CHAPTER 7
Creativity-Inducing Facilitation
It is a tall order to ask 21st century business analysts to foster creativity throughout their organizations. Nonetheless, this goal is not as elusive as it seems. Business analysts’ expertise in facilitation can foster constructive dialogue, and as we have learned in previous chapters, dialogue cultivates creativity. Creativity-provoking facilitation techniques are designed to discourage groups from to jumping immediately to the “right” answer, because there is really no right answer, only the most feasible and most valuable solution we have identified at the moment.
THE NUTS AND BOLTS OF CREATIVE FACILITATION
We cannot direct the winds, but we can set the sails to gather the wind that steer our course.
—BERTHA CALLOWAY
Without a doubt, creative teams have a keen appreciation for the fact that there is no right answer, only countless alternatives, some more viable than others. Skilled facilitators are highly responsive to participants’ needs to drive to results, yet they defy these needs by challenging the participants to develop creative skills. It is in the “space between anxiety and boredom”1 that creativity flourishes in middle-school-aged children—and the same can be said of adults. In the workplace, it is the job of the skilled facilitator to steer the group to find that creative space. Facilitators are taught to keep the conversation on track, tabling tangential conversations for later. However, the facilitator who fosters creativity strives to be tolerant of, and in fact encourages, unconventional answers, intermittent disruptions, and even diversions, never knowing where they might lead.
FACILITATION IS POWERFUL
To be a business analyst in the 21st century is an enviable position. Facilitating groups to solve problems and make decisions in an innovative way is the creative leader’s most powerful role, and this endeavor is personified in the business analyst. It behooves the business analyst to become expert in facilitating groups to solve intractable problems and make ingenious decisions. Problem-solving and decision-making are closely linked, and each requires group members to use the creative process to identify and develop options.
FACILITATION TO FOSTER CREATIVITY IS EVEN MORE POWERFUL
So how do business analysts ensure they are fostering creativity and innovation in group sessions? First of all, we need to understand the subtle differences between creative thinking and critical thinking because we need to master both types of thinking to foster innovation.
Creative thinking can be defined as making and communicating connections to brainstorm a variety of possibilities and new and unusual possibilities. It involves thinking and experiencing in various ways, taking different points of view, and guiding the generation and selection of alternatives.
Critical thinking can be defined as analyzing and developing possibilities so that you can compare and contrast many ideas, improve and refine ideas, make effective decisions and judgments, and build a sound foundation for effective action.2
FACILITATED MEETINGS, WORKING SESSIONS, AND WORKSHOPS
For group problem-solving and decision-making, or when a consensus is required, facilitated sessions and formal workshops are the tools of choice. Innovative decision-making requires a mixture of skills: creative identification of remarkable ideas, clarity of conclusions and opinions, team resolve, and the ability to implement the best solution. In this chapter, we explore just a few tried-and-true techniques to foster creativity in decision-making. As you review these approaches, note that most of the problem-solving and decision-making processes discussed have accompanying activities designed to help the group identify as many alternative solutions as possible. These are the most creative part of the exercise, so do not cut them short.
CREATIVE AND CRITICAL THINKING
Expert facilitators know how to use both creative and critical thinking.
A Word to the Wise
Focus your professional development activities on learning to use both types of thinking to drive towards innovative results.
THE POWER OF THE AGENDA
The agenda is your friend! Do not hold a meeting without an agenda that includes, in addition to the agenda items, the expected outcome (a decision, information sharing, a context diagram, or the development of meeting ground rules), a list of the essential participants, and timing for each item. Successful meetings are the result of adequate planning and preparation. For all key meetings, the wise facilitator creates two agendas: (1) the typical meeting agenda (Figure 7-1), and (2) the facilitator agenda (Figure 7-2).
FIGURE 7-1. Typical Meeting Agenda
FIGURE 7-2. Sample Facilitator Agenda
The business analyst uses the facilitator agenda to plan the meeting and design the facilitation approach and the output format for each significant agenda item. Only after the facilitator agenda is complete can the business analyst accurately predict timing for major agenda items and determine who needs to participate.
PROBLEM-SOLVING METHODS THAT FOSTER CREATIVITY
It is imprudent to attempt to solve problems without a tried and true problem-solving structure. The business analyst can choose from many problem-solving techniques. We provide a few here for consideration; this list is by no means exhaustive.
BEING CREATIVE
Chris Velden, author of the blog “Missing in Leadership,” contends that being creative is sometimes out of our comfort zone.3 Many of us have been socialized to be restrained, narrow, focused, hesitant, cautious, conservative, results oriented, and afraid to fail. Despite this tendency, certain techniques can elicit greater creativity, including a classic six-step problem-solving model depicted in Figure 7-3.
The steps include:
1. Getting the right people. Be sure you have invited the experts needed to truly analyze the problem area.
2. Analyzing the problem. All too often, groups devise brilliant solutions—for the wrong problem. Make sure the problem is well understood and documented.
3. Researching and learning. What has happened in the past to provide context and studying what other organizations do; brainstorming with others. Avoid in-the-building thinking here.
FIGURE 7-3. The Six-Step Problem-Solving Model
4. Searching for creative ideas. This is the creative step, so encourage imagination, experimentation, combining known ideas to create new patterns. The breakthrough usually occurs when your group is in a relaxed, secure state.
5. Selecting using problem-solving techniques. Choose one or more ideas to pilot and test. Examine the feasibility of each idea (economic feasibility, technical feasibility, cultural feasibility, time-to-market feasibility); select the most feasible idea to pilot and test first.
6. Experimenting and learning. Experiment, build prototypes and mockup to incorporate learnings into the final solution.
THE CREATIVE PROBLEM-SOLVING MODEL
Another six-stage problem-solving process uses both creative and critical thinking and adapts well to a business environment (Figure 7-4).
1. Identify the problem or opportunity: What is the problem that needs fixing or the opportunity that needs to be explored? What is the situation that demands our attention? We have to identify and fully understand the problem first before we can proceed. (In Chapter 8, we suggest a number of techniques for analyzing the problem or opportunity to ensure we have a good understanding of the situation. These include root cause analysis, gap analysis, and SWOT analysis.)
2. Find data: This stage involves taking stock—unearthing and collecting information, knowledge, facts, feelings, opinions, and thoughts to sort out and clarify the situation more specifically. What do we know about the situation, and what do we still need to find out?
FIGURE 7-4. The Creative Problem-Solving Model
3. Define the problem or opportunity: Now that we have collected the data, we need to formulate a problem/opportunity statement that expresses the heart of the situation. We must try to put aside the common assumption that we already know what the problem is and try to state the problem in such a manner as to invite novel perspectives on it. (See Problem and Opportunity Analysis, Root Cause Analysis, Storyboard Analysis, and Gap Analysis in Chapter 8.)
4. Generate ideas: This is the state in which we brainstorm as many ideas or alternatives as possible for dealing with the problem. Don’t evaluate your ideas at this point; merely list them as an idea pool from which we will draw when putting together a variety of solutions to the problem. (We introduce lots of idea-generation techniques later in this chapter.)
5. Identify the solution: Now that we have a number of ideas that can serve as possible solutions to our problem, we need to evaluate them systematically. To do this we have to generate a variety of criteria and select the most important for the problem. Is it cost? Innovation? Time to market? Simplicity? Expediency? In this way, we will be able to identify and evaluate the relative strengths and weaknesses of possible solutions. (See Feasibility Analysis later in this chapter.)
6. Implement the solution: Having decided upon a solution, it’s time to formulate a plan of action to implement it. Determine what kind of help we will need, what obstacles or difficulties might get in the way, and what specific short- and long-term steps we are going to take to solve the problem or capitalize on the opportunity. (Chapter 8 provides lots of techniques, including impact analysis and force field analysis, for analyzing the effects of the selected solution.)
THE FIVE-STEP PROBLEM-SOLVING MODEL
A very similar problem-solving approach that is based on research has proven useful when trying to make a difficult decision or solve an intractable problem (Figure 7-5).
FIGURE 7-5. The Five-Step Problem-Solving Model
This model involves a series of five steps:
1. Recognize the problem. Recognize the problem exists and is worth solving. View the situation positively; treat it like an opportunity or challenge.
2. Define the problem. Gather information about the problem; remember, many times we develop great solutions to the wrong problem. It is helpful to visualize what it will look like when the problem is solved and to develop success criteria.
3. Generate potential solutions. This is the most creative part of the process. Think of as many options as you can; do not judge ideas; the goal is to generate as many alternatives as possible. Remember to engage in out-of-the-building thinking.
4. Make decisions. Narrow down options by combining like ideas. Then use a prioritization approach to determine which ideas the group prefers. You can do this by taking an informal vote: ask each participant to mark the three ideas he considers best. Discard the ideas that did not receive any votes. Then analyze the feasibility of each option in priority order (viability in terms of cost, time, complexity, probability of success, and level of change). Review the results as a group and determine the most viable option. List the options in order of feasibility.
5. Implement and verify solutions. Pilot the solution on a small scale to validate assumptions and the feasibility assessment. During the pilot, continue to examine the chosen solution and the degree to which it is meeting success criteria. If the solution is not meeting expectations, revise it or try the next option.
THE STRUCTURED DECISION-MAKING MODEL (SDM)
The structured decision-making model is used in many industries. It consists of a set of six steps for problem analysis (Figure 7-6).
This approach to problem solving is rooted in decision theory and risk analysis. It is not a rigid approach to problem solving; rather, it is a straightforward set of steps. Decisions are made based on established objectives that take into account uncertainty, legal mandates, and community values, thus integrating science and policy. This problem-solving model is appropriate in the following scenarios:
For decisions involving technical analysis with value-based discussions
For facilitating multi-disciplinary technical planning and stakeholder involvement
To inform difficult choices and to make them more transparent and efficient.
THE 11-STEP DECISION-MAKING MODEL
Creative problem solving is both an art and a science. It almost always involves the elements listed below, coupled with both creative and logical methods, procedural principles and theories, and critical thinking skills. Decision Making.org offers a free worksheet to help users follow this 11-step process:
FIGURE 7-6. The Structured Problem-Solving Model
1. Analyze the environment to clarify the decision context.
2. Define the problem or opportunity in as much detail as possible.
3. Set goals and plans: what will success look like?
4. Search, explore, and gather evidence.
5. Generate as many ideas as possible: imagine, create, and originate.
6. Prioritize the ideas, and evaluate the high-priority ideas.
7. Make an educated guess (or hypothesis).
8. Challenge the hypothesis.
9. Reach a conclusion.
10. Keep your options open: experiment, prototype, and build mockups.
11. Take action.4
THE PLAN-DO-CHECK-ACT PROBLEM-SOLVING MODEL
Developed by W. Edwards Deming, the plan-do-check-act (PDCA) cycle is an iterative, easy, four-step problem-solving process typically used in quality control (Figure 7-7). It is also known as the Deming cycle, Shewhart cycle, and Deming Wheel. The PDCA cycle can be used in many situations:
To manage a simple and well-understood problem-solving process
As a routine management approach for an individual or team
To manage a classic continuous-improvement project
To guide the development of a relationship with a new partner or vendor
To continually evaluate prototypes and solution components for a new product, process, or service development project.
The process goes like this:
1. Plan. Understand the problem; design or revise product, process, or service components to improve results:
a. Clearly define the problem statement.
b. Conduct root cause analysis to determine the actual source of the problem.
2. Do. Execute the plan:
a. Pilot the changes and measure its performance.
b. Implement corrective actions for all root causes of the problem.
3. Check. Monitor results:
a. Evaluate the processes and results against objectives and specifications.
b. Verify effectiveness of all corrective actions.
c. Report the results to decisionmakers.
FIGURE 7-7. Plan-Do-Check-Act Problem-Solving Model
4. Act. Determine the changes needed to correct the problem:
a. Standardize the changes and apply actions to the outcome for necessary improvement.
b. Apply corrections to standard processes, products, or services.
FIRST CREATE, THEN INNOVATE
As you can see, the business analyst can choose from a vast assortment of approaches to solve problems, make decisions, and foster creativity. Keep in mind that there are two basic required elements when using creative problemsolving and decision-making techniques (note their similarities to creative thinking and critical thinking, discussed earlier). The first is divergent thinking (to create), and the second is convergent thinking (to innovate):
1. Divergent Thinking: Generate Creative Ideas. When you are generating ideas, do not allow any judgment; the object is to identify as many options as possible. Encourage participants to think out of the box and even out of the building; accept all options and look for unusual possibilities and combinations. Combine like ideas; allow participants to build on others’ ideas.
2. Convergent Thinking: Analyze, Refine, Prioritize, Decide—Innovate! When you shift to analyzing, refining, or choosing options, encourage a balanced approach. It helps to prioritize options and eliminate the low-priority ones; conduct a feasibility analysis for each high-priority option. Consider affirmative as well as negative comments, and be purposeful and clear. Consider novel approaches, but also think about the appropriateness of each option. Keep the group focused until the appropriate course of action emerges.5
EXPERT FACILITATION
Expert facilitators create an environment where “real” dialogue takes place. Participants challenge each other respectfully, listen to each other, and build on each others’ ideas.
A Word to the Wise
Focus your professional development activities on learning to use a multitude of facilitation techniques. Take facilitation classes. Become a certified professional facilitator. Join the International Association of Facilitators.
In the divergent approach, teams use creative idea-generating techniques to identify concepts and thoughts and then follow them wherever they lead. The process leads to one or more new ideas, and when the process takes hold, it leads to still more ideas. Convergent thinking is designed to solve a particular problem or help groups arrive at what is considered the most feasible option. Convergent thinking is creative thinking aimed at generating fresh new solutions.
Most methods designed to encourage creativity alternate divergent thinking with sessions of intense convergent thinking. The authors of Creative Problem Solving: An Introduction recommend this approach.6 It is important to understand that both creative thinking and critical thinking are needed—they are not mutually exclusive. First, the business analyst should facilitate the group through divergent creative thinking, which involves “encountering gaps, paradoxes, opportunities, challenges, or concerns. Then search for meaningful connections by generating many varied possibilities, and unusual or original possibilities, and details to expand or enrich possibilities.”7 Then she should facilitate the group through convergent critical thinking, which involves “examining possibilities carefully, fairly, and constructively; then focusing your thoughts and actions by organization and analyzing possibilities, refining and developing promising possibilities; ranking or prioritizing options; and, choosing or deciding on certain options.”8
DIVERGENT THINKING: GENERATE CREATIVE IDEAS
An extensive variety of creativity tools and techniques are at the business analyst’s disposal. Use visualization techniques whenever possible, from stick figures to rich pictures, to ensure all team members are seeing the idea in the same way. Creativity is much more about technique and intelligence than it is about “creative talent.” Business analysts should learn how to use a variety of creativity techniques to enhance their own capacity for creative thought and to develop innovation in their organizations.
BRAINSTORMING
Brainstorming is perhaps the most-used idea-generation tool in the business analyst’s toolbox, so business analysts positively must become expert at facilitating brainstorming sessions. Brainstorming is a powerful method that is used to encourage a team to creatively and efficiently generate lots of ideas in a short period of time. It can be used for virtually any problem or issue that needs an innovative or creative solution. A word of caution: brainstorming sessions may actually shut down creativity if they are not conducted well. Brainstorming is a very fragile process. It is intended to be a free-flowing, nonjudgmental exchange and idea-list generator that sparks everyone’s creative juices, but such an atmosphere can be very difficult to achieve.
MIND MAPPING
Mind mapping involves using diagrams to generate, structure, and classify ideas; visualize connections; study a problem; and organize information. Information is arranged around a central key word or idea. Use these maps during brainstorming or after brainstorming. Once the group has identified the most feasible option through a brainstorming session, mind mapping is a good way to ensure that the group has a deep understanding of the impacts and interdependencies of their proposed option. Mind maps support research, organization, problem-solving, decision-making, and writing. They inspire the visual thinking that leads to creativity.
CARDSTORMING
Cardstorming is another tool that can help you generate ideas. It is less interactive than brainstorming. This process calls for all participants to write their ideas on a card. The facilitator then collects the cards and guides the group in categorizing them. The group then uses prioritization techniques to limit the number of ideas for further consideration.
CONVERGENT THINKING: ANALYZE, REFINE, PRIORITIZE, DECIDE—INNOVATE!
Once you have successfully defined the problem and brainstormed to create a list of alternative solutions, your job is only half complete. Now decide which option to implement to bring about the innovation. To do so, prioritize and analyze the high-priority options.
THE NOMINAL GROUP TECHNIQUE
The nominal group technique is a method for condensing a list of brainstormed ideas and selecting the high-priority ideas the group would like to consider for further analysis.
1. Conduct a brainstorming session. After the session, combine similar items.
2. Reduce the list. Before condensing similar ideas, reduce the list to less than 50 ideas, if possible. You can do this by conducting one or two rounds of multi-voting (see below). You may also ask participants if they would like to withdraw any ideas, but no group member is allowed to remove an item that originated with another team member unless the originator agrees.
3. Distribute index cards. Give each participant four to eight cards. The number of cards to be distributed depends on the number of ideas remaining on the list after step 2. (Distribute 4 cards for up to 20 ideas; 6 cards for 20–35 ideas; 8 cards for 35–50 ideas.)
4. Make selections. Participants select ideas they like from the list and write down one per card.
5. Assign points. Participants rank each idea based on their preferences. Each person assigns the highest point value to the item that will most positively impact him. Participants can award as many points to an idea as they have cards.
6. Tally votes. The facilitator collects the cards and tallies the votes. The ideas that end up with the most points indicate the group’s selections for feasibility analysis.
7. Discuss results. Participants review the results and discuss their reactions. Some groups stop at this step if everyone agrees that the idea with the most votes is the most important. The group then performs a feasibility analysis and builds a business case for the selected idea. If the group does not agree on the clear superiority of the idea with the most votes, the group conducts a feasibility analysis (see below) of the top two to five ideas.
MULTI-VOTING
The multi-voting technique is another way to condense the list of brainstormed ideas and select the high-priority ideas the group would like to consider for further analysis.
1. Conduct a brainstorming session. Conduct a classic brainstorming session, posting ideas on a whiteboard or chart and combining similar items.
2. Narrow the list. Have participants select the most important ideas on the list. The number of ideas each person selects should be about one-third of the total number of items. (Example: If there are 15 items, each person should select 5.)
3. Tally the votes. Using colored sticky dots or markers, participants mark their choices on the list.
4. Eliminate items with no or few votes. As mentioned earlier, the objective is to choose no more than five to eight ideas. The rule of thumb is if it is a small group (5 or fewer members), cross off items with only one or two votes; if it is a medium group (6 to 15), eliminate anything with three or fewer votes; if it is large (more than 15), eliminate items with four votes or fewer.
FEASIBILITY ANALYSIS
After brainstorming and prioritizing, the business analyst guides the group in determining the most feasible solution. Make sure someone with requisite expertise in the problem area under consideration is in your group. Prepare a table similar to the one shown in Figure 7-8, listing the high-priority ideas down the first column and the feasibility criteria across the top row.
1. Analyze each option. Facilitate the group through analysis of each option, capturing information about the economic, time-to-market, cultural, technical, success, and business process feasibility of each one, as well as the feasibility of achieving an innovative solution.
FIGURE 7-8. Feasibility Analysis Template
2. Review results. Step back and review the information. Ask the group if there is an obvious alternative that appears to be the most feasible. If not, ask if there are two most-feasible options.
3. Analyze the most feasible option(s) in detail. For the most feasible option(s), conduct more detailed analysis and capture the information in the matrix.
4. Build the business case. If significant investment is required to implement the top idea, prepare a business case to be used to propose the implementation of the solution.
5. Present for approval. Use the results of your feasibility analysis as decision-support information when presenting your recommended approach to decisionmakers. Include the names of those who participated in the analysis and all the options considered. You can present the results in a simple tabular template like the one you used to document the feasibility information.
TWENTY QUESTIONS
Twenty questions is a technique used to challenge assumptions and promote a thorough understanding of an idea or option. Once the group has chosen the most feasible alternative, this technique can help ensure the group fully understands the effects of the proposed option. The group should work together to answer the questions shown in Figure 7-9. Answering these questions quickly generates a lot of information about an idea.
The questions can be categorized as who, what, when, where, and how questions:
1. Who is participating?
2. What is happening? What has happened? What will happen?
FIGURE 7-9. Twenty Questions Grid
3. When is it going to happen? When did something happen?
4. Where is the action taking place?
5. How did something happen? What were the circumstances?
Finally, the group should discuss why these things happened.
LATERAL THINKING TECHNIQUE
Dr. Edward de Bono described a technique he called lateral thinking.9 In his 1967 book on the subject, de Bono writes that normally, our thinking is pretty straightforward. But when a group engages in lateral thinking, it is not encouraged to find the “right” answer, or the most logical answer, but to come up with radical new approaches. The goal is to generate ridiculous or even provocative ideas—to truly think “out of the building.” Lateral thinking is used to foster innovation, when it is important to explore multiple possibilities instead of a single approach.
THE SIX THINKING HATS TECHNIQUE
This technique, also attributed to Dr. Edward de Bono, uses colored hats as a metaphor for each area of focus, to encourage laser-like thinking when analyzing the impacts of a particular alternative (Figure 7-10).10 The facilitator alerts the audience to a change in the focus of the discussion by putting on a different colored hat, literally or figuratively. This encourages the group to concentrate on a certain area of interest. To facilitate this technique:
Use colored hats as a metaphor for each category.
Identify the meaning of the colored hats.
FIGURE 7-10. The Six Thinking Hats Technique
Symbolize switching the discussion focus by putting on a different colored hat, literally or figuratively.
Concentrate on different aspects of the option under consideration by changing the focus—or colored hat—periodically.
DECISION-MAKING—INNOVATING!
Notice that each problem-solving model involves a step to decide on the most feasible solution. Choosing a feasible solution converts the idea to value—true innovation. Selecting the appropriate decision-making approach will make the decision-making process more likely to succeed (Figure 7-11).
Consensus decision-making is the approach teams most frequently use when defining and agreeing on requirements. Clearly, in a business environment, where decisions should be made based on business value to the enterprise as a whole, the facilitator’s job is to drive the group to consensus. There is a great deal of confusion about what defines consensus decision-making. A group reaches consensus when it debates, considers the interests of all participants, and makes a decision that everyone is willing to support.
Consensus does not mean that the decision is necessarily everyone’s first choice. It does mean that everyone can live with it and commits to supporting it. If the decision did not come easily, the facilitator probes further by explaining that if anyone still has reservations about the decision, she has the responsibility to raise the issue to the group for further discussion before the final decision is made and the discussion is closed. In effect, everyone has veto power and should use it until she can truly support the decision in the future. Consensus means that all considerations have been discussed and resolved. For very important decisions, the facilitator polls the group one by one, posing the question, “Can you live with it, and will you support it?”
FIGURE 7-11. Decision-Making Methods
Consensus decision-making is difficult for newly formed teams, the members of which have not yet begun to trust one another. The skilled facilitator, however, uses the consensus-building process to unite the group, uncover various perspectives, and foster a collaborative approach to decisions to improve buy-in.
Once the decision is made, the facilitator moves quickly to action. Implementation strategies include:
Assigning an owner or person responsible for acting on the decision
Identifying activities and tasks that will support the decision and working with the project manager to identify resource requirements, timelines, and associated costs
Determining whether there are any communication or training requirements during the implementation of the decision.
PUTTING IT ALL TOGETHER: WHAT DOES THIS MEAN TO THE BUSINESS ANALYST?
In addition to the creativity-inducing techniques described in this chapter, there are many others that the business analyst should explore. Many ideas are readily available on the Internet. It is important to change your facilitation style and techniques often to keep your meetings fresh, fun, and exciting.
NOTES
1. Po Bronson and Ashley Merryman, “The Creativity Crisis,” Newsweek (July 19, 2010): 44–50. Online at http://www.newsweek.com/2010/07/10/the-creativity-crisis.html (accessed April 2011).
2. Mary Bellis, “Critical Thinking and Creative Thinking Skills,” (undated). Online at http://inventors.about.com/library/lessons/bl_isaksen_treffinger.htm (accessed May 2011).
3. Chris Velden, “How to Be a Creative Leader,” December 12, 2008. Online at http://ezinearticles.com/?How-to-Be-a-Creative-Leader&id=1765668 (accessed May 2011).
4. Norman W. Edmund, “Decision Making: The Best and Most Practical Guide Available,” (undated). Online at http://decisionmaking.org (accessed May 27, 2011).
5. Donald J. Treffinger, Scott G. Isaksen, and K. Brian Dorval, Creative Problem Solving: An Introduction, 3rd ed. (Waco, TX: Prufrock Press, 2000): 3.
6. Ibid.
7. Ibid.
8. Ibid.
9. Edward De Bono, New Think: The Use of Lateral Thinking in the Generation of New Ideas (New York: Basic Books, 1967).
10. Edward De Bono, Six Thinking Hats (New York: Little, Brown and Company, 1985).