Chapter 4
Creativity and Innovation: Most Important in a Complex World
If you asked most people for a general definition of creativity, they would likely say that it is the ability to create something new or view something differently. If you followed up with a question on the importance of creativity in business, you would no doubt be told that creativity was extremely important, if not vital, to an organization’s long-term success and competitiveness.
Interestingly, the fifteen hundred CEOs interviewed for IBM’s 2010 Global Chief Executive Officer Study (mentioned in the introduction to Chapter 3 of this book) also identified creativity as the most important leadership quality and predictor of success in the marketplace. The CEOs in the study noted that creativity is the basis for what they called the “disruptive innovation and continuous re-invention” required of every organization. Moreover, the CEOs said that this breakthrough thinking is required not only at the top, but must be present throughout an organization.
In short, this study supports the idea that creative leaders need creative employees in their organizations to help fuel needed changes and solve problems as organizations reinvent and redefine themselves.
Unfortunately, most people do not believe they are (or can be) creative. Your job as a trainer is to help change this belief. As Henry Ford once said, “If you think you can do a thing or think you can’t do a thing, you’re right.” As a trainer your role is to influence attitudes so that learners can be “right” about being creative so that their organizations (or yours) can move beyond the status quo.
The activities in this chapter are designed to start your participants’ creative juices flowing and to engage their right brains to think of innovative ideas they never thought possible. All learners have the capacity to be more creative; they need to first believe that they can be that way. The four activities in this chapter will help learners believe in their own creativity and acquire the skills to put this knowledge to work.
The first activity, contributed by Rodger Adair, helps build that needed confidence in participants and broadens their understanding of the topic.
Karen Sieczka’s activity was inspired by the book Outliers by Malcolm Gladwell. Her activity encourages participants to think up new uses for common items. I will just say that the participants will never look at a brick in the same way again!
Sandi Ruther combines a number of techniques, including brainstorming, mind mapping, and teamwork, to enable participants to learn a technique that encourages interaction and creativity. I guarantee you will love this activity and that you will find many other instances to use it as a training tool.
Paul Signorelli rounds out this chapter with a technique he learned from a writing instructor that will help your participants create short, pithy statements for almost any use.
Each of the four activities in this chapter will enhance creative approaches in organizations and support new, innovative approaches and strategies.
Overview
Participants in this activity imagine the life story of a penny and use the stories they are asked to write as an endorsement of the creative potential in everyone.
Objective
- To stimulate creativity in the workplace and to move beyond what we see to what we can imagine accomplishing
Audience
Any size audience from a single participant to an audience large enough to fill an auditorium
Time Estimate
At least 30 minutes (or more if you have time)
Materials and Equipment
- A blank sheet of paper for each participant
- Pens or pencils for each participant
- One penny per participant
Area Setup
Space enough for participants to write
Process
1. Introduce the activity by telling the participants the following: “For this activity, each of you will receive a penny. Look at this penny carefully; turn it over in your palm and notice the penny’s age, how worn or new it is, or perhaps where it was minted. Using this information, I’d like you to write a story about your penny. Be as creative as you can. I’ll give you 5 minutes before we move forward.”
2. Pass out pennies, paper, and pens or pencils to all participants.
3. Allow 5 minutes for the creative writing activity.
4. Call time after 5 minutes and ask several people to read the stories they’ve written.
5. Initiate a discussion about creativity. Use questions such as the following:
- How did feel about doing the activity?
- What made the task difficult?
- What made the task easy?
- How did you feel when I said that you should “be as creative as you can”?
- How is creativity an important part of work?
- Do you believe you are creative? Why or why not?
- What prevents you from being more creative?
6. Summarize the discussion by saying that everyone has the capacity to be more creative. Make the point that the first step toward being more creative is a belief that creativity is within our grasp.
InSider’s Tips
- After the activity, I select participants to share their stories. If you form small groups, all participants can share their stories within their groups. In larger groups, time constraints and audience attention prevent a wider sharing of the stories.
- Some participants may have a difficult time creating a story, so a few prompts may help these participants begin. I often ask, “How old were you when you found your first penny. Imagine this is it. What do you think has happened to that penny since that time?”
- This activity not only helps stimulate creativity, but also reveals a lot about the person telling the story. The penny’s story is often a proxy for the storyteller’s own life experiences.
Overview
An exploration of the many uses of familiar objects is the touchstone in this activity that spurs participants to think “outside the box” and explore creative approaches and solutions.
Objectives
- To seek new uses for an ordinary object
- To learn a creativity technique that sparks extraordinary associations
- To warm up for creativity, innovation, and brainstorming sessions
Audience
Groups of eight to one hundred
Time Estimate
15 to 30 minutes (depending on number of participants and the number of items used)
Materials and Equipment
- One copy of either of the It’s Not What You Think handouts for each team
- Pens
- Timer
- Whiteboard or flip chart
Area Setup
Tables separated by enough space to allow participants to work in small groups
Preparation
Decide what common, everyday items you would like to use. The examples given are a brick and a pen, but you may use other ordinary items to create several rounds of the activity. For example, you might bring an empty jar, a spatula, a newspaper, a coffee mug, a stapler, a rock, a paperclip, or anything else you can think of that might be fun. If you wish, find some clip art or other illustration of your chosen item and replace the one provided in the handout to create a new handout.
Process
1. Ask the participants, “How many of you wish you were more creative?” Explain that this activity is easy and that it will help to get everyone’s creative juices flowing. Give one handout to each table group.
2. Request one volunteer from each group to serve as the recorder and spokesperson.
3. Briefly explain the purpose of the handout, using the examples given. State that the goal is for each team to list as many uses for the selected item as possible in a short period of time.
4. Explain that they have 3 minutes to complete the activity. Note: Allow 2 to 5 minutes, but less time is preferable because it makes the session more lively and fun.
5. Start the timer.
6. At the end of 3 minutes, ask the spokesperson for each group to share some of their ideas for the alternate use of your chosen object. To ensure that everyone has a chance to share ideas, limit the number of alternate use ideas from each group in the first round. You might say, “Report on three of your ideas for the first round.” If time is still available, you can ask for additional ideas at the end of the round. An alternate way to save time is to ask each team to offer its most creative, most unusual, or most practical idea in the first round.
7. You can pose the question again using more everyday items or, if appropriate, substitute current products, processes, or services that the participants’ (or your) organization offers.
8. Summarize the activity by asking:
- How did it feel to be free to think of crazy ideas?
- Why aren’t we that creative at work?
- Are there times when it would be appropriate to be more creative at work? When would that be?
- What might you do in the future based on what happened here today?
InSider’s Tips
- Emphasize that there are no wrong answers and that no answer is too “silly.” In fact, the sillier, the better.
- The discussion can be expanded to organizational products, services, processes, challenges, and opportunities.
- Encourage participants to freely associate uses by combining two common items for a new use; this really gets participants to use out-of-the-box thinking.
- This activity was inspired by Malcolm Gladwell’s book Outliers. He writes about divergence tests to measure creativity and asks the reader to write down as many different uses as he or she can think of for a brick and blanket.
References
Gladwell, M. (2008). Outlier: The story of success. New York. Little, Brown.
Sieczka, K. (2008). Growing great ideas: Unleashing creativity at work. Raleigh, NC: Lulu.
It’s Not What You Think: When Is a Brick Not a Brick?
We all know you can build things with bricks, but what else can you do with a brick? You would be surprised at the many uses for this simple and versatile construction item! The point is to move from ordinary thinking to extraordinary thinking.
How many unusual uses can you think of for a brick? List them below after the sample.
1. Doorstop
2. ___________________________________________________________________
3. ___________________________________________________________________
4. ___________________________________________________________________
5. ___________________________________________________________________
6. ___________________________________________________________________
7. ___________________________________________________________________
8. ___________________________________________________________________
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15. __________________________________________________________________
It’s Not What You Think: When Is a Pen Not a Pen?
We all know you can write with a pen but what else can you do with it? You would be surprised at the ways this simple item can be used! The point is to move from ordinary thinking to extraordinary thinking.
How many unusual uses can you think of for a pen? List them below.
1. Hole punch
2. ___________________________________________________________________
3. ___________________________________________________________________
4. ___________________________________________________________________
5. ___________________________________________________________________
6. ___________________________________________________________________
7. ___________________________________________________________________
8. ___________________________________________________________________
9. ___________________________________________________________________
10. __________________________________________________________________
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15. __________________________________________________________________
Overview
Combining the concepts of brainstorming and mind-map techniques is the twist that makes this creativity-boosting exercise unique.
Objectives
- To introduce a technique for encouraging interaction and creativity
- To give everyone a voice when generating ideas
Audience
Twenty to forty participants, in groups of three to five
Time Estimate
15 to 30 minutes (depending on the topic being “creative-stormed”)
Materials and Equipment
- Flip charts (each group needs one or two pages)
- One marker (various colors) for each person
- (Optional) Small prizes
Area Setup
Any type of room setup with sufficient wall space for each group to gather around posted flip-chart pages
Preparation
Depending on the number of participants and group sizes, post two flip-chart pages for each subgroup of three to five participants along the wall. Groups will gather in front of these posted pages to do the mind-map activity. See Sidebar 4.1 for an overview of mind-mapping techniques and/or do an Internet search for more information on mind mapping and related techniques.
Process
1. Explain and provide an example of how mind maps work. Explain that a key word or concept initiates the “creative storming” and that this word is written in the middle of the page and circled. Topics or categories related to the key word in the center are written around it, circled, and connected to the concept in the center by drawing lines. Each of the additional topics or categories associated with the central idea becomes the focal point for the creation of additional subcategories.
2. Ask the participants to divide into groups of three to five and stand at the blank flip-chart pages you have previously posted on the wall. Note that every participant should have a marker for the activity.
3. Present a problem or provide participants with a concept to place in the middle of one flip-chart page. Tell the participants to select someone from the group to write the concept in the middle of the posted flip-chart page.
4. Provide further explanation of “creative storming” if necessary, but note that this is a methodology much like brainstorming.
5. Give the participants 5 minutes to list as many words and ideas as they can that relate to the key word or concept that you provided earlier in the process. Note that the protocol for the activity allows for multiple entries on the mind map at the same time—meaning that it is OK for two or three participants to add their ideas to the mind map at the same time.
6. Start the activity and end it after 5 minutes. You may wish to give a prize to the team with the most ideas. If you tell the participants about the prize before beginning the activity, the teams will have incentive to avoid editing their ideas during the process. The key is for everyone to participate and for each group to fill the flip-chart page with connected words and ideas.
7. Next, ask participants to group their words and ideas on a second flip-chart sheet or by circling related ideas with a same color marker on the original sheet.
8. As a final step, give each group an opportunity to present three to five of their most creative ideas.
InSider’s Tips
- If you are unfamiliar with mind mapping, visit an online source such as Wikipedia or use your favorite search engine to find more information or an example.
- As an alternate to markers, you can have participants record their words and ideas on Post-it Notes and stick these on the flip-chart paper.
- Encourage the participants to write as many words and ideas as possible.
- Playing upbeat classical music (100 to 120 beats per minute) during this activity helps the creative process.
- This is a variation on brainstorming activities that are pretty typical in the training world. I am not sure who originally came up with dividing into teams and placing the ideas on a flip-chart page. My twist is having a team combine creativity and a mind map captured on a team flip chart.
Sidebar 4.1. Mind Maps
A mind map is a diagram used to represent ideas, tasks, or other items linked to and arranged around a central key word. Mind maps are used to generate and order ideas. They have been successfully used to assist studying, organizing information, solving problems, or making decisions.
The elements of a mind map are arranged in sequential order, like an outline, using groupings and branches instead of Roman numerals and letters. Ideas are presented in a radial, non-linear way. According to Tony Buzan, the self-identified creator of the mind mapping process, mind maps encourage more creative thought. This process encourages users to identify and connect concepts without a pre-conceived framework. Most generally agree that there is no rigorous right or wrong way to create a mind map. Proponents believe that, because it is more concise than outlines or paragraphs of prose, it is easier to scan for ideas, is more memorable, and leads to more creative outcomes.
Mind maps begin with a word in the center of a page. Words, symbols, or graphics are placed around the central word to represent categories. Branches (connecting lines) are drawn from the center word to the categories; additional branches, like a tree, continue to move away from the categories to identify subcategories. For example, if we were to start with a central word “mind map,” branches might reach out to category topics such as “how to develop,” “uses,” “advantages,” “style,” and others.
Overview
Participants use a time-limited window to access creative ideas and concepts sometimes blocked by “self-editing” and then refine these ideas toward creating final complete statements and ideas.
Objective
- To stimulate ideas that lead to effective mission statements, elevator speeches, business marketing tag lines, or other concise, snappy phrases to catch an audience’s attention
Audience
Appropriate for one-on-one coaching or training with groups gathered together with a common interest or goal in mind
Time Estimate
20 to 40 minutes (The initial exercise is completed in 2 minutes, and repeated as many times as needed. A concluding conversation refines the lines to be created.)
Materials and Equipment
- Paper and pencils/pens if working one-on-one
- Flip charts or an erasable board if working with a group
- Markers
Area Setup
If working one-on-one, the facilitator and the participant should sit across from each other; if working with groups, participants should, as much as possible, be able to see and interact with each other. The flip chart or erasable board(s) should be clearly visible to everyone.
Process
1. Begin by clearly defining the topic to be addressed and the time limit of 2 minutes. Encourage the participant(s) to avoid editing anything during the activity. Note that the point is to identify as many words related to the topic you are addressing as possible and that thinking too much stifles the flow of words. This dynamic plays out if two ways:
- For groups, if the reason for the activity is to craft a mission statement, ask the participants to call out loud (“toss out”) as many words or phrases that positively describe the organization or describe what might attract someone to the organization. You should record what the group calls out before the 2-minute time limit.
- For one-on-one situations, sit quietly for the 2 minutes while the participant addresses the topic at hand on a piece of paper.
2. When the 2-minute period ends, ask the participant(s) to attempt to string the words together into a cohesive statement. Tell participant(s) to look for the links between the words and to identify the words that speak to them the strongest. It is OK to fine-tune some of the words or concepts during this part of the activity. Note: If you are working with a group, this part of the activity is a collaborative process.
3. If this initial work offers further opportunities for exploration, then you may repeat the activity using these key words or phrases as the starting point for another 2-minute round. The refinement process works the same for both group and individual sessions.
4. Continue this refining process until the group (or an individual participant) has created a short, catchy phrase or statement or other statement outcome that meets the original goal and purpose.
InSider’s Tips
- Do everything possible to encourage rather than discourage suggestions during the 2-minute word toss in a group situation.
- Encourage participants in group situations to build off of each other’s ideas.
- Producing a successful statement in a group setting helps all participants identify what they have in common and explore ways to overcome any differences identified.
- Margo Perin, a San Francisco–based writer, writing instructor, and editor, introduced me to this technique during a writing workshop she led.
1For the last twenty years Rodger Adair has focused on organization development, industrial psychology, and corporate training, twelve of those years mainly in the Arizona market. He has a B.S. in adult/workforce education from Southern Illinois University. He has a master’s of organizational management and MBA from the University of Phoenix. He is in a Ph.D. program in I/O psychology with Northcentral University. He serves as a director of continuous quality improvement with the University of Phoenix. He is a former member of the board of directors for the local Valley of the Sun ASTD chapter. He is also a former scholarship member interest group chair for the International Leadership Association (ILA). Rodger recently contributed a chapter on this topic to the book, The Art of Followership: How Great Followers Create Great Leaders and Organizations. He presented at ILA and the VOS chapter’s ASTD Arizona annual convention. He consults with several non-profits.
Rodger Adair
4605 E. Elwood Street
Phoenix, AZ 85040
(602) 557.7035
Email: [email protected]
ASTD Chapter: Valley of the Sun
2Karen S. Sieczka is a people developer, trainer, Creativity@Work expert, author, and founder of Growing Great Ideas.com, a training resources website. She has facilitated over 250 workshops and trained over 3,000 participants in a variety of programs including creativity, technology, supervisory skills, and customized training workshops. In 2008, Karen authored the book Growing Great Ideas: Unleashing Creativity at Work (1), a guide to the creative process in the workplace. She also has a Creativity@Work training program available to help participants understand the creative process. Karen is an active member of the ASTD Greater Atlanta chapter and serves as the communications manager for the chapter’s Community Involvement Group. The activity will be included in the second edition of my own training book Growing Great Ideas: Unleashing More Creativity at Work.
Karen S. Sieczka
4020 Ridgeland Drive
Douglasville, GA 30135
(404) 219.8246
Email: [email protected]
Website: www.growinggreatideas.com
ASTD Chapter: Greater Atlanta
3Sandi Ruther is the founder and principal of ProGold Consulting, LLC, a successful documentation, training, and consulting firm, whose mission is to help businesses improve employee morale, operational efficiency, and business profitability by aligning people, processes, and systems. Bringing more than eighteen years of experience in business process optimization, internal auditing, technical writing, technical and business skills training, facilitating, and consulting, ProGold Consulting, LLC, helps clients eliminate organizational roadblocks and implement cost-effective solutions. Sandi is also an expert communicator delivering dynamic and persuasive keynotes and seminars on the topic “Polished, Not Perfect! A New Definition of Success.”
Sandi Ruther
P.O. Box 632156
Highlands Ranch, CO 80163–2156
(303) 593.0025
Email: [email protected]
Website: www.progoldconsulting.com
ASTD Chapter: Rocky Mountain
4Paul Signorelli is a writer, trainer, and consultant who has served as president-elect and president for the ASTD Mt. Diablo chapter and joined ASTD’s National Advisors for Chapters for a three-year term effective January 2011. He explores, uses, writes about, and helps others become familiar with new technology to creatively facilitate positive change within organizations. He also develops and manages workplace learning and performance programs; helps clients improve their face-to-face and online presentation skills; writes for a variety of print and online publications, and develops and delivers innovative online learning opportunities.
Paul Signorelli
1558 16th Avenue
San Francisco, CA 94122
(415) 681.5224
Email: [email protected]
Website: http://paulsignorelli.com
http://buildingcreativebridges.wordpress.com
ASTD Chapter: Mt. Diablo