S.P.R.E.A.D.ng Creative Thinking throughout entire organizations from individuals to teams to departments to the complete company or agency requires deliberate actions that fit into six categories.
S - SUPPORTING CREATIVE THINKING AND CREATIVENESS IN ALL PEOPLE
P - PROMOTING CREATIVE THINKING AND CREATIVENESS IN ALL PEOPLE
R - RECOGNIZING CREATIVE THINKING AND CREATIVENESS IN ALL PEOPLE
E - ENCOURAGING CREATIVE THINKING AND CREATIVENESS IN ALL PEOPLE
A - APPLYING CREATIVE THINKING AND CREATIVENESS IN ALL PEOPLE
D - DEVELOPING CREATIVE THINKING AND CREATIVENESS IN ALL PEOPLE
Over the past nearly 30 years I have discovered that such an approach, plan, system will help any organization become much more creative and help them produce much more innovation yielding many benefits from morale and loyalty building to idea generating and solution discovery and creation in turn leading to profits and ongoing success.
The key is to do these things as a way of life, a philosophy not an occaissional program to spark short term creativeness alone.
I was just reading BLINK during a short airplane flight and found some of his key points in the first couple chapters fit the S.P.R.E.A.D.ng system. One specifically is the need to provide 5 positive comments per each negative. I would prefer that we stop giving negative ones or when we do for whatever reason we accept that we have and deal with it to turn it into a positive or at least a neutral or objective non-value related emphasis.
What do you think?
Alan
alan@cre8ng.com
http://www.cre8ng.com
DEVELOPING CRE8NG COMMUNITIES THROUGHOUT YOUR ENTIRE ORGANIZATION We can all continually develop our knowledge, skills and abilities of a) leading, b) communicating, c) teaming, d) creating to become better Leaders and more successful. Through this blog I will regularly share lessons, tips, information and guidance that will help you develop each of these four primary areas.
Sunday, May 22, 2005
Saturday, May 21, 2005
1 + 1 = more than 2
But we can't allow 25 different answers to the same question in our classrooms!
For too many years, except for a few when John Dewey and his work was popular, except during the 60's when creativity was a "hot" topic, except in a few "enlightened" classrooms, this is the refrain of too many classroom teachers and even college professors.
Allowing is not the issue. Teaching, encouraging, challenging, stretching are the issues.
Easiest way to have 25 or whatever number of student answers is to ask open-ended questions (reality questions). Closed-ended questions nearly demand finite, very specific regurgitated answers from students. Too often students try to guess what the teacher has in his or her head instead of trying to think out or up an answer of their own.
Here is an 8-Step procedure that may help students of all ages learn to generate, create or discover their own unique answers instead of always fighting to guess the "teacher's answer". While they are generating discovering, inventing, creating their own answers they will learn many principles from which to learn much more. They may even learn something their teachers haven't learned yet or even they may discover a never before discovered or observed "breakthrough" and in turn teach it to others.
Step One
Teach basic concept of addition 1 + 1 = 2 First begin with objects to teach the primary mathematics concept or process behind addition.
Step Two
Encourage students to find their own examples that illustrate or depict (possibly even prove) that 1 + 1 = 2. By proving it to themselves they will create significant memories to rely on in the future.
Step Three
Provide examples of when 1 + 1 does not only equal 2. For example one male fly and one female fly if left alone long enough will produce many more than 2. You might also use paint or other color liquids or substances. One quantity of red paint added to an equal quantity of blue will produce something new, purple paint. Add two separate chemicals that produce a new compound or mixture. Using color photographic cells add green and red and you get black.
Step Four
Assign the students the task to discover as many ways to demonstrate that 1 + 1 does not always equal two. By matching them in pairs you might also teach the effects of synergy (1+1=?) when you add one person's ideas to another person's ideas.
Step Five
Search for learnings. Such as why does 1 + 1 = 2 But one orange and one knife might equal many things. One key is to let the students (no matter what age) to discover what they have learned. The teacher or trainer can always add other learning points after the students have completely listed their own. You might even do this over a few days to over a week to let them "sleep on it" for more learnings.
Step Six
Seek practical, useful and fun ways that knowing 1 + 1 = 2 is valuable.
Step Seven
Seek practical, useful and fun ways that knowing that one of something plus one of something else may not always equal 2 of something is valuable.
Step Eight
In an on-going fashion continually demonstrate that useful PRINCIPLES can be exacting and finite,whereas REALITY often is varied to infinite in possibilities.
We need to teach beyond simple recognition and pure memorization, regurgitation, replication, or application alone.
As Benjamin Bloom and other educational and learning theorists have said, we need to teach analysis, synthesis, discovery, creativity and evaluation. We need to teach students how to learn, to think, to solve problems to create. By we I mean everyone involved students and teachers.
Through learning that 1 + 1 can equal more than 2, future classes in art, mathematics, science, sociology, family planning, economics, sports, accounting will become easier to understand.
Perhaps we might learn that all subjects can teach us that 1 + 1 = ?. That by learning biology (1) and learning basket weaving (1) we might eventually combine these knowledges (add them) and discover (? or X), so much more.
Now your next challenge. In what ways might or how might 1 + 2 = 2?
For more information contact me...
Wandering Cre8ng Alan
alan@cre8ng.com
http://www.cre8ng.com
But we can't allow 25 different answers to the same question in our classrooms!
For too many years, except for a few when John Dewey and his work was popular, except during the 60's when creativity was a "hot" topic, except in a few "enlightened" classrooms, this is the refrain of too many classroom teachers and even college professors.
Allowing is not the issue. Teaching, encouraging, challenging, stretching are the issues.
Easiest way to have 25 or whatever number of student answers is to ask open-ended questions (reality questions). Closed-ended questions nearly demand finite, very specific regurgitated answers from students. Too often students try to guess what the teacher has in his or her head instead of trying to think out or up an answer of their own.
Here is an 8-Step procedure that may help students of all ages learn to generate, create or discover their own unique answers instead of always fighting to guess the "teacher's answer". While they are generating discovering, inventing, creating their own answers they will learn many principles from which to learn much more. They may even learn something their teachers haven't learned yet or even they may discover a never before discovered or observed "breakthrough" and in turn teach it to others.
Step One
Teach basic concept of addition 1 + 1 = 2 First begin with objects to teach the primary mathematics concept or process behind addition.
Step Two
Encourage students to find their own examples that illustrate or depict (possibly even prove) that 1 + 1 = 2. By proving it to themselves they will create significant memories to rely on in the future.
Step Three
Provide examples of when 1 + 1 does not only equal 2. For example one male fly and one female fly if left alone long enough will produce many more than 2. You might also use paint or other color liquids or substances. One quantity of red paint added to an equal quantity of blue will produce something new, purple paint. Add two separate chemicals that produce a new compound or mixture. Using color photographic cells add green and red and you get black.
Step Four
Assign the students the task to discover as many ways to demonstrate that 1 + 1 does not always equal two. By matching them in pairs you might also teach the effects of synergy (1+1=?) when you add one person's ideas to another person's ideas.
Step Five
Search for learnings. Such as why does 1 + 1 = 2 But one orange and one knife might equal many things. One key is to let the students (no matter what age) to discover what they have learned. The teacher or trainer can always add other learning points after the students have completely listed their own. You might even do this over a few days to over a week to let them "sleep on it" for more learnings.
Step Six
Seek practical, useful and fun ways that knowing 1 + 1 = 2 is valuable.
Step Seven
Seek practical, useful and fun ways that knowing that one of something plus one of something else may not always equal 2 of something is valuable.
Step Eight
In an on-going fashion continually demonstrate that useful PRINCIPLES can be exacting and finite,whereas REALITY often is varied to infinite in possibilities.
We need to teach beyond simple recognition and pure memorization, regurgitation, replication, or application alone.
As Benjamin Bloom and other educational and learning theorists have said, we need to teach analysis, synthesis, discovery, creativity and evaluation. We need to teach students how to learn, to think, to solve problems to create. By we I mean everyone involved students and teachers.
Through learning that 1 + 1 can equal more than 2, future classes in art, mathematics, science, sociology, family planning, economics, sports, accounting will become easier to understand.
Perhaps we might learn that all subjects can teach us that 1 + 1 = ?. That by learning biology (1) and learning basket weaving (1) we might eventually combine these knowledges (add them) and discover (? or X), so much more.
Now your next challenge. In what ways might or how might 1 + 2 = 2?
For more information contact me...
Wandering Cre8ng Alan
alan@cre8ng.com
http://www.cre8ng.com
Cre8ng Communities in Your Workplace
Over the past 50 years extensive research has been done into the development of creative thinking skills. Today many of the Fortune 500 companies have internal Innovation programs. Many companies around the world have internal innovation programs. During January and early Februrary I was involved in 6 different internal innovation programs (5 in Denmark and 1 in Holland) plus I spent two separate weekends, one in Finland and one in Sweden with professional friends who are full time consultants in creative thinking and innovation development.
Yes it is happening.
My concern is that the focus is on 1 to .1 of every 100 people in an organization not on the entire organization from the front door to the top floor.
Everyone of us can enhance, expand and enrich our creative thinking skills no matter our age, sex, position, experience, education.
To learn more explore the web....creative thinking training.
You might start with my website...
http://www.cre8ng.com
It also has several links to some of my favorite rich websites from around the world.
Back to my point.
Companies are spending lots of money on innovation development but focusing only on their r&d departments, sales, marketing, design departments.
Why not on the secretaries who can learn to be more creative in how their do their jobs, how their work with other employees, how their serve your customers?
Why not spend the money on your shipping department people? accounting? warehousing? customer service?
What do you think?
Wandering Alan
alan@cre8ng.com
http://www.cre8ng.com
Over the past 50 years extensive research has been done into the development of creative thinking skills. Today many of the Fortune 500 companies have internal Innovation programs. Many companies around the world have internal innovation programs. During January and early Februrary I was involved in 6 different internal innovation programs (5 in Denmark and 1 in Holland) plus I spent two separate weekends, one in Finland and one in Sweden with professional friends who are full time consultants in creative thinking and innovation development.
Yes it is happening.
My concern is that the focus is on 1 to .1 of every 100 people in an organization not on the entire organization from the front door to the top floor.
Everyone of us can enhance, expand and enrich our creative thinking skills no matter our age, sex, position, experience, education.
To learn more explore the web....creative thinking training.
You might start with my website...
http://www.cre8ng.com
It also has several links to some of my favorite rich websites from around the world.
Back to my point.
Companies are spending lots of money on innovation development but focusing only on their r&d departments, sales, marketing, design departments.
Why not on the secretaries who can learn to be more creative in how their do their jobs, how their work with other employees, how their serve your customers?
Why not spend the money on your shipping department people? accounting? warehousing? customer service?
What do you think?
Wandering Alan
alan@cre8ng.com
http://www.cre8ng.com
Friday, May 20, 2005
Leader? Manager? Boss? or Corrdinator?
Leadership, Leader training tends to focus on heroes and heroines. I have been reading books on leadership and management since the mid-80s and most of it records externally gathered information or impressions from afar by writers, professors, researchers, consultants and speakers about famous, newsworthy people who are in positions of leadership.
Over the past 20 years my learnings have lead me to explore what are the activities and traits of people who need to direct the work of teams, departments, even large organizations.
Instead of leadership we might be better off helping people explore and learn traits of leading, managing and bossing, a trilogy of skills and traits. In ideal situations we can lead energetic, self-motivated employees/followers. In typical situations we may need to manage, exercise more control over the larger number of our employees/followers. In specific situations we may even need to BOSS them, tell them exactly what needs to be done, how it needs to be done, where it needs to be done, when it needs to be done, who it needs to be done for/with/to and not take the time to explain WHY.
I have learned to focus on helping people in positions of leadership learn how to coordinate, guide, direct, counsel, coach, motivate, encourage, challenge, evaluate, even when necessary, criticize and correct people. All these activities fall under the category of coordinator not leader.
cre8ngalan
Leadership, Leader training tends to focus on heroes and heroines. I have been reading books on leadership and management since the mid-80s and most of it records externally gathered information or impressions from afar by writers, professors, researchers, consultants and speakers about famous, newsworthy people who are in positions of leadership.
Over the past 20 years my learnings have lead me to explore what are the activities and traits of people who need to direct the work of teams, departments, even large organizations.
Instead of leadership we might be better off helping people explore and learn traits of leading, managing and bossing, a trilogy of skills and traits. In ideal situations we can lead energetic, self-motivated employees/followers. In typical situations we may need to manage, exercise more control over the larger number of our employees/followers. In specific situations we may even need to BOSS them, tell them exactly what needs to be done, how it needs to be done, where it needs to be done, when it needs to be done, who it needs to be done for/with/to and not take the time to explain WHY.
I have learned to focus on helping people in positions of leadership learn how to coordinate, guide, direct, counsel, coach, motivate, encourage, challenge, evaluate, even when necessary, criticize and correct people. All these activities fall under the category of coordinator not leader.
cre8ngalan
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