54 Chain Alike Background If you generate ideas using analogies, your source of stimulation is generally limited to comparisons with the basic problem principle. For instance, the problem of preventing shoplifting (the Bionic Ideas [53] illustration) is limited to analogies involving the princi- ple of prevention. Although there is nothing wrong with this limitation, it does restrict the number of possible problem perspectives. And that’s not good. Fortunately, all is not lost. The Chain Alike activity attacks problems from multiple perspectives. And that’s good. Chain Alike is based on the Attribute Analogy Chains procedure developed by Koberg and Bagnall (1976). Ideas are generated by listing problem attributes, developing analogies for each attribute, and then using the analogies to prompt ideas. Objectives • To help participants generate as many creative ideas as possible • To help participants learn how to use the activities to generate ideas Participants Small groups of four to seven people each Materials, Supplies, and Equipment • For each group: markers, two flip charts, and masking tape for posting flip-chart sheets • For each participant: one sheet each of three different colors of sticking dots ( 1 ⁄2′′ diameter) and one pad of 4 x 6 Post-it ® Notes • (Optional) One paper or electronic thesaurus for each group Handout • Chain Alike Handout 234 101 Activities for Teaching Creativity and Problem Solving 08 VG 217-244b 10/5/04 5:00 PM Page 234 TLFeBOOK Time 60 minutes Related Activities • Bionic Ideas [53] • I Like It Like That [55] Procedure 1. Distribute the handout, review it with the participants, and answer any questions they may have. 2. Tape a sheet of flip-chart paper lengthwise on a wall or table. 3. Read the following instructions aloud: “On the left side of the paper, list in a single column all major problem attributes (for example, name, form, parts, shape, structure, processes, materials, functions). For each attribute, list several subattributes that describe the attributes. Thus, ‘round’ and ‘square’ would be examples of two types of shapes. Write these in a line to the right of each attribute. “On a separate sheet of paper, write down several analogies or words similar in meaning for each subattribute. The word ‘round,’ for example, might spark ‘circular,’ ‘a dog chasing its tail,’ and ‘a rolling ball. You may use paper or electronic thesauri to help select these words.” 4. Tell them to examine each word analogy as a group, see what ideas are triggered, write them on Post-it ® Notes (one per note), and place them on flip-chart paper for evaluation. Debrief/Discussion Chain Alike is slightly more complicated than other analogy-based activities. More work is required to set up the stimuli to use as idea triggers. Ask the participants if they felt the extra work was worth the effort and if the quality of ideas was any better than when com- pared with other activities. 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? 235 Grab Bag: Miscellaneous Activities 08 VG 217-244b 10/5/04 5:00 PM Page 235 TLFeBOOK Chain Alike Handout Assume you are the manager of a department store. Your assistant has informed you that the store’s losses due to shoplifting are greater than ever. To help resolve this problem, you decide to try the Chain Alike activity. • Customers • Merchandise • Money • Security • Observing customers Next, list subattributes: • Name: Shoplifting • Customers: Children, elderly, middle-aged, rich, poor, educated, uneducated • Merchandise: Electronics in display cases, clothing on shelves and racks • Money: Dollar bills, coins, credit cards, debt, charging, exchange rates • Security: Guards, cameras, alarms, lighting, electronic sensors • Observing Customers: Watching, unobtrusive, disguises, equipment Next, look at the subattributes and develop analogies for each one. For instance, some sample word analogies might include the following: • Name: Disappearing merchandise • Customers: Small people, money collectors, enhanced brains • Merchandise: Electronic organizers, viewing boxes, stacking levels • Money: Circular disks, plastic debits, substituting values • Security: Caretakers, visual image capturing devices, illumination projection • Observing Customers: Hidden recesses, cover-ups, electronic information processors Finally, generate ideas using these word analogies: • Lock all merchandise in display cases (from “disappearing merchandise”). • Install a system so that people must pay for merchandise on their way out to unlock an exit door. People who don’t buy anything subject themselves to personal inspec- tions (from “money collectors”). • Place video cameras on merchandise counters (from “viewing boxes”). • Provide educational seminars in schools on the pitfalls of shoplifting (from “substitut- ing values”). 236 101 Activities for Teaching Creativity and Problem Solving 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.com 08 VG 217-244b 10/5/04 5:00 PM Page 236 TLFeBOOK • Place monitors throughout the store that show shoplifters being arrested (from “visu- al image capturing devices”). • Project onto the walls pictures of previous customers who were caught shoplifting (from “illumination projection”). • Put all merchandise in vending machines (from “hidden recesses”). 237 Grab Bag: Miscellaneous Activities 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.com 08 VG 217-244b 10/5/04 5:00 PM Page 237 TLFeBOOK 55 I Like It Like That Background This activity is the grandparent of all the “just alike only different” activities. It is based on general analogical thinking that relies on the direct comparison of one thing or action to another. As with Bionic Ideas [53], comparisons are used to spark ideas. The difference is that the comparisons may be drawn from anywhere, not just from Mother Nature, as with Bionic Ideas. Once the similarities have been identified, they are elaborated and then used to stimulate ideas. Objectives • To help participants generate as many creative ideas as possible • To help participants learn how to use the activities to generate ideas Participants Small groups of four to seven people each Materials, Supplies, and Equipment • For each group: markers, two flip charts, and masking tape for posting flip-chart sheets • For each participant: one sheet each of three different colors of sticking dots ( 1 ⁄2′′ diameter)and one pad of 4 x 6 Post-it ® Notes Handout • I like It Like That Handout Time 45 minutes 238 101 Activities for Teaching Creativity and Problem Solving 08 VG 217-244b 10/5/04 5:00 PM Page 238 TLFeBOOK Related Activities • Bionic Ideas [53] • Chain Alike [54] Procedure 1. Distribute the I Like It Like That Handout, review it with the participants, and answer any questions they may have. 2. Tell group members to think of the major principle underlying their problem and use it to generate a list of things similar to the problem. To help generate this list, say, “This problem is like. . . .” (See the handout for an example.) 3. Instruct them to select one of the analogies and describe it in detail, elaborating as much as possible, listing parts, functions, or uses. Remind them to include many action-oriented phrases and, if possible, select an analogy that is controversial or out of the ordinary. 4. Have them review each description and use it to stimulate ideas that they should write on Post-it ® Notes (one idea per note) and place on flip-chart paper for evalu- ation. Debrief/Discussion Some research suggests that analogies are more likely than other direct stimulation activi- ties to yield unique ideas. Analogies also seem to work especially well for mechanical problems. For instance, analogies have been used to design a new type of thermos bottle closure and a way to attach spacesuit helmets. Although this activity may take a little more effort, it is quite useful for difficult problems. 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? 239 Grab Bag: Miscellaneous Activities 08 VG 217-244b 10/5/04 5:00 PM Page 239 TLFeBOOK I Like It Like That Handout Suppose you decide to use analogies to help recruit more engineers for your organization. The major principle in this case is, “getting more of something.” Thus, you might think of analogies prompted by the phrase, “This problem is like . . .” • asking your parents for an increase in your allowance. • asking your boss for a raise. • asking a cook for more food. • asking your boss for more time to complete a project. • an employee trying to get more power over another employee. • a football team trying to win more games. • a panhandler begging for more money. • calling people to sell more magazines. Select one of these analogies and elaborate. A panhandler begging for more money involves the following things: • Deciding which people to ask • Not being too overbearing • Watching out for the police • Looking pathetic • Using creative requests, such as asking for a quarter to call about graduate school admission • Looking as presentable as possible • Maintaining eye contact • Finding the best location • Using many different locations Finally, use the elaborations to suggest ideas for recruiting engineers: • Screen potential candidates using recommendations and background checks. • Use a “soft sell” approach; don’t seem overly interested. • Conduct security checks. • Tell top recruits how much you need them. • Give prospects a toll-free number to call if they have questions. • Scout out the best recruiting locations. • Search for a variety of personality and ability types by recruiting from many different schools in various regions of the country. 240 101 Activities for Teaching Creativity and Problem Solving 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.com 08 VG 217-244b 10/5/04 5:00 PM Page 240 TLFeBOOK 56 What Is It? Background Advertising and marketing professionals frequently push products based on assumptions regarding core motivations and needs. Rather than appeal to people to buy a product based on its features, advertisers try to show potential customers how a product will sat- isfy some need. For instance, one advertisement might push a brand of coffee because it tastes good. Another, in contrast, might emphasize how the product will satisfy the need to feel secure. Because security may be a stronger motivator than the taste of coffee, consumers may respond more positively to the need-satisfaction approach. Here are some other possible examples: • A convertible isn’t a car, it’s excitement. • A watch isn’t a timepiece, it’s a piece of jewelry. • A job position recruitment campaign isn’t for a job, it’s for prestige and recognition. • A coat isn’t for warmth, it’s a fashion statement. All of these relate to the question, What is it? Hall (1994) uses this question as the basis for an idea generation method by the same name. It generates ideas by thinking what else a problem is and then using these descriptions as idea stimuli. Objectives • To help participants generate as many creative ideas as possible • To help participants learn how to use the activities to generate ideas Participants Small groups of four to seven people each Materials, Supplies, and Equipment • For each group: markers, two flip charts, and masking tape for posting flip-chart sheets • For each participant: one sheet each of three different colors of sticking dots ( 1 ⁄2′′ diameter)and one pad of 4 x 6 Post-it ® Notes 241 Grab Bag: Miscellaneous Activities 08 VG 217-244b 10/5/04 5:00 PM Page 241 TLFeBOOK Handout • What Is It? Handout Time 45 minutes Related Activities • Essence of the Problem [38] • Turn Around [52] Procedure 1. Distribute the What Is It Handout, review it with the participants, and answer any questions they may have. 2. Tell the participants to describe their problems in at least six different ways that capture the “essence” of their problems (see the handout for examples). 3. Instruct them to use their descriptions to prompt ideas, write them on Post-it ® Notes (one idea per note), and place them on a flip chart for evaluation. Debrief/Discussion This activity differs from most in its emphasis on human emotions and how they drive our creative abilities. It can be especially useful for new product development because of its ability to uncover consumer needs and supply ways to meet them. However, it also is extremely versatile in its ability to provide diverse problem perspectives by helping uncover hidden or unwarranted assumptions. You might ask participants to compare its ability to generate unique ideas with a an activity that relies on unrelated stimuli such as words, pictures, or objects. 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? 242 101 Activities for Teaching Creativity and Problem Solving 08 VG 217-244b 10/5/04 5:00 PM Page 242 TLFeBOOK What Is It? Handout Consider the problem of improving an office desk. First, describe what desks are. For instance, you might say that office desks are not just desks, they are • Smooth writing areas • Occupational centers • Computer support stands • Leg and lap covers • Hollowed-out wooden boxes Then use these descriptions to generate ideas: • A variable-tilt writing surface built into the desk top • Desks tailored to different occupations. For instance, a doctor’s desk might have a place to hold a stethoscope, a blood pressure cuff, and other diagnostic tools, as well as a built-in computer screen with the Physician’s Desk Reference on a CD • A computer monitor that flips up when needed, a CPU under the desk, and a key- board built into the desk top • A desk with heating pads and foot warmers • A desk that can be collapsed easily and stored in a compact area 243 Grab Bag: Miscellaneous Activities 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.com 08 VG 217-244b 10/5/04 5:00 PM Page 243 TLFeBOOK [...]... 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.com 256 101 Activities for Teaching Creativity and Problem Solving TLFeBOOK Variations • Ask one-half of the group draw an abstract version and the other half a more... dots (1⁄2′′ diameter) and one pad of 4 x 6 Post-it® Notes Handout • Get Real!! Handout Time 30 minutes 258 101 Activities for Teaching Creativity and Problem Solving TLFeBOOK Related Activities • Picture Tickler [ 17] • Rorschach Revisionist [18] • Ideatoons [26] • Doodles [ 37] • Drawing Room [59] Procedure 1 Distribute the Get Real!! Handout, review it with the participants, and answer any questions... 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.com 262 101 Activities for Teaching Creativity and Problem Solving TLFeBOOK Idea Showers Handout Advertising executive Alex Osborn’s four principles... 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.com 266 101 Activities for Teaching Creativity and Problem Solving TLFeBOOK Modular Brainstorming Handout To illustrate this activity, suppose you... Related Activities • Picture Tickler [ 17] 264 101 Activities for Teaching Creativity and Problem Solving TLFeBOOK • Rorschach Revisionist [18] • Ideatoons [26] • Doodles [ 37] • Drawing Room [59] Procedure 1 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 subattributes... idea and comes up with the following: “Continually project audience members’ facial reactions on a screen to demonstrate feedback through nonverbal communication.” 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.com 254 101 Activities for Teaching Creativity and Problem Solving. .. 5.5” x 8.5” paper for each group • Pens or pencils for each group member Handout • Pass the Hat Handout Time 30 minutes 268 101 Activities for Teaching Creativity and Problem Solving TLFeBOOK Related Activities • Brain Purge [82] • Idea Pool [85] Procedure 1 Distribute the Pass the Hat Handout, review it with the participants, and answer any questions they may have 2 Give each small group a silly hat... will we be able to use from this exercise? • What ideas were generated, and which ones were most interesting? 250 101 Activities for Teaching Creativity and Problem Solving TLFeBOOK Be #1 Handout Consider a problem involving a company that wishes to improve its line of floor cleaners Examples of current benefits, being the best, and ideas are shown in Table 9.1 Current Benefits Shines floors Cleans floors... existing idea and try to improve it How else might it be implemented? What could you substitute, change, reverse, or make larger or smaller? What would make it better? Go for it and you’ll increase your IQ (Idea Quotient) and generate better ideas as well NOTE: FOR ALL ACTIVITIES, REMIND PARTICIPANTS TO DEFER JUDGMENT WHILE GENERATING IDEAS 248 101 Activities for Teaching Creativity and Problem Solving TLFeBOOK... Handout Time 30 minutes 252 101 Activities for Teaching Creativity and Problem Solving TLFeBOOK Related Activities • Force-Fit Game [74 ] Procedure 1 Distribute the Blender Handout, review it with the participants, and answer any questions they may have 2 Ask each person in the small groups to write, on Post-it® Notes (one idea per note), ideas for the problem, without speaking, for about 5 to 10 minutes . ( 1 ⁄2′′ diameter )and one pad of 4 x 6 Post-it ® Notes Handout • I like It Like That Handout Time 45 minutes 238 101 Activities for Teaching Creativity and Problem Solving 08 VG 2 17- 244b 10/5/04. personality and ability types by recruiting from many different schools in various regions of the country. 240 101 Activities for Teaching Creativity and Problem Solving 101 Activities for Teaching Creativity. generated, and which ones were most interesting? 242 101 Activities for Teaching Creativity and Problem Solving 08 VG 2 17- 244b 10/5/04 5:00 PM Page 242 TLFeBOOK What Is It? Handout Consider the problem