Session Three_Encouraging Creative and Critical Thinking in ...

EncouragingCreative,3 rd InternationalLearning and Thinking(ILAT) ConferenceInnovative andCriticalThinking Skillsin LearningBy Dr. Michel GagneCEO Coaching-Asia.com

LIFE IS A GREAT ADVENTURELIVE IT TO THE FULLEST

Workshop LeaderDr. Michel Gagne• Author, speaker, and facilitator• International Executive andCorporate Coach• Certified Coach Facilitator withCorporate Coach U. International• Certified Counselor with theInternational Society of Mental Trainingand Excellence• Certified NLP Coach with Lambent of Brazil• Certified Master Course Conductorwith the Coaching Association of Canada• Vice President Cambridge Association of Managers• Founding Fellow of Harvard Medical SchoolInstitute of Coaching Professional AssociationCopyright 2007© Coaching & Training Asia Sdn Bhd

What is Creativity? Left or Right?

Highly creative people are very goodat marshaling their brains intobilateral mode, and the more creativethey are, the more they dual-activate.Bilateral Training of the Brain is theName of the Game.THE PATH OF THE LEFT HAND

Contents1. About Learning2. Creativity and Types of Innovation3. Conceptual Blocks : Constancy, Compression andComplacency4. Three Components of Creativity5. The Paradoxical Characteristics of Creative Groups6. Tools for Defining Problems and Creating New Ideas7. Creating a Creative Climate

ABOUT LEARNING

About Learning• Learning occurs ALL THE TIME.• Learning is ANY RELATIVELY PERMANENTCHANGE IN BEHAVIOR that occurs as a result ofexperience.• The Concept of Organization is an “ARTIFICIALNOTION”.• Organizations are just a BUNCH OF INDIVIDUALS!• Any observable CHANGE IN BEHAVIOR is primafacie evidence that learning has taken place.

VariableSchedule ofREINFORCEMENTlead toHIGHERPERFORMANCESthen do fixedschedule.

Division A Division B Division CDivision DTotal workforce: 1,408 Total workforce: 1,400 Total workforce: 2,200Total workforce: 11CoachIndexAssessment+2 daysCoachTrainingOntheJob4 -6weeks1 stCoachingSessionOntheJob4 -6weeks2 ndCoachingSessionOntheJob4 -6weeks3 rdCoachingSessionOntheJob4 -6weeksOngoingCoachingSessionsOntheJob4 -6weeks

Alfred Mehrabian Phd (UCLA, 1968)The Impression you Make on Others is Comprised of55% Your VisualPresentation38 % Your VocalMessage7% Your VerbalMessageYou Never Get a Second ChancetoMake Copyright a 2007© First Coaching Impression& Training Asia Sdn Bhd

A recent IBM poll of1,500 CEOs identified creativityas the No.1 "leadershipcompetency" of the future.

•It's too early to determine conclusively why U.S.creativity scores are declining.•One likely culprit is the number of hours kids nowspend in front of the TV and playing videogamesrather than engaging in creative activities.•Another is the lack of creativity development in ourschools.•In effect, it's left to the luck of the draw whobecomes creative: there's no concerted effort tonurture the creativity of all children.

•Highly creative adults grow up in families embodyingopposites.•Parents encouraged uniqueness, yet provided stability.•Parents are highly responsive to kids' needs, yetchallenged kids to develop skills.•This result in a sort of adaptability: in times ofanxiousness, clear rules could reduce chaos—yet whenkids were bored, they could seek change, too.•In the space between anxiety and boredom is wherecreativity flourished.

• Highly creative adults frequentlygrew up with hardship.• Hardship by itself doesn't lead tocreativity, but it does force kids tobecome more flexible—and flexibilityhelps with creativity.

• In early childhood, distinct types of free play areassociated with high creativity.• Preschoolers who spend more time in role-play (actingout characters) have higher measures of creativity: voicingsomeone else's point of view helps develop their ability toanalyze situations from different perspectives.• When playing alone, highly creative first graders mayact out strong negative emotions: they'll be angry, hostile,anguished.• The hypothesis is that play is a safe harbor to workthrough forbidden thoughts and emotions.

• In middle childhood, kids sometimes createparacosms—fantasies of entire alternative worlds.• Kids revisit their paracosms repeatedly, sometimesfor months, and even create languages spoken there.• This type of play peaks at age 9 or 10, and it's a verystrong sign of future creativity.• A Michigan State University study of MacArthur"genius award" winners found a remarkably high rateof paracosm creation in their childhoods.

• From fourth grade on, creativity no longer occurs in a vacuum;researching and studying become an integral part of coming up withuseful solutions.• But this transition isn't easy. As school stuffs more complexinformation into their heads, kids get overloaded, and creativitysuffers.• When creative children have a supportive teacher—someonetolerant of unconventional answers, occasional disruptions, ordetours of curiosity—they tend to excel.• When they don't, they tend to underperform and drop out of highschool or don't finish college at high rates.

• They're quitting because they're discouraged and bored,not because they're dark, depressed, anxious, or neurotic.• It's a myth that creative people have these traits. (Thosetraits actually shut down creativity; they make people lessopen to experience and less interested in novelty.)• Rather, creative people, for the most part, exhibit activemoods and positive affect.• But they're engaged, motivated, and open to the world.• The new view is that creativity is part of normal brainfunction. Some scholars go further,

critical thinkingstrategic thinkingWith Dr. Michel Gagne

Assessing yourCritical & Strategic Thinking Skills• CREDO Personality Profile• Critical Thinking Skills Test30 multiple-choice questions

What is Critical Thinking?

Critical ThinkingDefine critical thinking and discuss whyit is an important topic to be addressedby today's managers.How is critical thinking similar to anddifferent from creativity?

CRITICAL THINKING INVOLVES BOTHPROBLEM SOLVING AND REASONING.Critical thinking skills includes the ability to:■ make observations■ be curious, asking relevant questions and findingthe resources you need■ challenge and examine beliefs, assumptions,and opinions against facts■ recognize and define problems■ assess the validity of statements and arguments■ make wise decisions and find valid solutions■ understand logic and logical argument

What is Creative Thinking?CreativityBringing into existence an idea that isnew to youThe practical application of creativeideasInnovationCreativeThinkingAn innate talent that you were born withand a set of skills that can be learned,developed, and utilized in daily solutionfocus approach

Comparing Bloom’s Taxonomyto Critical ThinkingBloom’s taxonomy of the cognitive domain:• Knowledge• Comprehension/understanding• Application• Analysis• Synthesis• EvaluationBloom, B., Englehart, M., Furst, E., Hill, W., & Krathwohl, D.(1956). Taxonomy of educational objectives: Theclassification of educational goals. Handbook I: CognitiveDomain. New York: Longmans Green.

What Is Bloom’s Taxonomy?Bloom's Taxonomy isa hierarchial ormulti-tiered modelof classifyingthinking accordingto six cognitivelevels of complexity.

Comparing Bloom’s Taxonomyto Critical ThinkingCreative ThinkingSynthesisCritical ThinkingEvaluationAnalysisApplicationComprehensionKnowledge

Comparing Bloom’s Taxonomyto Critical ThinkingHuitt’s (1992) classification of problem-solving techniques:• Critical thinking--linear and serial, morestructured, more rational and analytical, and moregoal-oriented• Creative thinking--holistic and parallel, moreemotional and intuitive, more creative, morevisual, and more tactual/ kinestheticHuitt, W. (1992). Problem solving and decision making:Consideration of individual differences using the Myers-Briggs Type Indicator. Journal of Psychological Type, 24, 33-44.

Comparing Bloom’s Taxonomyto Critical ThinkingSpringer & Deutsch’s (1993) classification of brainlateralizationdominance:• Left brain thinking--analytic, serial, logical,objective• Right brain thinking--global, parallel,emotional, subjectiveSpringer, S., & Deutsch, G. (1993). Left brain, right brain (4thed.). New York: W. H. Freeman and Co.

Creativity and Types of Innovation

What is Creativity?CreativityBringing into existence an idea that isnew to youThe practical application of creativeideasInnovationCreativeThinkingAn innate talent that you were born withand a set of skills that can be learned,developed, and utilized in daily solutionfocused approach

What is Creativity?Creative solutions are more than ideas - theymust work in the real world. A creative solutionhas three attributes:1. It is new (otherwise it would not be creative).2. It is useful, in that it solves the problem(otherwise it would not be a solution).3. It is feasible, given the messy real worldconstraints like money and time.

Types of Innovation• Business Model Innovation involveschanging the way business is done in termsof capturing value e.g. HP vs. Dell, hub andspoke airlines vs. Southwest• Process Innovation involves theimplementation of a new or significantlyimproved production or delivery method.

Types of Innovation• Product Innovation, involves the introduction ofa new good or service that is new orsubstantially improved. This might includeimprovements in functional characteristics,technical abilities, ease of use…• Service Innovation, is similar to productinnovation except that the innovation relates toservices rather than to products

Don’t Believe the Experts !“That’s an amazing invention, but whowould ever want to use one of them?”(US President Rutherford B. Hayes, after participating in a trial telephoneconversation between Washington and Philadelphia in 1876).“Television won’t be able to hold onto anymarket it captures after the first six months.People will soon get tired of staring into abox every night (Darryl F. Zanuck, Head of 20 th Century Fox, 1946)

Don’t Believe the Experts !“The horse is here to stay, but theautomobile is only a novelty, a fad” (President ofMichigan Savings Bank, 1903, advising Henry Ford’s lawyer not to invest in theFord Motor Company – disregarding the advice, he invested $ 5,000 in stock,which he sold several years later for $ 12,5 million).“I think there is a world market for aboutfive computers (Thomas J. Watson Sr., Chairman of IBM, 1943)

Conceptual Blocks to Creativity

Blocks and Blockbusters to CreativityMaking assumptionsChecking assumptionsFollowing the rulesBreaking the rules

Blocks and Blockbusters to CreativityOver-reliance on logicUse imagination andintuitionFear of failureRisk-taking culture

Conceptual BlocksConceptualblocksMental obstacles thatconstrain the way theproblem is defined andlimit the number ofalternative solutionsthought to be relevant

Conceptual BlocksThe more formaleducationindividuals haveThe moreexperience theyhave in a jobThe less able theyare to solve problemin creative ways…

Conceptual BlocksFormal educationoften produces…Experience in jobteaches…..“right answers”,analytical rules, orthinking boundariesproper ways ofdoing things,specializedknowledge, andrigid expectation ofappropriate actionsIndividualslose theability toexperiment,improvise,and takementaldetours

Types of Conceptual BlocksConstancyVertical thinkingOne thinking languageCompressionDistinguishing figurefrom groundArtificial constraint

Types of Conceptual BlocksComplacencyNon-inquisitivenessNon-thinking

ConstancyVerticalthinking• Defining problem in only one way withoutconsidering alternative views• Lateral thinkers, on the other hand, generatealternative ways of viewing a problem andproduce multiple definitionsOnethinkinglanguage• Using only one language (e.g., words) to defineand assess the problem• Disregarding other language such as nonverbal orsymbolic languages (e.g., mathematics), sensoryimagery (smelling), feelings and emotions (fear,happiness) and visual imagery (mental pictures).

CompressionDistinguishingfigure fromground• Not filtering out irrelevant information orfinding needed information• The inability to separate the importantfrom the unimportant, and toappropriately compress problems.Artificialconstraints• Defining the boundaries of a problem orsolution too narrowly• People assume that some problemdefinitions or alternative solutions are offlimits,so they ignore them.

Complacency• Not asking questions• Sometimes the inability to solveproblems results from a reticence toask questions, to obtain information,or to search for data.NoninquisitivenessNonthinking• An inclination to avoid doingmental work.

Three Components of Creativity

Three Components of CreativityCreativityExpertiseCreativeThinkingSkillsMotivation

Three Components of CreativityExpertiseExpertise is, in a word,knowledge – technical,procedural, and intellectualMotivationNot all motivation is created equal.An inner passion to solve theproblem at hand leads to solutionsfar more creative than do externalrewards, such as money.

Everyday in Every way,I am getting Better and Better(Tous les jours à tous points devue je vais de mieux en mieux)Émile Coué de Châtaigneraie (1857-1926)French psychologist, pharmacist and founderof the New Nancy School, broke away fromhypnotism to develop his own method of"conscious autosuggestion."

Three Components of CreativityCreativeThinkingSkillsCreative thinking skillsdetermine how flexibleand imaginatively peopleapproach problems andsolutions.

The Paradoxical Characteristics of Creative GroupsBeginner’s MindExperienceFreedomDisciplinePlayProfessionalismImprovisationPlanning

Myths about Creativity1. The smarter you are, the more creative you are2. The young are more creative than the old3. Creativity is reserved for the few – the flamboyantrisk takers4. Creativity is a solitary act5. You can’t manage creativity

Tools for Defining Problems

Tools for Defining ProblemsTools forDefiningProblemsKipling MethodProblem StatementChallenge Method

Kipling MethodKiplingMethod• Rudyard Kipling used a set of questions(5W + 1H) to help trigger ideas and solveproblems• One approach with this is to use the questionsin a particular order to help guide you through asequence of thought towards a completeanswer, such as: What is the problem? Where is ithappening? When is it happening? Why is it happening?How can you overcome this problem? Who do you needto get involved? When will you know you have solved theproblem?

Why, Why, Why?• Preschool children, on average, ask theirparents about 100 questions a day.Why, why, why—sometimes parents justwish it'd stop. Tragically, it does stop.• By middle school they've pretty muchstopped asking.

Kipling MethodKiplingMethod• Any questions work because we areconditioned to answer questions that we areasked. They challenge us and social rules sayit is impolite not to reply.• The Kipling questions work because they areshort and direct. They are also largely general,and 'What' can be applied to many differentsituations, making them a flexible resource.

Problem StatementProblemStatement• When starting to solve a creativeproblem it is a good idea to define theproblem you are trying to solve.• Start by discussing the overall contextand situation in which the creativeactivity is aimed.

Problem StatementProblemStatement• Write down more than one draft of theproblem statement. Remember that definingthe problem is almost a complete project initself and you may benefit from going throughiterative stages of convergence anddivergence.• Listen and write down everybody's opinion ofwhat the problem really is. Find the points ofagreement and then discuss the differences.

Problem StatementProblemStatement• Stating the problem may seem obvious, yetmany creative efforts fail because the problemis either unclear or it is focused in the wrongplace.• The way you state a problem is half theproblem and half the solution. Once you haveidentified a good problem statement,sometimes the solution is so obvious that youneed little, if any, creative thought afterwards.

Challenge MethodChallengeMethod• Use it to force yourself or other people out ofa thinking rut.• Use it to test out ideas for validity.• Use it to challenge the problem or situationyou are considering when initially defining theproblem.

Challenge MethodChallengeMethod• Select all or part of the problem domain thatyou are going to challenge. Perhaps it issomething that has been particularly difficult tobe creative around.• Find something to challenge and question itdeeply. You can challenge many things,including:• Concepts - and broad ideas• Assumptions - and beliefs that are notquestioned

Challenge MethodChallengeMethod• Boundaries - across which you do not yetcross• 'Impossible' - things that are assumedcannot happen• 'Can't be done' - things that are assumedcannot be done• 'Essentials' - things that you assume cannotbe disposed of• Sacred cows - that cannot be challenged

Challenge MethodChallengeMethod• One way in which we deal with the complexityof the world is to make assumptions aboutmany things. Our pattern-matching ability is agreat help in allowing us to take short-cuts butit often ends up in us not noticing many things.• If we do not take deliberate and consciousaction, our subconscious will let manyassumptions pass by unnoticed.

Tools for Creating New Ideas

Tools for Creating New IdeasTools forCreatingNew IdeasAttribute ListingBrainstormingVisioning

Attribute ListingAttributeListing• Use Attribute Listing when you have asituation that can be decomposed intoattributes - which itself can be a usefullycreative activity.• Particularly useful with physical objects.You can use it elsewhere, too.• Highly rational style. Suitable for peoplewho prefer analytic approaches. Good forengineering-type situations.

Attribute ListingAttributeListing• For the object or thing in question, list asmany attributes as you can.• It can also be useful to first break the objectdown into constituent parts and look at theattributes of each part in question.

Attribute ListingAttributeListing• For each attribute, ask 'what does this give'?Seek the real value of each attribute. It isalso possible that attributes have 'negativevalue' -- i.e.. they detract from the overallvalue of the object.• Finally look for ways in which you canmodify the attributes in some way. Thus youcan increase value, decrease negative valueor create new value.

Attribute ListingAttributeListing• Attribute Listing works as a decompositionalapproach, breaking the problem down intosmaller parts that can be examinedindividually.• All things have attributes which aresometimes overlooked. By deliberatelyfocusing on these, you can find new ways tobe creative.

BrainstormingBrainstorming• Brainstorming is probably the best-knowncreative tool.• It can be used in most groups, althoughyou will probably have to remind them ofthe rules.• It is best done using an independentfacilitator who manages the process (so thegroup can focus on the creative task).• Typically takes around 30 minutes to anhour.

BrainstormingBrainstorming• Brainstorming Rules :• No criticism or debate• Quantity over quality• Freewheel• Combine and improve

BrainstormingBrainstorming• Brainstorming works when people useeach other's ideas to trigger their ownthinking. Our minds are highlyassociative, and one thought easilytriggers another.• If we use the thoughts of others, thenthese will stop us getting trapped by ourown thinking structures.

VisioningVisioning• A vision is a 'motivating view of thefuture'. It creates pull. It gives direction.• Imagine brilliant and innovative future.Think about what you are trying toachieve.• Go out into the future. Look around andsee what is there.

VisioningVisioning• Use dynamic and emotive words to paintmotivating pictures. Use words like 'sharp','now' and 'value'.• Phrase it in the present tense to make itmore immediate. Use 'is' rather than 'will'.• Use active verbs that talk about what ishappening.• Test it with others to ensure it works forthem too.

VisioningVisioning• Visioning works because we are animaginative species and are motivated bywhat we perceive as a possible or desiredfuture.

Creating a Creative Climate

Organizational Characteristics thatSupport Creativity and InnovationRisk taking isacceptable tomanagementNew ideas andnew ways ofdoing thingsare welcomedEmployeeshave access toknowledgesourcesInformation isfree flowingCreators andInnovatorsare rewardedGood ideas aresupported byEXECUTIVEpatrons

Creating a Creative ClimateMotivationChallengeFunEmpowermentFreedomTimeSupport

Creating a Creative ClimateDynamismEnergyDebate andDialogOpennessExperimentationTrustRisk

Recommended Further Readings:1. David A. Whetten and Kim S. Cameron, DevelopingManagement Skills, Harpers Collins Publisher2. Floyd Hurt, Rousing Creativity, Crisp Publication3. Carol K. Goman, Creativity in Business, CrispPublication4. www.creatingminds.org

ANY QUESTIONS?© Copyright 2010. Coaching & Training Asia Sdn Bhd

TERIMAKASIHTHANK YOUFOR YOURATTENTION

Company No. 5961114-M)Dr. Michel Gagne, CEOCoaching & Training Asia Sdn Bhd8th Floor, West Wing, Menara Rohas PerkasaJalan P Ramlee, 50450 Kuala Lumpur, MalaysiaTel: 6-03-2719 5668 / Fax: 6-03-2719 5588H/P: 6-019-230-3518michel@coaching-asia.comwww.coaching-asia.comYour Partner inMaking this World a Better Place to Be© Copyright 2010, Coaching & Training Asia Sdn Bhd