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.? [49]" Phillips 66 [64]Procedure1.Distribute the Idea Showers Handout, review it with the participants, and answerany questions they may have.2.After reviewing the handout, emphasize the importance of each of the four princi-ples.Stress that the number one rule is to defer judgment.3.Ask the groups to select a problem statement in the form of: How might we.? For instance, How might we better market our product or service? 4.Instruct them to spend 15 minutes generating ideas to resolve this problem, witheach person writing an idea on a Post-it® Note, after suggesting it verbally.5.Call time and tell them place their ideas on flip charts for evaluation.Debrief/DiscussionAsk the participants to discuss the following questions:" Why is deferring judgment so important?" Is it more important than the other three brainstorming principles? Why or why not?" How feasible is it to defer judgment in practice?" How might groups overcome obstacles to deferring judgment?" Why are the other three principles important?Also consider having participants debrief using the following questions:" What was most helpful about this exercise?" What was most challenging?" What can we apply?" How would you rate the value of this exercise to helping us with this issue?" Will this exercise be helpful in the future for other sessions?" What did you learn?" What will we be able to use from this exercise?" What ideas were generated, and which ones were most interesting?101 Activities for Teaching Creativity and Problem Solving.Copyright © 2005 by John Wiley &Sons, Inc.Reproduced by permission of Pfeiffer, an Imprint of Wiley.www.pfeiffer.com101 Activities for Teaching Creativity and Problem Solving262TLFeBOOK 09 VG 247-294b 10/6/04 12:22 PM Page 263Idea Showers HandoutAdvertising executive Alex Osborn s four principles for brainstorming are" Defer judgment" Quantity breeds quality" The wilder the better" Combination and improvement are soughtThe trick is to translate these principles into workable brainstorming behaviors.Thefirst principle suggests that your group should agree to think of all the ideas they canbefore evaluating any ideas.If you stick to this principle, you also should be successfulwith the second principle of quantity breeds quality.Separating generation from evalua-tion has been found to increase idea quantity, with a corresponding increase in quality.The third principle reinforces the second in that letting go and not being concerned withidea practicality is likely to increase idea quantity.Finally, the fourth principle combina-tion and improvement are sought is likely to improve idea quality.Building on othersideas helps improve existing ideas while triggering new ones.101 Activities for Teaching Creativity and Problem Solving.Copyright © 2005 by John Wiley &Sons, Inc.Reproduced by permission of Pfeiffer, an Imprint of Wiley.www.pfeiffer.comBrainstorming with Related Stimuli263TLFeBOOK 09 VG 247-294b 10/6/04 12:22 PM Page 26462Modular BrainstormingBackgroundYou ve certainly heard the expression A picture is worth a thousand words. Well, youmight also say that a picture is worth a thousand ideas.Modular Brainstorming (alsocalled Component Detailing ) was developed by Wakin (1985) to take advantage of thenatural human tendency to use visualization during problem solving.This activity alsohelps provoke unique perspectives by positioning the pictures in a certain way.Objectives" To help participants generate as many creative ideas as possible" To help participants learn how to use the activities to generate ideasParticipantsSmall groups of four to seven people eachMaterials, Supplies, and Equipment" For each group: markers, two flip charts, and masking tape for posting flip-chartsheets" For each participant: one sheet each of three different colors of sticking dots(1D 2 diameter) and one pad of 4 x 6 Post-it® NotesHandout" Modular Brainstorming HandoutTime45 minutesRelated Activities" Picture Tickler [17]101 Activities for Teaching Creativity and Problem Solving264TLFeBOOK 09 VG 247-294b 10/6/04 12:22 PM Page 265" Rorschach Revisionist [18]" Ideatoons [26]" Doodles [37]" Drawing Room [59]Procedure1.Distribute the Modular Brainstorming Handout, review it with the participants,and answer any questions they may have.2.Tell the group members to generate a list of major problem components and sub-attributes for each component.3.Instruct the group members to each select a different component, that is, one perperson; if there are more attributes than components, have them each select anadditional one.(If the problem involves a tangible product, you might give thegroups an actual product.)4.Tell the individual group members to study the component and its attributes, not-ing all details.5.Have the individuals draw a picture of their components, being sure to include asmuch detail as possible.6.Ask each group to collect their drawings and attach them to a wall or board or laythem out on a large table.Note that they should arrange the pictures so that theirplacement approximates the components of the actual problem/product.7.Have the members of each group examine this collage to stimulate new ideas orimprovements.Note that the individual drawings typically vary in size and pro-portion, thus instantly creating new perspectives.8.Tell the participants to use the drawings to prompt ideas.9.Tell them to write down any ideas on Post-it® Notes (one idea per note) and placethem on flip charts for evaluation.Debrief/DiscussionThe visualizations and creative juxtapositions generated by this activity give it the poten-tial to generate unique problem perspectives and innovative ideas.It is another visualiza-tion approach that can work well with people who can play off of concrete images.Oneunique aspect of this activity is that visual images of different sizes placed next to eachother create unique perspectives not normally created with more traditional idea genera-tion activities
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