thus Cherries get a total score of 9.
o Conversely there are only 2 cells where Oranges are preferred (O) with 5 *s
between them, so Oranges get a total score of 5.
4. These total scores are shown in the right-hand column. Clearly, Cherries win by quite a wide
margin, followed by Melons, Bananas and Pears.

134

Panel Consensus

pages), standardised way (Title, Problem

statement, Key points of the idea, Description
of how it might be implemented). Strict
anonymity is preserved. For the latter phases
to make sense, this phase needs to generate at
least 4-500 ideas.

From Mycoted
The panel consensus technique was designed
for use in large organisations (e.g. a military
service) with a capability for generating a
large number of ideas (perhaps 4-500 or more)
that would then need to be narrowed down
(Taylor, 1972).

Screening Phase: The 4-500 ideas are divided

up randomly between 15 screening panels of
15 people each, carefully chosen for their
shared familiarity of the field. Each panel is
given 3-4 hours to reach consensus about the
best five of the ideas allocated to it, working
via a discussion and by assigning each idea a
value on a five-point rating scale. This results
in a short-list of 75 (15 x 5) ideas to pass on to
the next phase.

There is no time is built in for research, it is

assumed that due to large number of people
involved that the necessary knowledge is
available, therefore sensible decisions can be
made based on discussion and voting.
Originally (1972), when it was described, it
required a lot of clerical and administrative
support, and must have been a very
cumbersome process, implying a manylayered hierarchy; indeed the method read like
an awesome explanation for delayering!
However, if repeated nowadays, much of it
might be computer and network based within a
much flatter structure, making it much simpler
operationally.

Selection Phase: 3 Further panels, each of 5

middle managers selected for their expertise in
the field, are given identical sets of clean
copies of these 75 ideas. In much the same
way as the previous phase though possibly
with more analysis the selection panels
endeavour to reach consensus. Again, each has
3-4 hours to reach consensus about what it
considers the 5 best ideas, though this time
they have to write statements justifying their
choice. There may well, of course, be
duplicates amid the resulting 15 (3 x 5) lists,
as the three panels are working independently
in parallel.

The underlying picture is that of progressive

filtering through a series of selective funnels
(c.f. the idea of a series of hurdles that
underlies Progressive Hurdles).
The early phases engage large numbers of less
skilful people using fairly straightforward
methods to remove less suitable options,
leaving small numbers of high-powered
people to deliberate in more sophisticated
ways on the resulting short-lists.

Refining Phase: One panel of 5 highly

experienced upper-middle managers takes
these 15 ideas and narrow them down to a
final short-list, with cases justifying their
choices, additionally they may simplify,
develop or combine ideas as long as their
basic material remains intact.

To begin: Each panel is staffed by a neutral

administrator who looks after the paper-work,
checks time-keeping, helps with weighting
calculations, etc. and there are also an overall
controller and administrator.

Decision Phase: A further panel of five top

managers come to a decision on their preferred
option to pursue and how it shall be
implemented

Idea generation phase: 24 hours are given to

individuals with some knowledge of the
problem, to come up with ideas. Each problem
is presented in a comprehensive (up to 2
135

Paraphrasing Key Words

From Mycoted
This technique requires you to alter the meanings of key words in the problem statement (or any
sentence that contains key words) to reveal assumptions and generate alternative perceptions. See
also Boundary Examination, and the software packages: Batmemes, and Paramind.
[edit]

Replacing Key words with Synonyms

This method devised by Edward de Bono (1970) requires you to identify key words in the sentence,
substitute them one at a time with other words that have the equivalent general meaning, and create
different emphases and a different rhetoric.
It can be achieved in a simple and informal way from general knowledge, or at a deeper level with
imaginative use of a thesaurus. E.g. look at the example below, which an average word-processor
thesaurus gave the direct and indirect synonyms for the 3 key words in the problem statement:
We
We
We
We
We
We
We
We
We
We
We

have
have
have
have
have
have
have
have
have
have
have

Underused
Overcapitalised
Wasted
Squandered
Derelict
Superfluous
Excessive
Bountiful
Generous
Redundant
Ignored

Reprographic
Duplicating
Copying
Remaking
Transcribing
Facsimile
Mimicking
Mirroring
Reproducing
Mimeographing
Cloning

Resources
Capital
Property
Machines and people
Mechanisms
Holdings
Agency
Investment
Means
Belongings
Facility

Altering just one word at a time produces very distinct shifts in the meaning and boundary
assumptions such as:

We have over-capitalised reprographic resources

We have underused cloning resources
We have underused reprographic belongings

Obviously the amount of potential paraphrasing is very large, just using the synonyms in the table
above, this simple problem statement may well be reworded in at least 1000 (10 x 10 x 10) ways,
many of which correspond to very different meanings. Paraphrasing as such can be used either to
alter the problem statement itself, or to trigger different streams of ideas about possible solutions.
[edit]

Use Synonym Pairs to Trigger Ideas

136

A variation of the method above devised by Olson (1980) takes just 2 key words from the problem
statement (ideally a grammatically linked pair such as noun-verb, verb-noun, verb-adverb, adjectivenoun), generates lists of synonyms for each word (as above), and then uses word pairs generated
from the 2 synonym lists to stimulate ideas. For example:
Select grammatical keyword pair: I choose: Reprographic resources (adjective-noun pair).
Generate synonyms: e.g. the two right hand columns of synonyms in the table above.
Select some interesting word pairs: e.g.: mimicking agency; transcribing investment; cloning
capital; mimeographing belongings etc.
Use these to trigger ideas: e.g. from mimicking agency: Develop an agency to make copies of
photos; develop a service for transcribing hand-written records; start to forge bank notes (!) well,
not really, but perhaps a service to print cheque-books or pay-in books or toy money for children
.etc.

137

Personal Balance Sheet

From Mycoted
This Personal Balance Sheet technique by Janis and Mann is a form of Listing Pros and Cons. This
was originally used by counsellors etc. for people to make a reasoned, public and recorded statement
of why and individual was going to make a specific change (such as stop drinking or drugs) on the
basis that it was then munch more difficult for a individual to renege later.

An example table
Expected Gains
For you

Expected Losses

For others

For you

For others

Tangible Subjective Tangible Subjective Tangible Subjective Tangible Subjective

Option
1
Option
2

[edit]

References

Decision Making, I.L. Janis and L. Mann

Techniques of Structured Problem Solving by VanGundy

Retrieved from "http://www.mycoted.com/Personal_Balance_Sheet"

138

7. The choice of relevant picture criteria

is important as the following
suggestions show:
o Aim for easily understood
pictures that represent or imply
something going on (e.g. avoid
abstract patterns, etc).
o Aim for a wide assortment of
material, feel and
simplicity/complexity, but if
possible with impartial or
positive associations rather than
negative ones (despair, anger,
dislike, revulsion).
o Aim for pictures that present
scenes unrelated to the
problem; it can help if the
picture is open to a variety of
interpretations, so that group
members can envisage their
own scenarios for what is
happening.
8. Facilitators are inclined to assemble
collections of pictures that they have
found functional. Newspapers and
magazines are an obvious source;
advertisements often have eye-catching
and stimulating material.

Pictures as Idea
Triggers
From Mycoted
There are various descriptions by several
authors where pictures are used as idea
triggers, Brainstorming, BrainWriting and
Excursions. Warfield, et al (1975) put together
a description BBB Battelle-BildmappenBrainwriting developed at the Batelle
Institute in Frankfurt, and input from Schaude
(1979) describing visual Synectics. Sometimes
the group creates the pictures first (see
Greetings Cards and Component Detailing ),
however it is more regular to use the pictures
as part of a wider battery of idea triggers,
rather than on there own. A generalised
method might look like this:
1. The problem statement is put on view
and discussed until clearly understood.
2. Initial exploration of the most obvious
ideas, via any standard idea-gathering
techniques occurs at the outset (e.g.
private idea listing followed by a round
robin); in a group environment it is not
usually worth introducing special idea
triggers until the direct methods are
beginning decline.
3. When the flow of ideas starts to trickle,
introduce the pictures. The BBB
approach provides each participant a
folder of 8-10 prepared pictures,
whereas Schaude recommends
displaying one picture at a time to the
whole group (using a projector or large
poster).
4. Participants can either use the pictures
as triggers for Free Association or for
Excursions.
5. If the ideas are being generated in
private, they can be collected using a
round robin when ready.
6. If pictures are being used one at a time,
go over steps 2-4 as often as you feel
necessary. When you have sufficient
ideas, they are evaluated.
139

7. The leader reads each card out in turn,

anticipating questions and comments
to clarify the meanings. The colour
coding on the cards or Post-its allows
the questions to be directed at their
authors. Categories can be adjusted
and items re-categorised if appropriate.
8. If the categories are positioned in
columns, the layout is comparable to
that of the Allen Morphologiser (see
also Morphological Analysis). This can
be used to investigate possible
combinations of ideas.

Pin Cards
From Mycoted
The pin card technique (Geschka, et al., 1981)
has associations with other Brainwriting
methods (see Brainwriting 635 and
Brainwriting Pool. The pin cards that can be
small cards or post-its (each person having
their own colour) are passed to the person on
the immediate right, thus the card is passed
around the table. This encourages turn-taking
and individual contributions and is basically
self-facilitating, but is not anonymous.
1. 5-8 participants group round a table,
with pen and cards or post-its. This
open climate promotes high trust,
which will help subsequent
identification if each members pack is
of a different colour.
2. The leader writes the problem up
where everyone can see it, throwing it
open to discussion to make sure it is
fully understood.
3. Participants work quietly, writing one
idea per card or Post-it and placing it
in a pile for their right-hand neighbour.
4. Each time a participant requires
inspiration, they pick a card or Post-it
from the pile created by their left-hand
neighbour. Fresh ideas triggered by
this are written on new cards or Postits and as usual these are placed on the
pile on their right (along with the
trigger card). Thus the cards are
transported round the table in the same
direction from left to right of each
participant.
5. The leader should actively promote
card circulation to avoid accumulation
between particular participants, at the
same time being cautious not to
develop an excessively competitive or
pressurised environment
6. The cards or Post-its are gathered after
about 20-30 minutes and positioned on
a large display board and sorted into
first round categories (see also
Snowball Technique and KJ-Method ).
140

suitable action plan, with at least one

step to be done within the next day.

Plusses Potentials and

Concerns

[edit]

From Mycoted

References

Plusses, potentials and concerns are a

technique that constructively evaluated an idea
(Firestien, undated) and is closely related to
the developmental response (see also
Receptivity to Ideas and Advantages,
Limitations and Unique Qualities).
The development of each idea is quite time
consuming and therefore the technique is more
appropriate for use on a short-list of ideas than
for general screening of large numbers of
ideas.
Prepare your ideas into a form such as: What
I see myself/us doing is Then list:
1. 3 or more plusses (Strong points)
2. 3 or more potentials (Spin-offs,
researchable possibilities, etc)
3. Your concerns about the idea, using
the layout: How to? And putting
them in order of importance.
4. Starting with the most important idea
make notes on how you can overcome
each concern (or at least the main
ones).
5. Taking into account step 4, try to
improve your original idea: for
instance:
o How to get people to
understand it and become
enthusiastic for it
o Its advantages and
disadvantages (and how to
surmount the disadvantages);
o The resources required (people,
materials, money)
o How to pre-test it (e.g. are there
particular times or locations
you might use?)
o How to identify when
implementation is complete
6. In order to keep the momentum going,
put in place the opening steps of a
141

R. Firestien, Why Didn't I Think of

That? A Personal and Professional
Guide to Better Ideas and Decision
Making, 1989

Potential Problem Analysis

From Mycoted
A method designed by Kepner and Tregoe as part of their problem solving technique. Its aim is to
provide a challenging analysis of an idea being developed or action plan so that you can determine
ways in which it may go wrong. See BulletProofing and Negative Brainstorming
The method is closely related to some of the methods used in identifying potential faults in complex
hardware systems, it has a rational rather than creative approach, but still provides and first-rate
supply of creative triggers if approached in an imaginative spirit.
A substantial amount of effort is required to carry out the analysis thoroughly and therefore the
method is usually set aside for the more ultimate action plan (or perhaps the final handful of options).
1. Define the Key requirements, a must outputs, actions or events that must take place if the
implementation is to be successful. Failure of any of these is likely to cause problems.
2. Record and investigate all possible problems for each of the key requirements that have now
been identified, listing all potential problems i.e. potential ways it could go wrong (a
technique such as Negative Brainstorming could help) and look at each of them (a technique
such as Five Ws and H could help). If you have come up with an excess of possible problems,
it is advisable to make a initial estimate of the by and large risk (see below) that each problem
creates, so that you can give attention to the rest of the analysis on those that offer the greatest
risk.
3. List possible causes for each potential problem, and the risk associated with it, the risk
reflects both the likelihood of an event, and the severity of the impact if it did, so that high
likelihood / high impact causes present the highest risk.
4. Develop preventative actions where possible rather than having to muddle through a problem
after it has happened. Where possible try to develop ways of preventing potential problem
causes or minimising their effects and estimate the residual risk that might still remain even if
preventative action were taken.
5. Develop contingency plans where necessary, i.e. where problems would have serious effects,
but you cant prevent them, or there is a high residual risk even if you do.
6. The table (step 7) below is a simple way of displaying the analysis, which could contain a
variety of quantitative estimates from crude high, medium and low subjective judgements,
to carefully, researched measures depending on the demands of the situation.

142

7.
Analysis for Key activity: Complete Project report for client
Potential problem

A: Report not
delivered in time

Possible
causes

How
likely?

Ways to limit risk

Residual
Contingency plans
risk

Not
prepared in High
time

Switch preparation
Low
to the A team

Mailing
delays

Low

Hand delivery
Not needed risk
instead of internal Minimal
acceptable
mail

...

...

B: Report production
delayed through
...
illness...

...

143

Allow generous margin

in promised delivery
time

...

Preliminary
Questions

From Mycoted

Preliminary Questions is a technique that is

essentially a development of Five W's and H, a
checklist that is recommended for selective
use.

What

Who

Is affected by the problem?

Else has it?
Says it is a problem?
Would like a solution?
Would not like a solution?
Could prevent a solution?
Need it solved more than you?

When

Does it occur?
Doesnt it occur?
Did it appear?
Will it disappear?
Do other people see your problem as a
problem?
Dont other people see your problem as
a problem?
Is the solution needed?
Might it occur again?
Will it get worse?
Will it get better?

Where

Where is it most noticeable?

Is it least noticeable?
Else does it exist?
Is the best place to begin looking for
solutions?
Does it fit in the larger scheme of
things?

Why

Dont you want to solve it?

Doesnt it go away?
Would someone else want to solve it?
Wouldnt someone else want to solve
it?
Is it easy to solve?
Is it hard to solve?

Is this situation a problem?

Do you want to solve it?
144

Might change about?

Are its main weaknesses?
Do you like about it?
Do you dislike about it?
Can be changed about it?
Cant be changed?
Do you know about it?
Dont you know about it?
Will it be like if it is solved?
Will it be like if it isnt solved?
Have you done in the past with similar
problems?
Principles underlie it?
Values underlie it?
Problem elements are related to one
another?
Assumptions are you making about it?
Seems to be most important about it?
Seems to be least important about it?
Are the sub-problems?
Are your major objectives in solving
it?
Else do you need to know?

Problem Centred Leadership

From Mycoted
The Problem Centred Leadership (PCL) technique identifies key requirements for someone
facilitating a problem-solving group, its suitability is dependent upon the leaders sensitivity to group
process - these behaviours cannot be applied mechanically. Developed by Miner (1979) from the
original ideas of Maier (1963) the technique outlines a particular scheme of stages, although it could
be adapted to fit other stage schemes, it is summarised briefly below:
[edit]

[edit]

Stage

Suggested Leader Behaviour

Problem-Centred Leadership (PCL)

1.Presentation of the Problem and

relevant Information

Keep it brief:

Present only essential clarifying

information
Separate facts from interpretation

5 minutes at a maximum

2.Initial discussion of the situation

Situation-, not people-, related

Avoid suggesting solutions
Incorporate mutual interests
Include only one specific objective

Give assurance to group members:

Be realistic
Tell members that they do not have
to accept any change

Allow expressions of feeling to be

released in harmless channels:

145

Look for guarded expressions of

resentment
Leave long pauses to encourage
expressions of feeling
Accept expressions of feeling
Understand, but dont evaluate,
thoughts and feelings

Involve all group members in

discussion

Minimal leader participation:

3.Continued Discussion

Perhaps provide occasional

summaries

Perhaps ask questions that raise

still-unexplored issues

Stimulate the generation of solutions:

Prevent premature closure

Separate ideas generation from
evaluation
Deal with agreement and
disagreement
Summarize discussion periodically

Assist in evaluating and selecting

solutions:

4. Solution Generation and

Decision making

Examine pros and cons of each

suggestion
Explore supporting evidence
Use stalemates constructively
Explore solutions for knock-on
problems
Create short-list by voting and by
combining choices

Deal with disagreement by methods such

as:

Combining disputed options

Analysing and trying to improve
each separately

Treating failure to agree as a

separate problem

Final leader summary:

5. Determination of Decision
acceptance

Provide a careful, detailed,

summary of the final decision

Ask group to check summary and

modify as required

146

147

Problem Inventory
Analysis - PIA
From Mycoted
This technique by Tauber (1975) is for
developing new products. It is related to Focus
Groups, Bug Listing and survey based
methods such as Delphi.

148

Problem Reversal

3. The "What-If Compass" The author

(Charles Thompson) has a list of pairs of
opposing actions which can be applied to the
problem. Just ask yourself "What if I ........"
and plug in each one of the opposites. A small
sample:-

From Mycoted
From What a Great Idea by Charles
Thompson.

The world is full of opposites. Of course, any

attribute, concept or idea is meaningless
without its opposite.
Lao-tzu wrote Tao-te Ching which stresses the
need for the successful leader to see opposites
all around:

Stretch it/Shrink It
Freeze it/Melt it
Personalise it/De-personalise it
...

4. Change the direction or location of your

perspective Physical change of perspective,
Manage by Walking around, or doing
something different.

The wise leader knows how to be creative. In

order to lead, the leader learns to follow. In
order to prosper, the leader learns to live
simply. In both cases, it is the interaction that
is creative. All behaviour consists of
opposites...Learn to see things backwards,
inside out, and upside down.

5. Flip-flop results If you want to increase

sales, think about decreasing them. What
would you have to do?
6. Turn defeat into victory or victory into
defeat If something turns out bad, think about
the positive aspects of the situation. If I lost all
of the files off this computer, what good would
come out of it? Maybe I would spend more
time with my family?! Who knows!

[edit]

The Method
1. State your problem in reverse. Change
a positive statement into a negative
one.
2. Figure out what everybody else is not
doing.
3. Use the "What If" Compass
4. Change the direction or location of
your perspective
5. Flip-flop results
6. Turn defeat into victory or victory into
defeat
1. Make the statement negative For example,
if you are dealing with Customer Service
issues, list all the ways you could make
customer service bad. You will be pleasantly
surprised at some of the ideas you will come
up with.
2. Doing what everybody else doesn't For
example, Apple Computer did what IBM
didn't, Japan made small, fuel-efficient cars.
149

1. The culling stage(s) consist of screens

built from low-cost yes/no criteria
e.g. questions such as: Do we have the
technology to manufacture this
product? that can be answered
inexpensively from locally obtainable
information. These questions may be
grouped into sub-stages; e.g. a substage might have 3-4 yes/no questions,
and the idea might pass the sub-stage if
it gets at least one yes. Any idea that
fails a sub-stage is not developed.
2. The rating stage(s) uses screens of
medium-cost (in general a factor of 10
more expensive) criteria, normally in
sub-stage groups. The criteria are
expected to involve analysis and
measurement, though the criterion is
still probably a yes/no pass/fail
threshold e.g. is the average travelling
time for this business opportunity >
10% of working hours.
3. The scoring stage(s) involves screens
that could potentially be yet another
factor of 10 more expensive and
involve quite complex questions such
as whether the return on investment is
likely to be poor, medium or good or at
broad band estimates of the likely
grown rate of the market. These
conditions are likely to give numerical
measurements with each idea being
tested to give a weighted score on each
criterion. Combination at set substages gives an overall score, this must
exceed a pre-set figure if the idea is to
pass the sub-stage hurdle, making it
possible for weak points in one area to
be traded against strong points in
another.
4. The final in-depth analysis involves
the few remaining ideas that have
endured all the preceding hurdles and
can now be subject to a full-cost
business and market analysis.
5. Problems can be encountered with this
method for example:
o You cannot assume the
cheapest tests are automatically
the best for early screening or it
may not be feasible to devise a
suitable series of independent

Progressive Hurdles
The progressive hurdles technique was
developed by Hamilton (1974), but is often
referred to as the Batelle method after the
Batelle Institute where it was created.
Originally designed to look at ideas for
business development opportunities, it
presupposes that a fair amount of plausible
ideas have been derived from an initial ideagenerating process, and it is now necessary to
sort out a small number of best ideas to put
into practice.
It is essential that the chosen ideas are
practical and viable, but at the same time
ensure that the screening process is clearly
rational and impartial, and that it reasonably
economical.
Progressive hurdles extend the existing wellestablished method of rapidly discarding the
items that can obviously be seen to be of lesser
quality (see also Listing Pros and Cons). Thus
freeing up time to put all your effort into a
handful of promising short-listed ideas,
thereby reducing the information-handling
load (see also Q-Sort and Paired Comparison).
A succession of hurdles are encountered, the
first of which being the most inexpensive to
operate, so that the highest cost investigations
are used only on handful of ideas that have
endured all former hurdles. Reference to
Cost conveys the investment needed to get
the information required to evaluate and idea,
the four main stages suggested by the method
are:

150

tests (e.g. if groups of

alternatives are strongly interdependant, or if they are
basically different from one
another).
The method can also be
discredited, e.g. by efforts to
misrepresent or avoid the
procedure, such as senior
people pushing through their
pet ideas, or demands to reevaluate rejected options.

information, repeating this cycle and

providing increasingly factual
information each time until you have
finally presented the whole problem.
5. Finally once the full problem has been
revealed, the group use the previously
generated ideas as triggers to generate
actual solutions to the original
problem.
[edit]

Example - A problem about car

parking might be presented as
follows:

Progressive
Revelation

From Mycoted

William Gordon of the Arthur D. Little

consulting firm developed the progressive
revelation technique (often referred to as the
Gordon-Little progressive revelation
technique).

The problem is initially presented in a very

theoretical, non-specific form and the more
factual details are made known gradually stepby-step. This avoids premature closure and
can help maintain the excitement and novelty
of any type of Brainstorming or Brainwriting
session so that it doesnt tail off.

Extremely abstract and generalised:

methods of storing large things
Slightly less generalised: ways of
storing objects weighing over a ton
that need to be taken in and out of
storage frequently and easily.
Approaching the real problem: what if
the objects had wheels and were
motorised?
The actual problem: the actual
problem is how to improve on the
vehicle parking arrangements for
Mycoted and Co.

[edit]

Issues to take into consideration

The method is outlined below; it assumes that

participants must not already know what the
problem is:

The procedure needs sensitive handling by the

facilitator, participants could be made to feel
they are being manipulated as to how they go
about the natural thinking processes, therefore
it could be beneficial to explain the rationale
behind the technique before using it (see step
1 above).

1. Explain what is going to happen

i.e. that you are going to present a
problem in a very theoretical form
initially, because that often makes it
easier to thinking openly about it.
2. The presentation of the problem is
presented in a very abstract,
generalised form.
3. Generating ideas by participants
using any appropriate idea generation
method.
4. Repeat steps 2-3 when the idea flow
slows down, you should go back to
step 2 to provide additional

Try to avoid biasing the idea generation,

choosing the most appropriate stages to reveal
further factual information. In the example
above once the car-parking problem has been
introduced as a storage problem, it is less
likely to be seen as a travel problem, as a way
of displaying personal wealth or as a security
problem, etc.

151

Provocation
From Mycoted
Provocation is a technique that requires lateral
thinking, similar to Random Stimuli, it
involves moving your thinking out of the
established patterns that you use to solve
problems normally. Edward de Bono
popularised Provocation by using the word
'Po'. 'Po' stands for 'Provocative operation'. He
suggests that when we make a Provocative
statement in public we should label it as such
with 'Po' (e.g. 'Po: the earth is flat'). This does
rely on all members of your audience knowing
about Provocation!
Generally we think by recognizing patterns
and reacting to them, such reactions come
from our past experiences and logical
extensions to those experiences, all too often
we do not venture outside of these patterns.
While we may know the answer as part of a
different type of problem, the structure of our
brains makes it difficult for us to link this in.
The technique requires you to make
deliberately stupid statements (Provocations),
in which something we take for granted about
the situation is not true. Statements need to be
stupid to shock our minds out of existing ways
of thinking. Once we have made a provocative
statement, our judgement is then suspended
and the statement is used to generate ideas.
Provocations give us original starting points
for creative thinking.
For example, imagine making the statement
'Houses should not have roofs. Normally this
would not be a good idea! However this leads
one to think of houses with opening roofs, or
houses with glass roofs. These would allow
you to lie in bed and look up at the stars.
Once you have made the provocative
statement, you can use this checklist to
examine all its aspects:

152

The consequences of the statement

What the benefits would be

What special circumstances would

make it a sensible solution
The principles needed to support it and
make it work
How it would work moment-tomoment
What would happen if a sequence of
events was changed
Etc.

The Provocation technique often helps you to

generate completely new concepts.
The information on Provocation is Copyright
The McQuaig Group Inc. Reproduced here
by permission from APTT

153

Q-Sort

Quality Circles

From Mycoted

From Mycoted

Jump to: navigation, search

Quality circles are regular short meetings set

up to aid work-related problems.

The Q-sorting technique (Stephenson, 1953)

helps facilitate the awesome task of ranking or
prioritising valuable, complex and partially
overlapping items, it reduces information
processing demands making it faster and more
reliable (ideal for 60-90 items). Less than 40
items, would be best served by alternative
methods; beyond 100 items, makes the task
tedious and items could possibly pass through
unobserved

[edit]

Example
A Delphi survey produces 70 items that are to
be sorted into 9 levels of importance ranging
from most (A) to least important (I) 1.
Establish the likely distribution of this amount
of items over this number of categories;
assuming the importance is a roughly normal
distribution (bell-shaped curve) for this
population of items. With standard statistical
tables to work out how 70 randomly selected
items would be expected to be distributed over
nine equal bands of importance Bands A to I
would look like this:

A B C D E F G H I Total
2 4 6 13 25 13 4 2 1 70
5. Select items to match this pattern,
using the example above, the first 2
most important and the 2 least
important items, should be put in
boxes A and I. Followed by choosing
the from what remains the 4 most
important and 4 least important items
for categories B and H, and so on for C
and G, then finally D and F. The
remainder goes in category E.
154

5 10 people attend the meeting in

work time
Supervisor is nominated and runs the
meeting
Flip Charts, audiovisual equipment,
notice boards etc are utilised
Problem areas are put forward by the
group
Problems are prioritised
Information is collated, ideas are
generated via brainstorming, forcefield analysis (see..) etc
Effectiveness, costs, savings,
consequences to other departments
etc... considered
Final solution is put forward to
manager and implemented by the
Quality Circle group

Random Stimuli

name it the fixed element. Now select a

random stimulus via any chosen method and
free-associate way is which these 2 elements
could be combined. You can convey these
directly to the problem, or use the 2-element
combination itself to trigger additional ideas.
Now select a new random stimulus, repeat the
process with the same fixed element and
after several cycles of this choose a fresh fixed
element and repeat.

From Mycoted
Jump to: navigation, search
Several authors have recommended the use of
random stimuli of various kinds (see Creative
Thinking, Lateral Thinking, Problem-Solving
through Creative Analysis), which suggests
there is a fundamental significance for being
open to possibilities from everywhere.
Although the concept is often used informally,
a formal approach may look like this:

Select 2-3 grammatically random stimuli:

1. Identify your criteria for ideas e.g.

ideas for solving a problem or tackling
some aspect of it, an idea to be built
on, a hypothesis to be investigated, etc.
Spend some time on this stage for
better-quality outcomes later.
2. Pick a stimulus at random, by looking
or listening to everything around you
indoors and outdoors, something that
catches your attention, opening a
newspaper, dictionary, catalogue, book
of pictures, throwing a dice at random
or any other method that appeals to
you.
3. You should now relate this random
stimulus back to your original
problem; this could be done using
simple Free Association
4. On the other hand you could go for a
full Excursion, by describing the
stimulus (how it works, what it does,
what effects it has, how it is used, size,
position, etc). Followed by force-fit
pieces of this comprehensive
description back to the problem to
recommend relevant ideas.
5. Should a random stimulus fail to work,
pick another and keep trying.

Noun + verb
Adjective + noun
Verb + adverb
Noun + verb + noun

Try to create an unusual phrase, for example if

you observed a school and a plane flying
overhead, that might yield phrases such flying
school or teaching flying. You could free
associate further phrase combinations from the
one created so flying school might generate
elevated learning, etc.
Go out of your way to attempt something
alternative chat to people you wouldnt
normally choose to (even if its the office
bore!), stroll round parts of your work place
you dont usually have contact with, if
something catches your attention be curious
and explore the thought, take different
transportation to and from work. When you
have found something that seems different,
build ideas around it.
Encourage incubation: Be aware of the
problem, subconsciously in your day-to-day
life, as you go for walks, shopping, work or at
the gym. Without too much effort, make notes
if ideas spring to mind unexpectedly (see also
Bunches of Bananas).

[edit]

Some variants to try:

Combining fixed and random elements:
Choose a specific element of the problem and
155

Rawlinson
Brainstorming
From Mycoted
Rawlinson Brainstorming is useful varient of
Brainstorming for untrained groups because
there is no interaction between group
members, all ideas are directed towards the
facilitator/scribe
the problem owner simply describes in
a headline the problem, he then gives
simple background on routes he has
tried and have failed, and what would
represent an ideal solution
the resource (i.e.... all other
participants) are invited to have a
creative warm-up session and then
offer solutions to the problem as two
word descriptors
the problem owner focuses on those
ideas that give him new viewpoints
See also: Brainstorming

156

being suggested, but more subtly

shows you are interested in what the
speaker is saying.

Receptivity to Ideas
From Mycoted

[edit]

Jump to: navigation, search

Developmental Response

This technique suggests that you turn around

your traditional way of approaching ideas
offered from other people that may initially
seem half baked off the wall or nave. The
method recommends that you be more
receptive to such ideas as they could contain
the seed of a prize idea.

This thought process is particularly relevant

when responding to non-experts, whilst it is
accepted that they do not understand the area
they are talking about, similarly they are not
indoctrinated by conventional wisdom about
what cant be done. Harriman (1988) describe
two Synectics techniques to improve
receptivity:
[edit]

Paraphrasing

Once the speaker has offered his

thoughts, repeat them back to him
using your own words, but keeping as
close as possible to the essence of their
idea, for instance you could say If I
understand this you are suggesting
that Do not evaluate or give an
opinion on his thoughts, you are trying
to establish a mutual starting point and
understanding, evaluation comes at a
later stage.
If the speaker agrees that what you
have repeated, then you can move
swiftly on to the next stage. However
if this is not the case, get the speaker to
explain further, and try again saying
something like Ok, let try again, am I
right in saying that the core of your
idea is that Continue with this
paraphrasing until the speaker
confirms your understanding. This
stage is essential because it double
checks you understanding of what is

157

After the paraphrasing you need to

work towards transforming the idea
into a workable solution. Divide your
response into positive elements (pros),
and negative elements (cons)
o Pros should be precise and
genuine; listing at least one
more pro than come easily,
often a valuable avenue of
thought is opened by that last,
hard-to-give pro. This
acknowledges the contribution
of the speaker and creates
better understanding of the
problems components
o Cons should be looked at one
at a time, phrasing each one so
that it encourages solutions;
start with how to, redirecting
discussion toward solving the
problem. For example if the
con is its expensive try saying
how can we make it less
expensive? As you consider
each con in turn, correcting it
will transform the original idea.
The final solution may barely
resemble the original thought.
A developmental response centres
attention on the parts of the idea to be
preserved, those ideas often
overlooked in the initial rush to
identify imperfections. It is a process
of transformation, going from
constructing fresh ideas into ultimate
concepts, motivating participants along
the way. It expresses a managers
intention to resolve the problem and
aims discussion to what needs to be
accomplished, dismissing nobody in
the process.

The following Zen story (adapted from

Vaughan, 1979) demonstrates
this theory succinctly:

Reframing Values
From Mycoted

A farmer who had just acquired a stallion

came to the Zen master in distress, saying:
Master, the horse is gone the horse is gone!
for the stallion had run away. The master
replied: Who know if it is good or bad? The
farmer returned to his work feeling sad and
miserable. Two days later the stallion turned
up and brought with him two mares. The
farmer was overjoyed and went back to the
master, saying: The horse is back and has
brought two mares with him! The master
replied: Who know is it is good or bad?
Three days later the farmer was back crying,
because his only son, his only helper on the
farm, had been thrown by one of the mares,
and his back had been broken. He was now in
plaster and could do no work. Again the
master replied: Who know if it is good or
bad? A few days later, soldiers came
conscripting all the young men in the area. But
they left the son because he was in plaster

Reframing Values is about re-opening

choices for instance much of what we see, as
the way that things are is really just the way
that we choose to see them. This method
could be very useful in reframing SWOT
Analysis evaluations.
Recognize a concern or issue that you
want to work on (e.g. How to improve
our school)
Brainstorm bipolar strategic concepts
relevant to the concern e.g.
o Stagnate/innovate
o Grow/decline
o Compete/collaborate
Select just one of these bipolar
concepts that comes across to you as
interesting or relevant (e.g.
stagnate/innovate)
Identify firm examples of each pole
from your area of concern e.g. We
havent changed our teaching methods
for some time (stagnate); We have
developed the new science hour
(Innovate).
Try to restate each example so that
your evaluation of it is reversed but
still true for instance:
o The unchanged teaching
methods could be re-stated as:
We have a stable and well
understood teaching practise
o The new science hour could
become: We have created a
science hour, that we dont
have the time to fit into the
timetable.
As both evaluations are true, you can
choose which to focus on at any one
time. What are the implications of
taking the alternative evaluations
seriously?
Return to Step 3 again, ad lib.
[edit]

158

Relational Words
From Mycoted
This technique takes any existing word(s) and strives to add in relational words (e.g. about, except,
under, though etc.) to modify or expand the meaning of the original word(s), or to encourage
further development (devised by Crovitz, 1970). Below is a table of frequent English relational
words:
About
Amid
Because
Between
Except
Near
Opposite
Since
Throughout
When

Above Across
Among And
Before Behind
Beyond But
For
From
Not
Now
Or
Out
So
Still
To
Toward
Where While

After Against Along

Around As
At
Below Beneath Beside
By
Down During
If
In
Into
Of
Off
On
Over Past
Round
Then Though Through
Under Up
Upon
With Within Without

The method was originally designed to supplement methods that generate word pairs, see ((Attribute
Listing)), some forms of ((Random Stimuli)), ((Listing)), ((Morphological Analysis)), and
((Paraphrasing Key words)).
For example, should one of these techniques generate the combination: room and kettle the
relational words might suggest idea-stimulating variants such as :

Room-beside-kettle
Kettle-in-room
Room-kettle-within etc.

It could also be used as a starting point technique in any form of idea-generation, by taking any
suitable idea and adding the relational word. So if you have garage sale as an idea, you can explore
possible meanings of ideas such as within the garage sale, garage sale where or sale in garage.
Whilst you could use the technique by working through every relational word on the list, the method
is almost certainly better used selectively e.g. by having the words on a wall chart and taking a
quick look at them whenever you need inspiration.

159

Relaxation

foot is relaxing, I am becoming more and

more calm. Now my right calf muscle is
becoming very relaxed, deeply relaxed and the
whole of my right leg is extremely relaxed.

From Mycoted

The relaxed feeling is spreading throughout

my body, my pelvis is very relaxed and all the
muscles of my stomach are very relaxed, so
relaxed, I feel warm and comfortable. It is as
though there is something radiant and warm
inside me radiating warm glows that are
spreading throughout my body, and now my
chest muscles are relaxing, I feel my whole
body is deeply relaxed.

Relaxation techniques are helpful in their own

right as anxiety alleviators, however they can
also play a significant role in different
visualisation methods. Hewitt (1982) describes
an array of relaxation methods, though the
particular script described below is adapted
from Schone (1984).
It may be more beneficial for you to dictate
the script described below onto a cassette
since it is difficult to relax whilst reading the
instructions, many similar relaxation tapes are
available commercially.

My shoulder muscles are now relaxing, they

are very, very comfortable, just as all the other
muscles have relaxed and are going to carry
on feeling soft. Now the muscles of my left
arm are relaxing, they are becoming very limp
and less tense, all the muscles in my left arm
are feeling very limp and soft, now my left
hand is also starting to relax, just like the
remainder of my body.

You should find a place where you feel secure

and comfortable, preferably lying down, close
your eyes, begin breathing leisurely and then
repeat the following recommended script to
yourself (the detailed wording is not critical
it is fine to do it roughly from memory). As
you do so, focus your attention on the part of
the body being referred to. For instance, when
you say relax the left foot, focus your
attention on your left foot and so on up the
body.

The muscles in my right arm feel soft, they

feel floppy and relaxed, all the muscles in my
right arm are very limp and relaxed, and now
my right hand is also starting to relax, just like
the remainder of my body.

With practice you can learn to accomplish a

relaxed state very quickly and so can dispense
with the script, however, it is therapeutic in its
own right.

The muscles of my neck are loose, yes they

are becoming very relaxed, all the tension is
disappearing from my neck and muscles are
start to feel limp and floppy. Yes all the
muscles in the back of the neck are becoming
totally relaxed and now the muscles of my
face, ears and around my eyes are relaxing.
The muscles of my brow and relaxing, all the
muscles of my face and head are so soft just
like the rest of my body.

[edit]

Script
My feet are very relaxed; my left foot is very
relaxed, my left ankle is relaxed and as my left
foot relaxes, so I am becoming more and more
relaxed. Now my left calf muscle is becoming
very relaxed, very relaxed indeed, the
relaxation is spreading up my left leg and into
my left thigh, now the whole of my left leg is
extremely relaxed.
My feet are very relaxed; my right foot is
relaxed, my right ankle is relaxed and my right
160

Reversals
From Mycoted
Jump to: navigation, search
Reversals are a derivative of the idea-generating transformations in Osborn's checklist, and like most
of the other conversions in that list (see also Exaggeration) it offers a way of materializing
background assumptions, and allowing you to take an alternative view on the problem in hand.
There are various combinations of reversal several of which are listed in the table below (using the
problem: I require lots of capacity in my Reprographic Department to manage a few key peak loads,
but this means that for much of the time much or it is idle):
Type of Reversal
Turn problem into
opportunity
Reverse values
Reverse word order
Invert problem

Example
Reprographic over-capacity would let us do
X, Y, Z,
Could wasting resources be a good thing?
I need peak loads to cope with my capacity
The machines are being overused
Worry about the peaks, not the off-peak idle
Reverse phase
time
Transpose responsibility It is not my problem it is his
Transpose stereotypes
See Bloggs the Bore as fascinating
Change of sign (+/-)
The service needs to be less cost-effective
Reverse roles
Exchange manager and operator?
Instead of jobs flowing into Repro, it flows
Reverse direction of flow
into them
[edit]

The 3 ways you can use reversals:

Double reversal: Initially the reversal identifies ways to make the situation worse rather than
better, you need to recognise why it has been made worse and then re-reverse to identify
ways in which the situation could be made better in these respects. We can sometimes be
constrained in our thinking for instance putting a lot of thought into how to get rich but very
little effort into how not to become hard-up. Thus being forced to think about what would
make me hard-up? and then re-reversing that to say: and so what would prevent me from
becoming hard-up will give a very different perspective than directly addressing: how to get
rich?
Recognising that you currently do these unhelpful things! If you feel that many of the ways
to make the situation worse are in fact present in the situation in progress, you ought to
attempt generating options by investigating ways to eliminate them.
Direct importing of solutions: The general method for any form of alteration is to ask
yourself: how would I solve the distorted (in this case reversed) situation, and could some
adaptation of this solution be functional to the real situation? Because the sign of the
161

problem may have been transformed, this process may not work as well with reversal as with,
say, exaggeration.
A unique account of his technique can be helpful in a group situation where people are required to
come up with a decision, but are refuse to give in to it in subtle ways. Ask them, in a lighted hearted
way to list as many imaginative ways as they can think of to interfere with the meeting. Encourage
humour and when they have finished, ask them to reverse all their methods of interference to create
rules of good conduct for the meeting, and to identify the most important. Get the group to charge
certain people with checking that these rules are observed.

162

RoleStorming

SCAMMPERR

From Mycoted

From Mycoted

Jump to: navigation, search

RoleStorming is an evolution of
Brainstorming, whereby you take on another
identity. Viewing problems and solutions from
a different standpoint. Unusual off the wall
ideas may seem radical/silly if you present
them, however, generated by a nameless
person removes any embarrassment.
Use traditional brainstorming or other
idea generating technique as a start
point
Invent an identity or use that of
someone you know
Assume that identity or refer to the
fictitious person as this person would
suggest..
Brainstorm (or use other ideagenerating techniques) in separate
identity
Change roles. Now try another identity
obviously this can be done many times
for many different characters.

Jump to: navigation, search

A to Z of
Creativity Techniques
Previous Technique
RoleStorming
Next Technique
SCAMPER
SCAMMPERR (Michael Michalko,
Thinkpak) is a check list that helps you to
think of changes you can make to an existing
product to create a new one. It is an extension
of his earlier SCAMPER technique. You can
use these changes either as direct suggestions
or as starting points for lateral thinking.
The changes SCAMMPERR stands for are:
S - Substitute - components, materials, people
C - Combine - mix, combine with other
assemblies or services, integrate
A - Adapt - alter, change function, use part of
another element
M - Magnify - Make it enormous, longer,
higher, overstated, added features
M - Modify - increase or reduce in scale,
change shape, modify attributes (e.g. colour)
P - Put to another use
E - Eliminate - remove elements, simplify,
reduce to core functionality
R - Rearrange - change the order, interchange
components, change the speed or other
pattern.
R - Reverse - turn inside out or upside down.
163

SCAMPER

and design of printer and computer Put to

another use printers as photocopies or fax
machines Eliminate eliminate speakers,
colour screens, colour ink etc Reverse
make computer desks as well as computers
and printers, or computer chairs etc

From Mycoted
Jump to: navigation, search
The SCAMPER technique (created by Bob
Eberle and written about by Michael
Michalko) in his excellent book, Thinkertoys,
will assist you in thinking of changes you can
make to an existing product to create a new
one via a checklist, these can either be used
directly or as starting points for lateral
thinking.

By using SCAMPER in this instance we have

been able to identify possible new products.
Many of the ideas may be unfeasible or may
not suit the equipment used by the
manufacturer, but some ideas could be good
starting points for discussion of new products.
See also the modified version SCAMMPERR

The changes SCAMPER stands for are:

S - Substitut - components, materials, people
C - Combine - mix, combine with other
assemblies or services, integrate
A - Adapt - alter, change function, use part of
another element
M - Modify - increase or reduce in scale,
change shape, modify attributes (e.g. colour)
P - Put to another use
E - Eliminate - remove elements, simplify,
reduce to core functionality
R - Reverse - turn inside out or upside down.
[edit]

Example
For instance, imagine that you are a producer
of computers and printers, and you are looking
for new products. SCAMPER would give
you:
Substitute use of high tech materials for
specific markets use high-speed
components? Combine integrate computer
and printer, printer and scanner Adapt put
high quality ink in printer, use high quality
paper Modify produce different shape, size
164

SDI
From Mycoted
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4.

Systematized Direct Induction (SDI) is a

useful method for tackling people issues.
Workshops involving from 4 up to 100
individuals are organised using members of
same or different departments (see also
Metaplan Information Market ).

5.

This method addresses issues that members of

staff may have with change. Involving staff
at the planning stage, allowing them to put
forward their ideas and preferred conditions
etc makes the implementation of change
somewhat smoother.

6.

7.

A Planning meeting held by an elected staff

member and a small group of the
organizational staff will outline the
problem/issue, i.e. can we improve our sales
performance, if so how and decide if which
staff (if any) need attend. They need to ensure
that the Stakeholders are suitably presented at
the meeting.

8.

[edit]

The Meeting

9.

1. Initial Introductions, to encourage

inter-departmental mixing and
supervisor/supervisee combinations, all
staff are encouraged to sit at tables of
four. The problem to be addressed is
described and displayed and
participants are reassured that all
suggestions will remain anonymous
2. Practice exercise, a specific coloured
slip of paper (say yellow) is issued to
all participants. They are requested to
identify their main issue in their daily
work, write this on the coloured paper,
which are then collected
3. Identifying and discussing the Key
problems, another set of differently
coloured paper is handed out (say red)
with how to written across the top.
165

Each individual must now complete

the how to sentence with what they
feel the company does that prohibits
the workshop sorting out their
highlighted problem. Each table has a
5 10 minute buzz session discussing
their thoughts
Identifying up to Four more
Problems, Each participant completes
another four red slips, completing the
how to sentence four more times.
Ranking the Five Problems, Each
participant now ranks their five
problems, marking the most important
pink slip 1 and the least important
5.
Break, Coffee/lunch taken and during
the break, yet more slips are placed on
each table of a different colour (say
green)
Cycle of Generating and Discussing
Solutions, after the break.. each
participant selects their No.1 pink slip
problem, and writes a solution for it on
a green slip. Each table has a short
buzz session discussing their
solutions. This process is repeated for
all 5 pink slips creating 5 matching
green slips.
Workshop Ends, Each participant
clips their pink problem slips and
green solution slips together in a
cluster and the workshop closes
Subsequent Analysis, Each cluster is
collected, collated and analysed to
generate a management report. If the
workshop was large a small team may
be required to do this. Incorporating
company staff as well as external
consultants will likely affect the final
relevance and acceptability of any
changes that are implemented as a
result.

agreed, map can be used to determine

the;
o High level goals these are
usually where the causal arrowheads that emerge from the
map but dont go any further.
o Medium level strategies - these
are generally the factors that
feed in more or less directly to
the goals.
o Low level tactics and
operational targets - these are
typically the activities that feed
into the medium level
strategies. They are often
located at where causal arrows
tend to come in from the wider
environment.
8. Action selection, allocation and
implementation: Now that the goals,
strategies and targets have been
determined, these need to be allocated
to people for implementation

SODA
From Mycoted
Jump to: navigation, search
The SODA (Strategic Options Development
and Analysis) was developed in the late 80's.
In summary it is a methodology for helping
someone understand the various viewpoints of
a problem area. Whilst the detail of any
projects is tailored to the specific problem, the
general steps are;
1. Planning meetings: Where the project
is set up and an initial view of the
problem / situation is achieved. At this
point it is important to decide who the
participants will be and what the
outputs will be in order to manage
expectations.
2. Client interviews: Here the key people
involved with the issue are
interviewed, in a relaxed format, for an
hour or so to obtain their individual
views of the problem area / situation.
3. Development of causal maps: Causal
mapping is used to get depict the
interviewees perception of the
situation.
4. Check-back interviews: To check with
the interviewees that the causal maps
have correctly interpreted their views.
If not, they are modified until they are
a true representation.
5. Merging the maps: The individual
maps are combined to form a single
map.
6. Presentation: Both the individual and
combined maps are presented to the
participants, and the merged map is
worked on until everyone finds it
acceptable. This is best done on a
computer with projector, or using
several computers and appropriate
software. This allows the whole group
to understand all the viewpoints and to
have ownership of the final map.
7. Interpret the map in terms of goals,
strategies and tactics: The completed,
166

SWOT Analysis
From Mycoted
A successful technique for identifying your
Strengths and Weaknesses and study any
Opportunities and Threats you face.
The SWOT Analysis requires you to write
down answers to the following questions:

Strengths, what do you do well? What

are your advantages?.. Consider this
from your point of view and that of
others. Be realistic but not modest, add
to this a list of your characteristics,
hopefully some of these will be
strengths.
Weaknesses, What is done badly?
What could be improved? What should
be avoided? Consider this question
from and internal and external
perspective is it possible others see
weaknesses you do not? Are your
competitors doing better? Be realistic,
looking any unpleasant truths face on.
Opportunities, What are the interesting
trends? Where are the opportunities
available to you?
o Useful opportunities can arise
from
New technology,
changes in the market
place
Alterations in
government policies
related to your field
Changes in social
patterns, population
profiles, lifestyle
changes etc.
Local event
Threats, what obstacles to you face?
How are your competitors fairing?
Could changes in technology threaten
your position? Do you have bad debt
or cash-flow problems

167

Sculptures

From Mycoted

This technique entails physical production of a

3-dimensional theoretical sculpture of a
problem and promoting physical activity,
collaborative work and the playful attribution
of new meanings to physical materials
(originally described by Ole Faafeng of the
Norwegian Management Institute).

[edit]

Reaction to particular media varies widely

from person to person, but in reality paper
and pen representations (drawing, word lists,
etc.) for idea-generation are usually the most
convenient (see Component Detailing,
Drawing, Essay Writing, Story Writing,
BrainSketching, Visual Brainstorming). The
representation of a problem by the use of any
new means (i.e. music or dance) can help
bring unspoken imagery and understanding to
the surface and supply a wealthy means of
expression for discussion and idea generation.

A possible procedure
1. Familiarisation of the problem with
open group discussions, including any
work they may already have been
attempted on the problem.
2. The facilitator clarifies the task and
sets an overall time limit.
3. Alternatively this exercise could be
combined with a walking Excursion
(qv) activity in which participants
gather materials they find and that
strike them as interesting e.g. natural
objects such as leaves or branches, or
found objects like old keys, magazines,
or used drink cartons.
4. A little time can now be spent by the
group experimenting to see what can
be done with the tools and materials
they have so far.
5. The group then starts to assemble a
sculpture that is felt to characterize
some feature or property of the
problem situation. It is probably best if
the sculpture simply emerges in a
relaxed and crude way as the group
collectively and individually work with
the materials, rather than being
formally designed and planned. There
is no requirement for an explanation as
to why they think it represents the
problem situation, and can be as
serious or as light-hearted as the group
wish.
6. A break would be appropriate when the
time limit is up.

A more elaborate and time-consuming

exercise such as 3-dimensional construction
might be worth including:

Tools (scissors, felt-tipped pens,

pencils, etc).
Joining materials (glue, sticky tape,
string, staplers, etc).
Sculpting materials (paper, cardboard
boxes, wire, paper-clips, bits of wood,
garden canes, modelling clay, objects
like tin cans, small items of furniture
like waste-bins that may be to hand)
Encourage group members to bring
along material they have gathered
themselves

If it feels appropriate to introduce a

different medium or mode of working,
perhaps to create a change of mood or
tempo
If you want to use task strangeness as a
creativity trigger
If practical construction is a preferred
expressive medium for these
participants
If a team-building element is needed
group construction work can be good
for this.

Of course individuals could construct their

own sculptures, but Faafeng describes a group
approach. Advance Preparation
Assemble a wide range of materials that could
be included in the sculpture, such as:

168

7. Participants then return to the work

area and spend a few moments
considering their sculpture, writing
down privately any solution ideas that
the sculpture and the experience of
building it suggest to them.
8. Once the flow of ideas slows down,
those that they have come up with are
shared with the rest of the group via a
round robin, leading to open discussion
and brainstorming.

6. The group deliberate the steps

necessary to initiate the agreed-upon
changes.
7. 3 characteristics of this process appear
to enhance creativity:
o The encouragement of a new
and broader perspective by
looking initially at the
environment rather than the
system involved.
o Focussing on desired futures
rather than on current
constraints.
o The requirement for
stakeholders to confront and
synthesize conflicting views
into a mutually satisfying
design of and plan for the
future
8. Observe the distinction between this
approach of visualising where your
world is going and then considering
how best to fit into, as distinct from the
standard creative problem-solving
process where you choose a particular
future you want, and then try to see
how to achieve it. This method goes
with the flow rather than trying to
direct the way the flow happens.

Search Conference
From Mycoted
The Search Conference technique (Williams,
1979) is useful for both problem solving or
planning. Aimed towards the stakeholders of a
system to help develop mutual perceptions of
their existing circumstances, their desired
future, and how to get there by drawing on
their experiences and values and assembling
their knowledge of the system and its
environment. Each search conference involves
the following steps, which can be adapted
locally where required:
1. Participants are requested to give their
views of trends in society as a whole.
2. Responses are combined to provide a
picture of ongoing changes in their
environment over which they have
little direct control.
3. Participants look at the development of
their own organisation or community,
and make worthwhile judgements with
respect to any aspirations.
4. Constraints of restricted resources and
existing structure and culture are then
reviewed.
5. The group formulate strategies for
planned adaptation.

169

Sequential-Attributes Matrix
From Mycoted
The sequential-attributes matrix, originally developed by J.D.Brooks, simply applies product
modification checklists to items that consist of a sequentially connected element for instance a
production process, an administrative procedure, or a problem-solving method. It is also useful for
physically connected sequences of components (e.g. a drill can be thought of as an interdependent
sequence: hole, handle, screw, plug, power)
Checklists such as Osborn's Checklist, and many of the attribute based idea-generating methods, are
inclined to handle lists of components and attributes as if each item could be altered independently of
the others. However, this is rarely true, and in cases where the components are stages in an overall
process, interdependence is particularly strong. Whilst Brooks method does not give a great deal of
help in its handling of sequential constraints, it at least draws attention to their existence.
Checklist of generic modifications(any suitable checklist would do)
Stages in a
Eliminate Substitute Rearrange Combine Increase Decrease Separate
process
Loaf of bread
x
x
Take out a
x
x
slice of bread
Put the bread
x
x
in the toaster
Set the time
x
x
x
you require
Toast until
the timer
x
x
x
x
x
pops the toast
out
Table for applying a checklist to a set of sequentially constrained items
1. Create a 2-dimensional table as above and a checklist of generic modifications listed across
the top (though any equivalent checklist, such as Osborn's Checklist, would suffice)
2. Review each stage in turn applying the checklist, think about how it might be adapted,
bearing in mind that each stage id dependant on its neighbours.
3. Study the order in its entirety and see if it can be altered or changed around in any way.
4. Select any of these modifications, (or combinations of them) which appear of significance.
5. Apply any appropriate idea-generating and evaluation methods to work out ways of achieving
these changes and to identify the most promising.

170

An Example

Similarities and
Differences

Perhaps your problem object is an IR (Infra

Red) sensor, and your comparison object is the
human eye. These have obvious similarities
(optical system, image forming, delicate, etc.)
which suggest that the two are closely related.
From the similarities the question comes as to
the moving of the human eye vs the fixed
nature of some IR sensor.

From Mycoted
Similarities and Differences tries to free your
thoughts from their usual tracks by
deliberately introducing the unusual and
strange. Therefore if you think that the
technique sounds weird and you feel strange
doing it - its working.
[edit]

From the differences other questions arise.

The human eye has variable resolution across
its field of vision, the IR sensor may not. The
human eye constantly maintains small
movements which can be used to enhance
apparent resolution (literally taking another
look), but vibration may be seen as a fault in
an IR sensor. The human eye usually comes in
pairs, but the IR sensor is usually singular?

The process
Start by deciding on your problem as an
object, rather than an action. Then decide on
another object. This can be anything, but
things of an organic nature often work best.
Write down all the similarities you can think
of between your problem object and the
comparison object. This can be as simple as
they are both white, and can include actions
they perform or abstract characteristics they
have.

[edit]

Conclusion
Taking these finding together gives the
innovator the opportunity to think outside their
usual understanding and potentially find new
ideas for further investigation.

Once you have run out of similarities, start on

a list of differences. These should refer to
actual characteristics of one object or the other
and is likely to result in a much longer list.
Once you have a completed list you can group
similar elements together. It is then a case of
first looking at the similarities and
determining if the functionality completely
overlaps, or if the missing elements might add
to your original problem object.
You can then move on to the differences and
determining whether the way that a function or
characteristic is exhibited by the two objects
can be used to provide new ideas for your
problem object.
[edit]

171

Simple Rating
Methods

v: ideas that are feasible as they stand, they are

generally ideas you would be happy to show
to the client.
?: ideas that are not feasible as they stand, but
have potential with more thought or research,
or in the future, or under special
circumstances.

From Mycoted
The two simple rating method techniques
described here are used for the initial sorting
of large numbers of ideas, they are very useful
for quick initial screening, but both the
approaches have the disadvantage that they
may lead to a rather superficial and potentially
unreliable sorting of ideas and may ignore
other criteria.

W: stands for weirdos ideas that are bizarre

and totally unfeasible as they stand, but have
the potential as De Bono intermediate
impossibilities for further idea generation (see
Using 'Crazy' ideas ).

The v?W approach can be more realistic in

that v is only used for cases where
implementation is relatively obvious, the other
two categories reflect intuitive appeal, rather
than objective evaluation (see Anonymous
voting)
[edit]

Simple/Hard/Difficult (Moore, 1962)

The creativity group are expected to work
through their list of ideas and make
judgements as to the priority rating they feel is
appropriate, each idea should be marked:

Simple: Feasible with a minimum of

time and money.
Hard: Feasible, but a will be more
expensive.
Difficult: Feasible but much more
expensive.

[edit]

v?W
Note: the v here should really be a tick, I've
put it as a v to make sure it diplays on all
screens
Comparable to the above method but aimed at
cases where the creativity team will do their
own evaluation, so the criteria are much closer
to the creative process:
172

Simplex

What are our competitors doing that

we could do?
What is frustrating and irritating?

From Mycoted
These questions deal with problems that exist
now. At this stage you may not have enough
information to formulate your problem
precisely. Do not worry about this until step 3!

Jump to: navigation, search

This technique is an industrial-strength
creativity tool, which takes the DO IT method
to the next level of sophistication. Rather than
seeing creativity as a single straight-line
process, Simplex views it as the uninterrupted
cycle it should be, where completion and
implementation of one cycle of creativity
leads straight into the next cycle of creative
improvement (see the 8 stage cycle that
simplex uses below)

[edit]

Fact Finding
The next phase is to locate as much
information relating to the problem as
possible. This gives you the depth of
knowledge you need to:

This phase also involves assessing the quality

of the information that you have. Here it is
worth listing your assumptions and checking
that they are correct.

[edit]

Problem Finding
Discovering the right problem to resolve is the
most difficult part of the creative process. The
problem may be obvious or need to be flushed
out using rigger question such as:

Use the best ideas your competitors

have had
Understand customers needs in more
detail
Know what has already been tried
Fully understand any processes,
components, services or technologies
that you may need to use
Ensure that the benefits of solving the
problem will be worth the effort you
will put into it

[edit]

Problem definition
You should now have a rough idea of what the
problem is and should have a good
understanding of the facts relating to it. You
should now develop the exact problem or
problems you want to resolve.

What would your customers want you

to improve?
What could they be doing better if we
could help them?
Who else could we help using our core
competences?
What small problems do we have
which could grow into bigger ones?
What slows our work or makes it more
difficult? What do we often fail to
achieve?
How can we improve quality?

It is essential to solve a problem at the precise

level. If you ask questions that are too broad,
then you will never have enough resources to
answer them effectively. If you ask questions
that are too narrow, you may end up fixing
173

Planning

symptoms of a problem, rather than the

problem itself.

Now you have selected an idea, and are

confident that your idea is worthwhile, this is
the time to plan its implementation. The best
way of doing this is to set this out as an Action
Plan, which lays out the Who, What, When,
Where, Why and How of making it work. For
large projects it may be worth using more
formal planning techniques.

Min Basadur (who created the Simplex

Process) suggests using the question 'Why?' to
broaden a question, and 'What's stopping you?'
to narrow it. For example, if your problem is
one of plants overgrowing, ask 'Why do I want
to kill them off?' This may broaden the
question to 'How can I maintain the quality of
our environment?

[edit]

[edit]

Sell Idea

Idea Finding

Up to this stage you may have done all this

work on your own or with a small team. Now
you will have to sell the idea to the people
who have to maintain it. This might be your
boss, a bank manager or other people involved
with the project.

This phase requires you to generate as many

ideas as possible; this can be done using any
range of techniques from asking other people
for their opinions, through programmed
creativity tools and lateral thinking techniques
to Brainstorming. Remember bad ideas often
trigger good ones.

In selling the project you will have to deal

with not only the practicality of the project,
but also things such internal politics, hidden
fear of change, etc.

[edit]

Selection & Evaluation

[edit]

Once you have come up with a variety of

possible solutions to your problem, it is time
to decide on the best one. The top solution
may be obvious, if it is not, then it is important
to think through the criteria you will use to
select the best idea. There are several good
methods for this, particularly useful
techniques may be Decision Trees, Paired
Comparison Analysis and Grid Analysis.

Action
Finally, after all the creativity and preparation,
comes action! This is where all the careful
work and planning pays off. Now the action is
securely under way, return to stage 1, Problem
finding, to continue improving your idea.

When you have chosen an idea develop it as

far as possible. Then it is essential to evaluate
it to see if it is good enough to be worth using.
It is important not to let your ego get in the
way of your common sense. If your idea does
not give big enough benefit, then either see if
you can generate more ideas, or restart the
whole process. You can waste years of your
life developing creative ideas that no one
wants.
[edit]

174

Six Thinking Hats

even though their behavior may seem to invite

this. When done in group, everybody wear the
same hat at the same time.

From Mycoted

White Hat thinking

Early in the 1980s Dr. Edward de Bono

invented the Six Thinking Hats method. The
method is a framework for thinking and can
incorporate lateral thinking. Valuable
judgmental thinking has its place in the system
but is not allowed to dominate as in normal
thinking. Dr. de Bono organized a network of
authorized trainers to introduce the Six
Thinking Hats. Advanced Practical Thinking
(APTT), of Des Moines, Iowa USA, licenses
the training in all parts of the world except
Canada (and now, Europe). APTT organizes
the trainers and supplies the only training
materials written and authorized by Dr. de
Bono.

This covers facts, figures, information needs

and gaps. "I think we need some white hat
thinking at this point..." means Let's drop the
arguments and proposals, and look at the data
base."
Red Hat thinking

This covers intuition, feelings and emotions.

The red hat allows the thinker to put forward
an intuition without any ned to justify it.
"Putting on my red hat, I think this is a terrible
proposal." Ususally feelings and intuition can
only be introduced into a discussion if they are
supported by logic. Usually the feeling is
genuine but the logic is spurious.The red hat
gives full permission to a thinker to put
forward his or her feelings on the subject at
the moment.

The six hats represent six modes of thinking

and are directions to think rather than labels
for thinking. That is, the hats are used
proactively rather than reactively.
The method promotes fuller input from more
people. In de Bono's words it "separates ego
from performance". Everyone is able to
contribute to the exploration without denting
egos as they are just using the yellow hat or
whatever hat. The six hats system encourages
performance rather than ego defense. People
can contribute under any hat even though they
initially support the opposite view.

Black Hat thinking

The key point is that a hat is a direction to

think rather than a label for thinking. The key
theoretical reasons to use the Six Thinking
Hats are to:

This is the hat of judgment and caution. It is a

most valuable hat. It is not in any sense an
inferior or negative hat. The rior or negative
hat. The black hat is used to point out why a
suggestion does not fit the facts, the available
experience, the system in use, or the policy
that is being followed. The black hat must
always be logical.

encourage Parallel Thinking

encourage full-spectrum thinking
separate ego from performance

There are six metaphorical hats and the thinker

can put on or take off one of these hats to
indicate the type of thinking being used. This
putting on and taking off is essential. The hats
must never be used to categorize individuals,

Yellow Hat thinking

175

This is the logical positive. Why something

will work and why it will offer benefits. It can
be used in looking forward to the results of
some proposed action, but can also be used to
find something of value in what has already
happened.
Green Hat thinking

This is the hat of creativity, alternatives,

proposals, what is interesting, provocations
and changes.
Blue Hat thinking

This is the overview or process control hat. It

looks not at the subject itself but at the
'thinking' about the subject. "Putting on my
blue hat, I feel we should do some more green
hat thinking at this point." In technical terms,
the blue hat is concerned with meta-cognition.
--- The information on "Six Thinking Hats" is
Copyright The McQuaig Group Inc.
Reproduced here by permission from APTT

176

Slice and Dice

Snowball Technique

From Mycoted

From Mycoted

Slice and Dice is an Attribute Listing

technique by Michael Michalko and is defined
in detail in his book Thinkertoys.

Involves concentrating groups of ideas

pertaining to the same problem and assigning
them a theme, i.e.

The process is

1. State the problem

2. Analyse the problem and list as many
attributes as you can
3. Take each attribute at a time and try
thinking of ways to change or improve
it.
4. Strive to make your thinking more
fluent & flexible.

177

One slip of paper (or post-its) is used

per idea generated or possible solution
offered
A meeting is set up of up to 5 people.
The slips of paper are viewed and then
grouped like with like.
Duplicates can be created if the
idea/solution is relevant to more than
one group
Patterns and relationships in the groups
are observed

Soft Systems Method

From Mycoted
Jump to: navigation, search
1. Rich Picture - Create a rich picture of
the environment, from different
viewpoints, in an unstructured way.
2. Identify thematic issues - Identify the
general themes that appear from the
rich picture.
3. Relevant Systems - Select one issue /
theme, and name it.
4. Root Definitions - use CATWOE or
similar to define the core of the system
5. Conceptual models - create a model
of what is needed by the system (not
how it does it).
6. Comparison - Compare the
conceptual model (5) with the themes
(2) and determine what is done well,
badly etc.
7. Agenda for Debate - use the
information from the comparison (6) to
write the agenda.
8. Debate - debate the desirable / feasible
changes proposed.
9. Implement - Implement the changes
agreed.
[edit]

References

Systems Thinking, Systems Practice.

Peter Checkland, 1981

178

Stakeholder Analysis

Assumption Surfacing, carefully assess the

list, especially in relation to the stakeholder
for whom they have been derived. Ask
yourself does this actor have any special
power in the situation, and if so are there any
of his or her assumptions that could have a
considerable effect on your project? How
could this stakeholder be influenced to change
their point or course of action.

From Mycoted
Jump to: navigation, search
Stakeholder Analysis (Mason and Mitroff,
1981) looks at how groups of people might
affect the outcomes of a proposal by the way
they react. To identify stakeholders the
following checklist may prove useful:
Who are the sources of reaction or
discontent to what is going on?
Who have relevant positional
responsibility?
Who do others regard as important
actors?
Who participate in activities?
Who shape or influence opinions about
the issues involved?
Who fall in demographic groups
affected by the problem?
Who have clear roles in the situation
(e.g. customer, friend, adviser)?
Who are in areas adjacent to the
situation?
Using a matrix like the one below,
stakeholders can be plotted and categorised
both by the chance of their affecting the
situation, and by the scale of impact they
would have if they did. Should any quadrant in
the matrix appear empty, check that you have
really included everyone, or plot the scale of
the stakeholders influence (high or low)
against whether they would support or oppose
your project.
Impact
Impact
Unlikely
Likely
Chairman of
My
Impact, if it
the Board manager
occurred,Would
Chief
Key
be high
accountant customer
Impact, if it
Reprographics My
occurred,Would
Department secretary
be low
Listing any assumptions that stakeholders are
making could prove helpful e.g. using
179

Sticking Dots

Stimulus Analysis

From Mycoted

From Mycoted

A popular, quick method for determining

priorities by voting.

A method whereby digressing from the

original problem to stimulate alternative ideas
may generate an accidental solution.

Ideas are itemised clearly on a flip

chart (or similar aid).
Nameless voting tends to work best.
Give each group a different coloured
set of dots, i.e. group A have red dots.
Give each indicidual or group a
number of dots (say 10 each)
Allow the group time to deliberate
over the ideas they wish to vote for.
Once all the groups are ready, one
person from the group sticks their dots
by their preferred top ideas.
In some variations, there is no
maximum number of votes an
individual / group cn give to one idea.
Once all the dots are placed, all the
groups enter into a discussion on any
patterns, and general observations.
A short-list of the top 5 is made

Identify the problem and enter into a

discussion
Produce a list (10 or more) of arbitrary
ideas totally unrelated to the problem.
Select one of the ideas and discuss in
detail all its characteristics.
Look at each on of these characteristics
and go into finer detail trying to
generate yet more ideas.
Continue through all 10 original ideas
till you have exhausted all further
ideas.
Finally analyse the final (lengthy) list
of ideas in any applicable way

Category: Creativity Techniques

This is not a deeply analytic method, but a

short, sharp measure of the current thinking of
the task in hand

180

Story Writing
From Mycoted
Examining how you instinctively react in a
given situation could be a path to
understanding feelings and thoughts you find
difficult to put into words. Thus, giving you
insight into your own deeper motives, and
acting as warning signs of personal anxieties
and frailties that may affect how well you can
respond.
This are could be accessed by creating or
finding a story or parable that is clearly
fictional, but nevertheless has some parallels
to a real situation you are facing. Ideally you
would tell it yourself (or you could draw your
own picture of see Drawing whichever you
feel most comfortable with).
There are no requirements for technical skill
(stick figure drawings or amateur narration are
ample), or for anyone else to see it or read it if
you dont want them to, though it is usually
more productive if you can get someone elses
understanding reactions.
As the story is clearly not an objective
description of your actual situation, you are at
liberty to be entirely subjective you can
make things happen as you wish them to, you
can present things in particular ways just
because they feel right that way, you can
note what has to happen to you to feel
comfortable and how you react to things that
make you uncomfortable and so.
You are definitely not saying that this is what
will happen, but you are, tentatively, holding
it up as a mirror to yourself, and noting the
sorts of beliefs; expectations, feelings,
judgements, anxieties, reactions, etc. that you
may well find yourself bringing to such a
situation.
Putting it into words in this way makes it
easier to describe your concern to others, and
may increase the range of metaphors and

181

images you can use naturally in talking to

others.
Should some areas of the story summon strong
feelings, this may suggest a need for finding
positive ways to handle similar feelings in the
real situation, for instance, getting a colleague
to help you out in situations you may not
handle too well. Similarly, if you find yourself
being judgemental about someone in your
story, you may need to develop some way to
help yourself see such people more
compassionately.
In time you may become aware of cultural
assumptions and expectations what ought
or ought not to happen by your (but perhaps
not other peoples) conventions.
If you are working with someone else (who
preferably had done the same as you, so that
you are each supporting the other) show them
your picture or story, tell them about it, let
them ask questions, and say what they find
striking. Work jointly to unpack the
fundamental beliefs, expectations, feelings,
judgements, anxieties, reactions, etc. and to
see what needs to be done.
To use it on your own, pin it up on a wall
where you can see it, and over a period of
days, not down any features of the story or
drawing that strike you as interesting.

182

Strategic Assumption
Testing

Inter-Group Debate, each sub group puts

forward their 2 x 2 matrix and plan, this
generates an open debate. Issues are identified
and fundamental assumptions are challenged.
Ultimately a common ground is sought.

From Mycoted

Strategic Choice
Approach

Strategic Assumption Testing examines other

peoples opinions and assumptions to ensure
they are consistent.
Stakeholder Identification, list those
involved as stakeholders. If in groups, each
group should make their own list privately and
then collate.

From Mycoted
When Planning Under Pressure: The Strategic
Choice Approach by John Friend and Allen
Hickling appeared in 1987, it was the first
mature exposition of the Strategic Choice
Approach. Since then, the approach has been
gathering support among decision makers,
while also becoming widely taught in
management, planning and policy schools.

Identify Factions, if necessary group

stakeholders into factions, points of view or
interests.
Group Formation, establish one or more
working groups from the sub-groups (steps 4
7).

A repetitive technique used for complex

problems and their sub-problems, consisting
of 4 basic principles

Assumption Surfacing, in each sub-group,

discuss each stakeholders reasons
(assumptions) and prioritise them.

Assumption Testing, members of the subgroups debate if these assumptions were

reversed and it made no difference should we
ignore it.

Assumption Ranking, member of the subgroup rank their assumptions:

Effect if the assumption occurred

Possibility of it occurring

Results are exhibited as a 2 x 2 matrix of

High/Low potential versus Likely/Unlikely
occurrence.
Action Planning, members of the sub groups
analyse the 2 x 2 matrix and its possible
consequences.

183

Shaping, involves identifying the

problem areas
Designing, recognising what can be
done, looking at possibilities and
drawbacks.
Comparing, various ideas, evaluating
the best possible way forward
Choosing, the best ideas for solving
the problems. Compiling a plan of
action, acknowledging any
uncertainties.

Strategic
Management
Process

From Mycoted
This is a six-stage process, run in-house
usually by a Strategic Management Group. It
is supported by various consultants and
accessible to external stakeholders. A useful
method for public and voluntary organizations
1. Historical context, examination of
previous trends and the emergence of a
future vision for the way ahead
2. Situational Assessment, blame free
SWOT Analysis of the present
situation
3. Strategic Issue Agenda, identify issues
from points 1 and 2 above and
acknowledge the relationships that
exist between points 4-7
4. Strategic Options, define as many
positive solutions to meet the SWOT
analysis and future vision. Define
strategies, and outline costs, feasibility,
acceptability and effectiveness.
5. Feasibility Assessment, a selection of
strategies is examined through
Stakeholder Analysis and Resource
Analysis.
6. Implementation, to evaluate the
stakeholders predictions, a serious of
evaluation programmes are devised.
Within each stage above, 3 basic steps are
followed

Search, for ideas and information

Synthesis, observation of patterns,
trends
Selection, determine priorities for
action

Within these 3 basic steps, 4 alternative

criteria are used to assist using the best
technique
184

Quality
Acceptance
Innovation
Preservation

Successive Element
Integration

SuperGroup
From Mycoted

From Mycoted

This method is primarily used for newproduct development. The new-product

status often justifies an increased level of
expenditure. Clusters of consumers from a
specific market area meet to determine the
needs and inclination of their market area. The
cluster should meet the following 3 criteria

Successive Element Integration generates

solutions by gradually developing all ideas
into lists of ideas a form of constructive
evaluation, allowing every idea a value (see
also Receptivity to Ideas)
A group of approximately 6
individually jot down their own list of
ideas for solving a specific problem
Two members of each group read out
one of their ideas, the remaining
members try to integrate the two
offered ideas into a third idea (this is
added to the overall list)
A third member of the group offers an
idea, which is integrated by the other
members of the group with the
previous ideas to create a fourth idea.
This stage is repeated until all ideas are
exhausted and detailed on the overall
list.
Overall, this is a good method for
generating ideas
In the latter stages of idea generating,
the best of ideas can be integrated
with each other to create a list of
exceptional ideas

This super-group then generates ideas based

on the Creative problem solving - CPS
method. It is the chosen individuals in the
group, their background training and skills that
characterise this distinctive approach and not
the actual procedure used.

The advantages of this method are

Representativeness, as a focal group,

the individuals should be
representative of their particular
market area i.e. general domestic
consumers, or client-organisation
personnel etc.
Demonstrable Creativity, all
individuals selected should be
demonstrably creative i.e. score well
on creativity tests (or similar) or be
reputed for imaginative thinking.
Training in a Suitable Method, each
individual should have some
background in creative problem
solving

The skill of building upon other

peoples ideas
Encourages constructive convergence
Ensures all ideas are carefully
considered

185

SuperHeroes
From Mycoted

4.

SuperHeroes is really a fantasy-based version

of ((RoleStorming)) is similar to other
boundary-stretching techniques such as
Exaggeration and Reversals and is a form of
Excursions. Participants pretend to be a
fictional (or real) super-hero (Superman, the
Incredible Hulk, Batman, James Bond,
Wonder Woman, Sherlock Holmes,
Spiderman, etc.) and use their super
characteristics to trigger ideas.

5.
6.

This technique is good for creating an

atmosphere of light-hearted fun in which
energy is high and fantasy and metaphor are
acceptable. All super-heroes have skills and
capacities that are outside normal behaviour,
this means that
(a) people tend to think outside of the norm
and
(b) having a role allows people to express
more unusual ideas that they might not
normally express.

7.

Super-hero stories also have strong elements

of wish-fulfilment, and can therefore help
people to express wishes
It may be less suitable for very serious or
introverted groups, or low trust conditions,
where RoleStorming would be more suitable.
1. Prepare in advance a set of general
information on each superhero. This
could include name, special powers,
weaknesses, pen picture, background,
picture etc. You can also provide props
if you have an extravert group.
2. Display and discuss the problem to
ensure everyone understands the issue.
It can be useful to use Brainstorming
or BrainWriting to list the more
obvious ideas.
3. Selects a superhero for each participant
(they can choose one themselves, or
from your information pack). Get them
186

to think a little about that superhero

and talk to them about what life is like
as a superhero in order to help them
get into the role.
The super hero characters are then
used as the basis of an excursion, from
any viewpoint (see Observer and
Merged Viewpoints). More extravert
groups will get into the role (I will heat
the chemicals instantly with my laser
eyes whilst freezing the container with
by breath). More introvert groups
will tend to be happier talking in the
third person (Superman could heat the
chemicals with his laser eyes).
Start by getting each super hero to
voice a few ideas.
Allow other super heroes to trigger off
the others ideas. Perhaps if superman
and wonder woman worked together
they could produce an improved
solution.
When you have sufficient ideas,
evaluate them as usual.

Synectics
From Mycoted
Synectics is based on a simple concept for
problem solving and creative thinking - you
need to generate ideas, and you need to
evaluate ideas. Whilst this may be stating the
obvious the methods used to perform these
two tasks are extremely powerful.
[edit]

3.

Preliminary planning
In advance, hold a preliminary planning
meeting with the problem owner(s). This
checks that there are genuine problem owners,
wanting new options that they themselves can
implement, within their authority; helps you to
understand the problem-owners' perceptions of
the problem area; gives a feel for the number
and quality of solutions needed; helps to
ensure realistic expectations about results; and
allows you to agree team membership.

4.

[edit]
5.

Procedure during the session

1. Problem owner provides headline
and wish: They describes the issue,
how it is experienced, the background,
what has been tried, and the possible
scope of action. It is then expressed in
one or more big wish statements of
the form: I wish (IW)... or How to
(H2) .... NB that this is not a problem
definition but a wish reflecting the
way the issue is experienced. The
group listen imaginatively, rather than
analytically.
2. Group generates large numbers of
springboards: The mood here
should be expansive and
unconstrained. The springboards use
the same formats as the big wish (IW,
H2, etc.). They are not ideas for
solutions, but articulate further wishes
to open up space for invention: It
would be nice if we could do X but we
dont yet know how to.. A wide range

6.

7.

187

of springboard triggering techniques

have been developed, e.g. various uses
of Analogies; various types of
Excursions; the essential paradox/book
title technique, and others ( Free
Association, Random Stimuli, Drawing
techniques, etc.)
Select an interesting springboard:
The mood now switches to a more
focused approach than in Steps 1-2.
Problem owner and group members
choose their favourite springboards
(more on the basis of interest or appeal
than on the basis of logical relevance).
They share their choices, but final
choice rests with the problem-owner.
However, the process can always be
repeated, so the choice is not critical.
The assumption is that within any
springboard will be creative
possibilities that can usefully be
explored.
Ideas to help achieve the selected
springboard are generated, using the
trigger techniques mentioned in Step
2 (or any other idea-generation
methods). The problem-owner
selects some that seem interesting.
Check understanding of these by
paraphrasing them and checking with
their authors until the paraphrase is
correct. An idea is selected for the
Itemised Response.
Itemised response. Every conceivable
positive features of the selected idea is
listed. Then (and only then), a single
concern / problem / issue is expressed
as a problem for solution (e.g. How to
...). Solutions for these are expressed
by all in terms of What you do is
(WYDI)....
Recycle or end: Back to 4. until
sufficient ideas for this spring board
have been explored. Then back to 3.
for another springboard. Cycle until
the problem-solver has a solution s/he
is happy to run with, or until time runs
out.

organizations' overall innovative

abilities.

Systematic Inventive
Thinking
From Mycoted

[edit]

Historically, both Systematic Inventive

Thinking (SIT) and TRIZ, like all methods
derived from the original ARIZ, descend from
the pioneering work of Genrich Altschuller.
They all share a basic underlying assumption that innovative solutions share common
patterns, that these patterns can be translated
into a set of Thinking Tools, and that we can
use these Tools to generate new creative ideas.
But in spite of their common heritage, SIT is
quite different from TRIZ in several crucial
ways, especially in terms of practical
application. These are some differences
between the methods:

External links

SIT uses a minimal set of tools,

principles, and guidelines. There are
six basic principles and five thinking
tools (plus two more for MarCom and
Advertising), versus the dozens or at
times hundreds in TRIZ-based
methods. Thus, SIT is much simpler to
learn and use. SIT's steamlined
structure shortens the path to a desired
result, and significantly reduces
training time, including training of
trainers.
SIT's toolbox is more compact and
streamlined, because SIT is a pure
thinking method. We're able to use the
same tools in nearly unlimited areas,
without recourse to a database of any
kind (versus the large data base of
effects and examples in TRIZ).
SIT is applicable to a variety of fields,
and is not limited by a set of examples
within one domain, the method has
been applied to a wide range of areas:
New Product Development, Problem
Solving, Marketing Communications,
Advertising, Strategy, and Conflict
Resolution. SIT has been proven
successful for products and services,
and as a method for enhancing
188

Systematic Inventive Thinking website

TILMAG
From Mycoted
TILMAG "Transformation idealer Lsungselemente mit Assoziationen und Gemeinsamkeiten".,
created by Helmut Schlicksupp, roughly translates from the German as "transformation of ideal
solution elements with a common associations matrix".
[edit]

Overview
The process starts with the problem definition. Once the problem is defined, then you identify and
define the ideal solution elements (ISE), which are then used to construct a matrix. Connecting 2 or
more of the Ideal Solution Elements, provides associations that are then transferred back to the
problem to provide possible solutions.
[edit]

More detailed explanation

[edit]

Step 1: State the problem clearly

use Backwards Forwards Planning or similar technique to clearly identify the problem
use Brainstorming or BrainWriting to identify the most obvious ideas for solutions.
An example could be "to provide the ideal hotel"

[edit]

Step 2: Identify / define Ideal Solution Elements (ISE's).

TILMAG is much more of a targeted process than many other creativity tools and it tries to
use the ideal solution as a starting point. The team identifies the ISE, which is a function or
attribute that the final solution must have.
Create no more than 6 ISE's, these should be
o Described in a positive manner
o free of jargon
o specific to the problem
o brief, but precise (fewer than 6 words)
o linked to customer demands (if developing a new product / service)
Examples could be "Feels like home" and "designed for the target market"

[edit]

Step 3: Construct an association matrix; write the ISE's on each axis

The matrix size will depend on the number of ISE's

List all ISE's sequentially, on both axes.
189

Cross out all cells for each ISE paired against itself or duplicate pair
Option A
ISE 1 ISE 2 ISE 3 ISE 4 ISE 5
ISE 1 x
ISE 2 x

ISE 3 x

ISE 4 x

ISE 5 x

Option B
ISE 1 ISE 2 ISE 3 ISE 4
ISE 5
ISE 4

ISE 3
ISE 2

[edit]

Step 4: Brainstorm and record associations for each paired ISE

For each cell not crossed out identify 2 or 3 associations between the paired combinations of
any 2 ISE's.
If an entire row or column is blank it usually means that the ISE is not an applicable ISE for
the problem.
Continue the process until all the cells not crossed out have been addressed by the team.
Taking the examples from above "feels like home" and "designed for the target market" could
lead to "Ann Summers Parties", "the british pub"

[edit]

Step 5: Bring it back to the original problem.

Using each association and its underlying principles link this back to the problem.
Define the underlying principles of each association

[edit]

Step 6: Bring together the best ideas

Bring together the best ideas from the original brainstorm (Step 1) and the TILMAG associations and
principles (Steps 4&5)

190

22. Convert harm into benefit

23. Feedback
24. Mediator
25. Self-service
26. Copying
27. Inexpensive short life
28. Replacement of a mechanical system
29. Use pneumatic or hydraulic systems
30. Flexible film or thin membranes
31. Use of porous materials
32. Changing the colour
33. Homogeneity
34. Rejecting and regenerating parts
35. Transforming physical or chemical
states
36. Phase transition
37. Thermal expansion
38. Use strong oxidisers
39. Inert environment
40. Composite materials

TRIZ
From Mycoted
TRIZ is a Russian acronym for "Teoriya
Resheniya Izobreatatelskikh Zadatch" (
),
and is the creation of a Russian called Genrich
Altshuller. It is an attempt to improve on a
random approach to innovation and invention
by structuring the creativity in paths which
have been shown to yield results. Often it can
be shown that the solution to a problem was
obvious, if the techniques of other domains
was known - in many cases the same basic
approach is used time and time again. It is also
possible to classify problems and solutions
into groups, and to simply examine a
predefined list of possible solutions to that
particular type of problem.

Some of these have been touched on here, but

a full understanding of TRIZ requires much
more study and information than can be
presented. If you are interested, it is possible
to find several books on TRIZ, and a number
of sites on the Internet specialise on
developments in the TRIZ field.

The TRIZ approach encompasses a number of

different tools and techniques for specific
domains, including 40 inventive principles and
contradiction tables;

see also ARIZ

1. Segmentation
2. Extraction
3. Local Quality
4. Asymmetry
5. Combination
6. Universality
7. Nesting
8. Counterweight
9. Prior Counteraction
10. Prior Action
11. Cushion in Advance
12. Equipotentiality
13. Inversion
14. Spheroidality
15. Dynamicity
16. Partial, overdone or excessive action
17. Moving to a new dimension
18. Mechanical vibration
19. Periodic action
20. Continuity of useful action
21. Rushing through

[edit]

External links

191

Altshuller's Official Site

Altshuller Institute for TRIZ studies
Interactive TRIZ Matrix
Sixsigmafirst
International TRIZ Association
ETRIA - European TRIZ Association
TRIZ Journal
Anti TRIZ-journal
Altshuller Institute for TRIZ studies
Breakthrough Management Group
TRIZ Consulting, Inc.
TRIZ Experts
Michael Orloff's TRIZ page
Glenn Mazur's TRIZ page
TRIZ Center Austria
TRIZ Austria
TRIZ Switzerland

TRIZ.it! German free learning

platform
TrizLand! New site about TRIZ in
Russian
TRIZ at the Institution of Mechanical
Engineers (IMechE)
Technical Innovation Center
ProdyoVidhi, an Indian firm providing
Technology Forecasting services using
TRIZ
Apeiron-Italian Triz Association
GEN3 Partners Inc.
Pretium Consulting Services, LLC

[edit]

Commercial TRIZ software

Two philosophically different software
packages exist today to reduce the time needed
to solve innovative problems successfully.
One has been developed by Valery Tsourikov
of The Invention Machine in Boston,
Massachusetts, and the other by Zlotin and
Zusman for Ideation International in
Southfield, Michigan. Source

Goldfire Innovator from the Invention

Machine
TRIZ Contrasolve
TRIZSoft from Ideation International
Inc.
Creax
TriSolver4.net
TRIZ.it! Innovation Principles
Systematic Value Advancement (SVA)
Software from Pretium Consulting
Services, LLC

192

Talking Pictures
From Mycoted
Talking Pictures is from the book Instant
Creativity by Brian Clegg and Paul Birch.
When you need a little extra boost for a group
that have got a little stale during the Idea
Generation phase, split up into teams, giving
each a digital camera and access to a printer
(you could use a polaroid, or provide a set of
bizarre photgraphs you have, but it's best to
get the teams to capture them).
Get the teams to spend about 5 minutes
outside of the immediate area, taking pictures
of either unusual objects, or objects from
unusual angles. The more bizarre the better.
Bring the groups back together and distribute
their pictures to the other groups.
Each group should now use the pictures
provided to create associations that occur to
them and then use these associations for idea
generation. At the end of the session you can
either collect all of the ideas together by
writing them onto flipcharts or you can ask the
groups to have listed their own and have these
displayed for general perusal.
This techniques uses Random Stimuli as an
Excursion with the advantage of a challenge /
competition thrown in. The humour generated
from the unusual objects / angles also raises
the energy levels of the group, along with the
fact that they have been up and moving about.

193

Technology
Monitoring

Think Tank
From Mycoted

From Mycoted

Jump to: navigation, search

Technology monitoring requires methodical
monitoring of technological progress in areas
that pertain to you. The concept (Bright, 1970)
involves keeping a monitoring log to record:

Think-Tanks are essentially a body of experts

and academics collaborating to a common
goal. A variety of alternative ideas, guidelines
and supplementary information is suggested
by the think-tank to aid accomplishing a
possible solution to a problem.

Date
Event and Technical Economic Date
Possible Significance
Things to Consider

The eureka moment is often subject to the

convergence of advances in several
technologies over several years, hence the
need for continuous monitoring. The quality of
any results are only as good as the time and
effort disposed.

194

Thril

The technique capitalizes on the principle of

M M M , Memorable Meaning-Makin, that is,
in creating a Thril, the human mind is
challenged to generate a meaningful,
memorable message.

From Mycoted
Thril - Three Fold Repetition of Initial
Letter

A variant of it : THRILing definitions, crafted

according to the same strategy: e.g. threefold
repetition of initial letter. Some examples of M
M M definitions :

Thril is one of a number of techniques by Prof.

Francisco Gomes de Matos from Recife,
Brazil in his work on Peace Linquistics.

The alliterations below have been selected

from a list presented in a lecture given in
English to students of International Relations
at a College in Recife, Brazil - Faculdade
Integrada do Recife. The first word in each
alliteration was left blank during the lecture,
so as to challenge participants.

What is Mnemonics ? Marvel for

memory management
What is Peace ? Marvel for meditation
and mediation
What is Language ? Marvel for
meaning-making

Meaningfulness and memorability are

maximized through the Thril technique and
variants thereof. Prof. Francisco Gomes de
Matos would like to know if anybody has been
experimenting with such mental meaningmaking marvels.

A A A - Aim at affinity and alliance

B B B - Build a bridge between nations
C C C - Consider conflicts constructively
D D D - Dignify your diplomatic discourse
E E E - Encourage empathy enthusiastically
F F F - Favor flexibility and friendship
G G G - Generate goodness and generosity
H H H - Honor humanity and humaneness
I I I - Inspire for integration and
interdependence
J J J - Judge with justice and justification
K K K - Keep a Peace kit for keeps
L L L - Let liberty be the light
M M M - Maximize mediation and meditation
N N N - Nurture national negotiating styles
O O O - Observe opponents with openness
P P P - Perceive persons as peacepartners
Q Q Q - Question quixotic queries
R R R - Recommend realistic reconciliation
S S S - Support and sustain human solidarity
T T T - Treat others with tact and tolerance
U U U - Upgrade universal feelings of unity
V V V- Veto all varieties of violence
W W W - Weigh your words wisely
X X X - X-in diversity and X-out xenophobia
Y Y Y - Yearn for peace in all yards
Z Z Z - Zero in on peace zealously as the
zenith

195

Transactional
Planning

Trigger Method
From Mycoted

From Mycoted

The trigger method is analysis based on

repetition. One idea triggers another and
another and so on until as many thoughts as
possible are generated.

Jump to: navigation, search

Transactional Planning is a structural means
of solving a clients (sponsors) problem
through a consultant (planner). A sequence
of stages between sponsor and planner is
followed:
Formulation sponsor formulates
requirements and planner interprets the
problems
Conceptualisation sponsor suggests
ideas and the planner endeavours to
construct a model
Detailing planner employs model and
formulates initial plan. Sponsor
analyses the plan.
Evaluation planner and sponsor discuss
costs and benefits, reaching agreement
on both perspectives

196

Problem is defined, debated and ideas

noted
A selection of these ideas are collected
then 5 10 are randomly chosen
The 5 10 are displayed and used as
triggers to generate more ideas.
Debating and discussing boosts
teambuilding

Trigger Sessions

Tug of War

From Mycoted

From Mycoted

Trigger Sessions are a good way of getting

lots of ideas down from untrained resources.
The Problem owner defines the
problem
Each member of group writes down his
ideas in shorthand (2 minutes only)
One member reads out his list - others
silently cross out ideas read out and
write down Hitch-hiked ideas
The second member reads out his list
of ideas not already covered, followed
in turn by other members
The last member reads out his original
list and his Hitch-hiked list and
procedure is repeated counter current
(ie, if there are 6 folk, the order goes
1,2,3,4,5,6,5,4,3,2,1,2,3,4,5,6...)

Tug-of-War is a Force-Field Analysis

technique by Michael Michalko and is defined
in detail in his book Thinkertoys.
The process is;
1.
2.
3.
4.

State the problem

Describe the best case scenario
Describe the worst case scenario
List the consitions for each scenario
o for each case, what are some of
the things that help / hinder that
outcome
5. Not the "Tug-of-War"
o try and look at the opposing
forces that can help / hinder,
and see which can be modified.

A good group will be able to manage severn

passes. Everones paper is then collected and
can be typed up into a single list of ideas - all
duplicates should have been crossed out
during the session.

197

Using Crazy Ideas

Using Experts

From Mycoted

From Mycoted

When ideas cease to flow, the use of crazy

ideas can inspire far sighted, original possibly
ingenious concepts, possible methods:

More advantageous in the final stages of a

project, when concise information on costs,
likely market, technical feasibility and rival
technical developments is required. Using
experts employs two alternative methods
(below).

Free Association
Bunches of Bananas

198

Expert to expert sessions involve

collaboration of experts with questions
meeting experts with answers.
Meetings are video recorded.
Expert Surveys, (related to Delphi)
involves questions in the format of a
survey distributed to approximately 20
precisely selected experts.

Value Brainstorming

Value Engineering

From Mycoted

From Mycoted

Perceives single or group values observing

their effect, if any, on what is actually done.

Value Engineering endeavours to maximize

the usefulness of a product via the most cost
effective means:
Identify its Basic Function e.g. a glass
to hold a fluid, if it cannot hold a fluid
is it unusable
Identify its Secondary Function e.g.
strength or colour of glass are not
essential to hold the fluid, i.e. the fluid
could be in a bag
Identify its Supporting Functions i.e.
colour, design on glass, non essential,
but make the product look more
desirable
Cost-Effectiveness calculate how much
it costs to implement each function.
Ideas to Improve each Function
Systematically go through each
function and try to generate more
effective and cheaper ways to achieve
them.

Public values brainstorm short-list

what are my/our primary concerns
Hidden values brainstorm short-list
what hidden values lie behind this
primary concern or what does this
matter
Rank and Clarify Rank short-list
hidden values and define what each
means
Consider Implications now
contemplate what can be done to
action the ranked results

A form of Brainstorming

This bit by bit methodology helps to break

down the bigger picture (overall problem)
enabling a better understanding. The technique
can be used in situations where an expensive
commodity exists but is thought to possibly be
of little value.

199

Visual Brainstorming

Visualising a Goal

From Mycoted

From Mycoted

Jump to: navigation, search

Once you have acknowledged a goal, others
energetically and enthusiastically endorse
commitment to the goal.

When traditional thinking has become stale or

dried up, visual brainstorming using graphic
ideation may be a useful alternative

Idea Generation Phase, set a high target: e.g.

to generate 20-30 basic idea-sketches on a
specific problem in 1hr. If in groups you could
begin with private sketches which you then
pool, perhaps a round robin. Quick, impulsive
ideas put into sketch can help to avoid
undeveloped lost thoughts/ideas. Rapid
response to an idea with an immediate sketch
creates momentum, preventing any critical
thought processes to intervene.

Evaluation Phase, With a collection of

sketched ideas, they can now be evaluated.

1. Present your idea-sketches, trying to

observe them with as much
imagination as possible
2. Think of yourself as a critic, so looking
at them from another perspective
3. Rotate the sketches, place images on
images, cover top of bottom half, these
varying tactics may inspire yet another
idea
4. Comparison. Clustering all the
sketches together, place complex ones
with simplistic ones, make
comparisons, more ideas could be
generated at this stage.
5. Log all the ideas that come to mind
throughout the session, using different
coloured pens to denote initial ideas,
continuing ideas and then final more
paramount ideas.

200

Set your goal by settling on the aim,

target, reason etc. This can be related
to job, relationships, home, happier
state of mind etc.
Generate a concise idea or picture, of
the situation exactly as you would like
it, thinking of it in the present tense as
already in existence. Incorporate as
much detail as your imagination
allows.
Concentrate on it regularly, making it
part of your daily routine and a natural
thought rather than one that uses up
unreasonable levels of effort.
Make it a positive, and encouraging
thought. Think strong positive
definitions of achieving the goal.
Dispelling any doubts.
Pursue the goal, until it is achieved or
you no longer wish to continue its
pursuit, or indeed the goal alters in
your mind.
Once goal has been attained, make
clear admission, pat yourself on the
back and move onto the next goal.

Who Are You

This exercise follows an idea suggested by St

Ignatius Loyola (some 500 years ago). He
suggests using your imagination to look back
at decisions from your deathbed as a basis for
trying to make a current decision. Begin by
relaxing in a calm, quiet environment then:

From Mycoted
Jump to: navigation, search
This method explores problems at a deeper
almost subconscious level. Problems that
frequently give a vague sense of disquiet, a
sense of things not going in quite the direction
you had planned however, you have no clear
thoughts of what the right direction might be.
The techniques below help to explore these
deeper levels angled more towards the
personal perspective (what do you or your
team want to do or be?) rather than the
external perspective (what business area
might offer the most prospects for success?)

Exploring the question directly

Working Solo, Write who am I? (or who
are we? if it is for a team) at the top of a sheet
of paper, followed by as many answers as you
can generate. After the first few quick,
straightforward answers, stay with it and try to
pursue more deeply thought out answers.
Continue making notes on your thought and
try to push the boundaries of your normal
thinking.

Working with a Partner, the above method

actually works better with a partner. Sitting
opposite each other for an agreed amount of
time (say 5 10 minutes), several rounds of
question and answers sessions take place. In
the first round person A asks the question
while person B comes up with the answers. In
round 2 the roles are reversed, you can
continue for as many rounds as you feel
beneficial. The questioner asks the set
question (Who are you?, What is the
team?), if necessary it may be repeated, if
prompting is required. The questioner should
not comment, nod, smile, frown etc.; but just
listen attentively, not evaluating.

Life Review

201

Imagine your infancy, in your

imagination think back to when you
were a small, helpless, dependant,
infant born into a particular
environment
Imagine being 5, imagine you are now
5, how did it feel to be 5? Can you
picture images and memories from that
time
Imagine being 12, 25, 40, 65, after a
few minutes, project your imagination
to what you were like when you were
12, did you worry? What was
important to you? What was your
world like? Using the same method of
thinking ask yourself the same
questions for age 25 and 40 and 65.
Imagine being very, very old; imagine
looking in the mirror when you are
very old. What do you see? How you
feel about yourself? Who are you?
Take a retrospective look over your
whole life what really mattered?
What would you have like to have
done differently? Are you ready to die?
Imagine your death, what are your
thoughts as you imagine yourself
dying? Imagine your closest friends
and relatives, what would they be
thinking about you?
Imagine being reborn, after a few, or
when you feel ready, imagine you are
going to be reborn. You can be reborn,
anywhere at anytime as anything you
desire. What would your choices be?
Return, When you feel ready to open
your eyes, gradually look around you
as if seeing everything for the first
time.

Why Why Why

Frame,
o
o

From Mycoted

Jump to: navigation, search

[edit]

'What is the context of C?

What is the context of that
context?
This idea suggests a multilayered hierarchy of one event
dependant on another

Why? etc. - repeatable questions

[edit]

Repeating questions over and over generates

as much or as little information as the quantity
and type of questions demand. Differentiation
between the 2 types of repeatable question
gives serial questions, used indefinitely and
emptying questions used until the subject
concerned is drained.

Emptying Questions

[edit]

Serial

Unlike the Serial questions above,

these are not infinitely repeatable. A
group of questions are considered until
they exhausted, i.e.
o Who else went to X? Sue
o And who else? Phil
o And who else? No-one
(category exhausted)

The most frequently asked questions

containing else (Why else?..What
else?..Where else? etc.) .

Where the question and answers are

related, you ask why C happened and
the answer is related to another event B
and so the same question can be
reiterated, i.e.
o WHY did C happen, because B
did
o WHY did B happen, because A
did
o WHY did A happen, because
(etc..)
Causation,
o 'WHY? Encompasses:
o What is the reason for?
o What is the cause of?
o What is the consequence of?
o (See also Causal Mapping)
Membership
o What are the parts of?
o What is this a part of?
o What belongs to it?
o Parts could include subcategories, or they could belong
to a wider system (see
Hierarchy diagrams)
Sequence,
o What happened before and
after C? exploration of the
timing behind the events
202

Wishing
From Mycoted
The Wishing concept literally means
imagining a target with thoughts along the
lines I wish I could Such thought
processes can be used in day to day situation,
i.e.
I wish I could convince my manager my
deadlines are unrealistic ! could be rethought
as: I wish I could re prioritise my work to
reduce the pressure on myself
Active wishing may start with a
unusual/frivolous wish which is worth
exploring to uncover its deeper routed
message.

Try to visualise something you aspire

Question why/what will it do for you,
letting the vision alter if need be
Repeat this as often a you feel
necessary until the true wish you desire
is fully revealed
Drive this clearer vision into the
distance (zoom out)
Begin walking towards it
You may now feel more able and better
aware on how to get to that distant
desire

203

Working with
Dreams and Images
From Mycoted
This technique was originally developed by
Glouberman (1989) and takes for granted that
you have memorized a significant dream you
have had and now wish to enhance it to allow
it the opportunity to be of some function (see
also Keeping a Dream Diary). Possible
suggestions of you how you may go about this
are:

Locate the dream and get the feel of

any atmosphere. Are you able to put a
name to it? Is it familiar? Go into the
dream, and experience the atmosphere.
Identify feelings, relationships, and the
situation. Is there anything familiar
about them?
Discover the dream taking a birds
eye view of it, flying high looking
down on it, note what you see:
o Do you notice anything
significant?
o Is there anything obvious you
can do to improve the quality
of the dream?
o What would you like to
whisper to the dream self?
o Look at the dream from
different angles, i.e. the left, the
right, behind, in front,
underneath, noticing what
comes to mind about the dream
and the dream self.
o Envisage that the dream stage
situated centrally in a room and
physically walk around it.
Developing the images can be
achieved by discovering the most
striking feature of the dream person,
scene, building, object, event move
into it, either in your mind, or by
picturing it on a chair opposite and
switching seats. Talk about yourself
and your viewpoint, including your
view of the dream itself. Transform

204

into each important feature in turn

what does each feel and see? Have
conversations between the dream self
and any of these features, or between
the various features. Every piece of the
dream, whether it is a person, a table or
a movement, has a communication that
you as dreamer need to hear. Talk to
the dream as a whole: Dream, what do
you want to tell me? Become the
dream and answer.
Combine the viewpoints by returning
to the dream as the main dream
character. Look intently around at all
the characters, features, perspectives,
etc. and think about what each have
told you. Think about what you have
learned from progressing the dream
and what you now understand about
how you live in the dream world and
how you might live? Invite your
unconscious to take in and put together
these various understandings and
perspectives. Take the time to let them
sink in. Try to put the lessons in words
as clearly as you can.
Adaptating and progressing the
dream more successfully by
visualizing what new approach,
attitude or personal quality you need in
order to live this dream so as to feel
really enhanced at the end of it. Try
reliving it with this new approach or
personal quality. Should you find it too
difficult to imagine acting differently,
just say to yourself:
o If I did have that quality
o If I were like that, what would I
do?
If you get stuck anywhere, leave the
dream and reconsider whether you
need anything else in order to go
forward. Try to find a way to live the
dream so that it feels good. Continue
this reworked dream into the future.
What happens next, and after that?
Validate out the new approach you
have just tried from the various
perspectives you explored before.
What do the other characters, features,
etc. think? What does this new dream
look like from the birds eye view,

below and the various sides? If there

are any further shifts that seem
appropriate, try them out.
Understanding, re-examining, looking
forward and surfacing occurs when
you feel good about the dream, thank
your unconscious for giving you the
dream, and thank your conscious self
for working so hard. Request your
unconscious to put together your new
understandings, and to present you a
new dream in the near future that will
characterize your new state. Prior to
and following emerging, think about
the relevance of your understandings to
your life. Where in your life are you
relating to the world as you did in the
dream? How could you operate
differently? Write down your
experience, paint the dream or express
it in some other medium.

205