MPS 7: Creativity
Donald R. Woods
Chemical Engineering Department
McMaster University
Hamilton, Ontario
Canada
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MPS 7: Creativity
Def: ability to think up ideas.
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MPS 7: Creativity
Why important?
1. Needed often.
2. Needed when options are needed.
3. Needed when we want to see new perspective
4. Needed when stuck
5. Skill that many have been introduced to through
“brainstorming” yet that few really possess
personally.
6. Skill & confidence can be improved.
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MPS 7: Creativity
Where I’m coming from
- Presented this workshop over 100 times in different
cultures & countries; high school, community,
industry, university
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MPS 7: Creativity
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MPS 7: Creativity
Pretest: Use an “x” to rate your
Awareness & Skill
Time 10 s Finish by _________
Objectives...
Read over...
Time _____ Finish by _________
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Activity:
As individual write out an interesting problem
you would like to solve.. Get great ideas for
TIME ____________
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MPS 7: Creativity
The BIG 4 rules for BS: DJ-AIG; BS-BOO
1. DJ Defer judgement. No criticism.
2. AIG ALL ideas good. Risking is OK. No foolish ideas
here; all ideas have potential!
3. BS Be succinct! Goal: 50 ideas in 5 minutes. Not “Let
me tell you how my idea works”
4. BOO! Build On Others ideas. Piggy back on previous
ideas. Not “But that’s there already!”
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Mechanics:
•Record everyone’s ideas so that all ideas are
acknowledged; No ideas are lost. AIG and to
overcome the shortcomings of STM
•Display ideas (via transparency) so that BOO
•Use transparency; so that its easy to make
copies for everyone; someone doesn’t have
to make sense out of a big chart.
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Example BS
Problem:
Company was trying to find an alternative way
of cutting canvass bags and pouring peanuts
into conveyor.
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“Judo, judo with knives
on feet, hire kids to lick
candy bags, dissolve
the bags, rats to eat
the bags, roast away
the bags, mechanical
cutter blade...”
• 7 ideas
“Lets see, have
mechanical arms come
& pick up the bag; then
have rotating blades
zap around and fly into
the bag, the beans fly
out and are caught in a
fish net that is
carried....”
• 1 idea
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Demo session: leader
Uses of ________________________
TIME 5 min
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Ideas
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You try groups of 6
Start with OBJECTS : Easiest and we need this later for
triggers
Activity: Brainstorm uses of pen
Group size 6 Facilitator ____________
TIME 5 min
Then, complete feedback form
Report total number and “most interesting”
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MPS 7: Creativity
Feedback
Total number
most interesting idea
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MPS 7: Creativity
Trigger: an event (comment, idea) that allows us
to overcome a mental block and to start the
flow of ideas again. A trigger is usually a word
that overcomes:
.fixation
.negative feelings (I can’t think of more)
.silences
For groups, triggers can come from others.
For individuals, must come from within.
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Triggers: used when the number of ideas drops
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Example use Triggers for
Red brick
Trigger: chemical whole +
Silica... make red windows; make abrasive
Chemical whole It’s not Carbon... can’t breath it; can’t breath (what situations
do I know where can’t breath? In a room no oxygen, use
brick to break window; can’t breath as a diver under water,
use bricks as ballast for diver. Can’t eat it; but maybe
something else can? Grind it up, mix with peanut butter and
use it as poison for rats
Chemical parts +
Silica = Si + Oxygen.
Use as source to react with oxygen
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Puzzle: Which letter to the right of the vertical
line is uniquely different from the one on the
left.
H| aŤBwXCoqů
To solve this puzzle, you brainstorm the
characteristics of each letter and cross
compare.
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MPS 7: Creativity
Activity: as group of
6
brainstorm characteristics of the letter B
Facilitator: Surname second
TIME 5 min Draw line across then
with same facilitator...
Use triggers
TIME 5 min
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Feedback form
Report Number of ideas & “Most interesting”
Reflect:
Summary:
No. of ideas
most interesting
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Why DJ works
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Activity: group of 6
BS Cards
Facilitator is surname third
TIME 5 min
and .. Use triggers
Feedback form
Report: total number
“Most interesting”
Reflections: 2 min
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Research: Silences & Negative Feelings
Silence: 5 s with no ideas These are expected. Action:
“Let’s reread the goal.”
“Let’s try Trigger........”
Negative feelings:
“I can’t think of anything else.” “This is stupid.” “BS is BS.” “I’m finished.”
This occurs, Action:
“Let’s reread the goal.”
“I want to & I can!”
“Let’s try Trigger..........”
Trigger “Craziest” idea
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Situations
Case 1: Lost my calculator; need it to solve a problem in next 5 minutes
Case 2: Important meeting with
that I must attend at 7 pm. I had
previously promised
that we would have dinner together at
6:30 at a “Giselle’s Inn. It is now 6:14 pm and he/she has already left to
meet me in the restaurant.
Case 3: You are at a party and an obnoxious twirp is hitting on you.
Case 4: I’m going for an important meeting and I can’t remember the name of
the company Vice President who is going to be there. It’s 15 minutes
before the meeting.
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Activity: as group of 6
Facilitator is Surname 4th consider Case ____
TIME 5 min
Then draw line across; use Trigger “craziest”
TIME
1 min
___________________
Feedback form
Report Total number & “Interesting idea”
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No of ideas
most interesting
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Research:
During the last minutes of BS 80% of the ideas
are “junk”; 15% are “interesting” and 5% are
“terrific”
It’s worth being crazy and having fun to find
the gold.
We also can use the “junk” as a trigger to
provide a “stepping stone” to give us gold.
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Stepping stone:
using an idea as
a stepping stone
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Some Triggers
10. Craziest
11. Checklist
12. “What if?” in the extremes; remove constraints
13. Boundary-constraint exploration: focus on the
constraints
14. Nature analogy: How nature does it
15. Functional analogy: something else do the
same function
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#12. What if? Identify stated & unstated
assumptions & criteria. Eliminate.
#13. Boundary. Explore impact of criteria
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#11: Checklist
Shores’s CREATIVITY
Eberle’s SCAMPER
Combine
Reverse
Enlarge, magnify
Adapt
Tinier, minify
Instead of, substitute
Viewpoint, change in other
ways, rearrange
In other ways
To other uses
Yes!
Substitute
Combine
Adapt
Modify, magnify, minify
Put to other use or use;
consider the Parts
Eliminate
Reverse, rearrange,
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Pull vacuum in deodorizer, open valve and powder should flow
quickly into the deodorizer. None flows!
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Situations _______________
Activity: For Trouble shooting case
Group of 6
with facilitator Surname fifth
list 50 possible causes.
Use any triggers you want.
TIME 5 min
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Draw line across: Trigger #11: Checklist
TIME 3 min
line across: Trigger #12: What if? Constraint
__________ TIME 3 min
Line across: Trigger #13: Boundary explore
____________ TIME 3 min
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MPS 7: Creativity
Complete Feedback form. Then:
Total each set of ideas: and in each set identify
2 technically interesting & feasible ideas.
Report number in each session and total; and
report on one “feasible” idea from each of
last three.
TIME 3 min
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Research: why triggers
work
Brain lays down d-line patterns in
LTM that fade if the experience is
not repeated and that become
dominant if it is.
When we think of a typical problem,
we enter the familiar d-lines
close to that problem.
Triggers introduce us to LTM at
strange, locations that are
dominant for the trigger. Our
task is to move along connecting
d-lines or jump to other d-lines
to connect up with our problem.
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Example
Patient Jane complains of
neck ache. MD does all
traditional checks,
tests. No idea. Notices
a wart on big toe,
removes it for cosmetic
reasons. Pain
disappears.
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Example
Patient Joe. Complains
neck ache. MD does all
usual tests. No idea.
Notices wart on big
toe. Asks if can remove
it. Pain goes away
Now sees 2 similar cases,
adds new connecting
d-line
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MPS 7: Creativity
Triggers #14 – 16 Analogies
Trigger #14 Nature does it
• define Goal
• How does Nature achieve this goal? Make idea similar?
Trigger #15 Function
• define Function
• How else might get function? What other thing achieves this function?
Trigger #16 Appearance
• what looks like this situation/object
• How else get this appearance?
• What others have same appearance but different function?
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Activity: For case Gift executive coffee cup Cost about 10 X usual cup
Group of 6 with facilitator Surname last
list 50 possible options.
Use any triggers you want.
____________________________________
• Draw line across: Trigger #14: Nature analogy
• TIME 3 min
• line across: Trigger #15: Function analogy
• TIME 3 min
• Line across: Trigger #16: Appearance analogy
• TIME 3 min
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MPS 7: Creativity
Activity: continuing the trouble shooting case
________ Group of
6
with facilitator
surname last
Use triggers _________________
_______________________
and any other triggers you wish.
50 more causes.
TIME _________
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MPS 7: Creativity
Complete Feedback form. Then:
Total each set of ideas: and in each set identify 2 technically interesting &
feasible ideas.
Your choice = ____________
_____________
Triggers _______ = __________
_____________
Trigger _____________ = ______________
____________
Trigger __________ = _________
_____________
Report number in each session and total; and report on one “feasible” idea
from each of last three.
TIME ________
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Summary
Totals
Interesting-feasible
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Write reflections TIME _________
Discuss with neighbour 90 sec.
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Trigger #19 Book Title Capture the essence of the goal
in the title of a best selling book.
Coffee Cup
“Who drank out of my cup?”
“Too hot to handle!”
“Sex & a cup of coffee”
“Roll up the rim”
“Sugar, cream, stir?”
“It’s much too cool for me!”
“A dash of cognac with your coffee?”
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16.
Appearance analogy: something else that looks same but functions
differently
17.Symbolic replacement: replace original goal with an idea generated so
far.
18.Morphology
19.Book title
20.Juxtaposition
21.Personal analogy
22.Reversal
23.Particle, wave, field
24.Fishbone
25.Senses
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MPS 7: Creativity
Activity: For Trouble shooting new case ; Group of 3
with facilitator Surname last
list 50 possible causes. Use any triggers you want.
TIME 5 min
Draw line across: Trigger #17: Symbolic replacement
TIME 3 min
line across: Trigger #18: Morphology
TIME 3 min
Line across: Trigger #19: Book title
TIME 3 min
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MPS 7: Creativity
Complete Feedback form.
Then: Total each set of ideas:
and in each set identify 2
technically interesting &
feasible ideas.
Original BS 5 min
_____________
Trigger 3 min
_____________
Trigger 3 min
________________________
Trigger 3 min
_____________
Report number in each
session and total; and
report on one “feasible”
idea from each of last
three.
TIME 3 min
Write
reflections
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Summary
Totals
Interesting-feasible
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Reflections:
TIME 2 min
Discuss with neighbour 90 s
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• Triggers #20 Juxtaposition:
• take three random words:
brainstorm properties of these
and link them to the case
problem.
• Example, take the word “clock”
• BS characteristics and try to
relate to problem situation:
makes noise
runs down
battery
have to wind
has a face
hands
numbers
Roman numerals
digital
measures something
tell personality: round vs square
watches
in many rooms
standards on radio
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#3 Kirton/Risk
Activity :
• as an individual complete and score Kirton or
Risk inventory.
• TIME 5 min
• Share information: complete
• summary
• Robust: your style does not change over the years.
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#3 Kirton inventory
#3 Risk inventory
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#3 Kirton/Risk
So What? There is no best way; score robust; unchanging over years.
32 – 86 Adaptive. Problems seen as defined & focus on doing things
better. New data into existing structures. Prefer structured
environment; change causes greater stress.
86-110 work either as Adaptive or Innovative. Good as intrapreneurs.
110-135 Innovative. Problems: focus on doing things differently,
minimize/forget the constraints. New data give new structures. Prefer
unstructure. Enjoy change; sometimes difficult adjusting to ongoing
organizational demands
>135 Have difficulty working for organizations. Prefer to be a consultant
and being own boss.
All are valued and needed.
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#4 LASQ
Activity 3:
• as an individual complete and score LASQ.
• TIME 5 min
• Share information: complete
• summary
• your style changes over the years. Part depends on
teacher
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Strategic:
see qualifications as main reason for learning
find out details of assessment & try to impress
teachers
competitive. Self confident & driven by hope for
success
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Surface/ Memorize:
rely on rote learning
focus on what is defined in the calendar & just
what teacher expects
may lack self-confidence & have test anxiety
not willing to seek relationships between ideas;
focus on facts
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Deep/Meaning:
actively seek to link what they study to real life
examine evidence critically & use it cautiously
actively relate new knowledge to previous
want to learn for its own sake
Effective = Strategic + Meaning - Memorize
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LASQ
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#4 LASQ, So what?
Values change.
Learn solely from lectures, then gradually shift
to surface learn.
Learn via cooperative learning, PBL, values shift
to deep learning.
Prefer deep and/or strategic learn.
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#5 Perry, 2 to 5
Your attitude
about your role
in learning
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#5 Perry: data for university students
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#5 Perry, So what?
Values can change;
Want 4 to 5 when participate in PBL or for
lifelong learning
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#6 SDLRS gives feedback about your confidence in
working as a self-directed learner.
Activity: complete and score the SDLRS inventory
This is a snapshot image of where you are now. Your
numbers will increase; you will delight in seeing
progress.
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#6 SDLRS, Total
Self Management
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#6 SDLRS, So what?
Values can be increased;
Want to shift to high values on all scales.
Related to development of learning skills
MPS 12, 36
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#7 Alpert-Haber exam anxiety scale AAT
Activity: As individual complete the AlpertHaber inventory. Score TIME
10 min
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#7 AAT Debilitating & Facilitating performance
on exams.
Want low on Debil;
high on Facil
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#7 AAT. It’s frustrating when your marks on a
test or exam are 5 to 30 marks lower than you
know you know
Exam anxiety: related to study skills? NO
Relate to stress?
YES
So what? If number > 60, visit MPS 5 and
implement stress management activities that
work for you. I want to and I can!
Debilitation values can be decreased.
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#7, Exam anxiety, what to do about it:
use inventories to identify what might be cause of high
exam anxiety
#10, Kellner-Sheffield
K-S short term
>18
K-S long term
> 14
K-S self image
> 15
#12, Heppner avoidance of difficult problems > 55
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Self awareness Stress Tests
#9, Annual change:
Holmes Rahe or Holmes Gmelch
#10, Kellner-Sheffield
Daily stress: Shealy
#13, Billings-Moos: how you handled stress
#7, Exam anxiety
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#9 Activity:
As individual complete
#9, Holmes- Rahe; or Holmes-Gmelch index:
Multiply each individual stress load by the
number of times that event happened this
past Year ______ to ________
You want the total number. 0 to 1000
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#9 Holmes Rahe: Example data of annual stress
experienced by students
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#9, Example data of annual stress experienced
by engineers
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#9, Holmes-Rahe Holmes-Gmelch , So what?
Feedback: Guidelines only. Don’t read too much into them
Depends on what you have experienced this past year.
High values:
- be patient with yourself. You’ve been through a lot. The simple things aren’t easy
to do.
- Be tolerant with self. Try some coping techniques
Low values:
– others have been through a lot, be patient with them.. Could happen to you.
– Try coping techniques in preparation.
Revisit MPS 5 Stress Management and MPS 17 Time management
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#10 Kellner Sheffield want low values
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#10, Kellner Sheffield inventory
Results: Want low numbers
Range
Typical
Short term stress: 8 -32
13.5
Long term stress: 8 – 32
12.3
Self image:
12.1
7 – 28
This year
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#10 Kellner Sheffield, So what?
All values can be decreased.
Revisit MPS 5 Stress Management and MPS 17
Time Management
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#11 Beck Happiness
Feedback about attitude about life
So what?
Values change, want values < 20
Total score of
•
21 - 25
minimal depression
•
26-32
mild depression
•
33- 35
moderate depression
•
36-42
severe depression
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Problem Solving
#12. Heppner: PSI confidence
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Heppner, Problem Solving confidence
adults, college students, n = 148
Effectiveness of training
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#11 Heppner, So what?
Confidence in your ability to solve problems.
Values change to lower values via workshops.
Avoidance: focus on positively working on
difficult problems
Confidence in PS skill; check the list of target
behaviours from MPS 1, 4, 6, 7, 8, 9
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#13. Billings-Moos:
Problem solving skill
problem avoidance
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#13 Billings Moos, skill, So what?
Want high values for problem solving
Want low values for problem avoidance
Values change with training, MPS program
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#13 Billings Moos
Problem Avoidance is an element of both
Heppner and Billings Moos.
Are they measuring the same thing?
No, they do not correlate.
Heppner is about attitude and confidence.
Billings Moos is about performance & actual skill
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#13 Billings Moos, So what?
Moos is about skill; Heppner is about attitude
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#15. Basadur, enjoys ideation, want high values
Before & after 8 h training, N = 32, 28, 196
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#15 Basadur, prefer to judge, want low values,
Before & after 8 hour workshop
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Team work
#16. Shutz’s FIRO-B, Form, storm, norm, perform
This inventory gives feedback about your
attitudes related to the Form, Storm and
Perform stages of group/team work
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#16 FIRO-B
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#16, FIRO B
high numbers show preference; norms given
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#16, FIRO B, So what?
Values range from 0 to 9 in each; 4-5 handle either; 6-7
or 2-3 = noticeable ; 8-9 or 0-1 suggests very strong
tendency.
Affection tendency is more important than control &,
in turn, is more important than inclusion.
Social Interaction index =Total is from 0 – 54;
higher values suggest more likely to be outgoing, friendly and
gregarious;
low suggests reserved and shy.
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#16, FIRO-B, So what?
Ratio of expressed/ wanted should = 1
If ratio is very high or very low, suggests
frustration and conflict.
Example, control = 0/9 suggests want to be
involved socially but unskilled &
uncomfortable expressing this. May be very
sensitive to being left out.
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#17 Johnson, preferred approach in dealing
with conflict. Higher numbers show preference and ease
Nurses N = 88
Engineers, managers N = 43
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#17 Johnson conflict. So what?
All 5 approaches are needed: example
Accosted by a drunk… withdraw
House on fire… force kids out of house.
Ease with which you can use the approach is suggested
by ratings.
Use MPS 45 to train when to use each style.
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#17. Johnson’s conflict extend to difficult behaviours
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So what?
For problem solving:
Heppner PS for confidence; Moos PS, for skill
Work tough problems:
Heppner Avoid for confidence; Moos, for skill
Breadth of issues in defining problems: TF & SN
Making decisions & trouble shooting: PJ
Group problem solving: FIRO-B and IE ; KAI, conflict
Manage emotions: FIRO-B, KS, Beck, Holmes Rahe, Rotter &
Heppner control
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So what?
For learning: SN & TF, Perry, LASQ, AAT, SDLRS
For creativity: skill, Basadur; how apply, KAI
For conflict: Johnson, SN, TF
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Summary
Return to pretest: Use a circle to summarize your
rating of your
Awareness
Skill
Time 10 s
_________________________________________
The Objectives are:...
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DISCOVERY
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