Creative Problem Solving

Handbook
Ir. Daniel D. Ofman

2015 Core Quality International bv

Lage Zand 4942511GTThe HagueNetherlandsPhone +31707439404info@corequality.nlwww.corequality.nl

1.

Problem Analysis

It happens not infrequently that someone in an organization raises a problem which,

upon closer consideration, proves quite different than initially thought. People begin
to energetically discuss solutions without first carefully checking whether there is
actually a problem. And only when a solution is tried and turns out to be no solution
at all do people begin to wonder what was really the matter.
Considerable time and energy is lost by taking hasty action. Often the justification for
this is that there was no time to conduct a thorough analysis, which is both true and
untrue.
Investing time in the analysis of a problem is nearly always worth the trouble.
Examining the nature and magnitude of the problem can save a great deal of bother.
This applies not only to so-called 'problems', but also to 'improvement possibilities'.
Having a problem is quickly experienced as something serious, something that
evidences inability. It is regarded as much better to just avoid having problems,
which is why it often works better to talk about 'improvement possibilities' rather
than problems.
In practice, a number of questions have arisen which can frequently be helpful in the
initial analysis of problems. Although they may not always be entirely relevant, they
will quickly provide a picture of what is happening. However, these questions are
primarily designed to answer whether the problem is an analytical or a creative one
(or a combination of both).

1.1 What is the problem?

The first question one should ask is: What is the problem? Formulate this in one
sentence and in such a way that tasking is incorporated. We call this the 'task
headline'. What is expected from everyone must be clear from the task headline.
Does it concern supplying ideas, solutions, possible causes? Is it supposed to be
solved today? A phrase such as 'Lead time' is much too vague for a task headline.
'How to reduce the lead time of offers from three to two weeks' is much clearer.
Participants then know better what is expected from them.

1.2 What kind of problem is it?

The second question one should ask is: To what extent is this an information
problem, an innovation problem or a decision-making problem. For an information
problem the emphasis falls on the compilation of data. If we only had the proper
data, we would be a little further ahead.
Information problems require an analytical approach, a logical and systematic
treatment. In addition, it is particularly important to begin working on a basis of
facts and not to allow oneself to get sidetracked by indiscriminately accepting
opinions. Techniques for this are handled in part I.

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For an innovation problem the emphasis is on conceiving something new. This

particularly has to do with creative thinking. We use the left side of our brains for
logical and analytical thinking, while the right side is largely responsible for creative
thinking.
Creative thinking is thinking in terms of connections, in associations, and requires a
different approach than is necessary for analytical problems. Usually solving a
problem necessitates a partly analytical and partly creative approach. In this
exploratory phase, it is important to get an impression of whether the ratio
(analytical - creative) is 80-20 or 30-70, etc.
Several alternative solutions are examined for decision-making problems, and the
only thing still required is a choice between implementation or non-implementation.
In this case, it is more a question of a weighing than a problem solving process. The
analytical and creative work has for the most part been completed. This is usually the
task of the higher management level.

1.3 History of the problem

A third question, relating to the history of the problem, can be asked to gain more
insight into the nature and magnitude of the problem.
*
How has the problem arisen over time?
*
How long has it been a problem?
*
Has it always been a problem, or only in the last 10 days?
*
What transpired around that time (10 days ago)?
*
Did something change at that time?
*
When is it not a problem?

Another aspect to examine is frequency.

*
*

How often does it happen?

Is it a chronic or a sporadic problem?

This last question in particular provides insight into whether putting energy into the
problem at this time is worthwhile. Chronic problems will usually require more
energy, but are generally also more worth solving. Out of instinctive/emotional
involvement with the problem, sporadic problems are often brought forward as if
they are constantly occurring (= chronic). Information on the history of the problem
can lead to one's thinking twice before throwing oneself into a solution.

1.4 Where is it a problem?

Another point to consider is the place where the problem is occurring. This can be a
place in the organization, and an organizational diagram may shed some light on
this.
*
Does the problem occur at every level?
*
In every department?

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Place can also relate to a place in the process, which can be illustrated with a flow
diagram.
*
Is it a problem in all phases of the process?
*
Or, only in a certain act or activity?
The physical place may also be relevant, in which case the layout can be useful in
clarifying where the problem does and does not occur.
*
What makes this specific spot different from others?
If this concerns something concrete, like a product or formula, a drawing can often
provide extra information on where a problem occurs.

1.5 Why is it a problem?

The question of why it is a problem, refers to the consequences of the
problem. This may concern:
*
Economic/Financial consequences.
*
Psychological consequences.
*
Physical consequences.
*
Social/Political consequences.
The question What happens if the problem is not solved? provides information on
the urgency of the problem. Perhaps it is a problem that will work itself out if
nothing is done.

1.6 For whom is it a problem?

The question For whom is it a problem? is often one of the most important
questions.
*
Is it a problem for the organization?
*
If so, then for whom in the organization?
*
Who is supposed to take action to solve the problem?
*
Whose head will roll if the problem is not solved?
*
Who else is also troubled by this problem?
And now a couple of very important analytical questions:
*
How is it a problem for you?
*
How is this problem related to your responsibility for taking action?
If the problem is not related to your responsibility for taking action, you probably
have an opinion, but not a problem!
Unclarity over the concept of responsibility for taking action and the concept of
'problem ownership' is frequently the reason why problems are not solved. It is
simply not clear who is responsible for what. As a result, if someone takes the
initiative to solve the problem, he/she seldom receives credit. Make sure that
whoever bears the responsibility for taking action is closely involved in solving the
problem.

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Of course, the higher management level can define, alter or even override the power
of decision of the subordinate, lower management level. In other words, an executive
manager has the power to override a department head's responsibility for taking
action. By so doing, he/she in fact temporarily takes the problem ownership away
and assumes it him/herself. The consequence of this type of intervention is that the
lower management level begins to adopt a hesitant attitude, something like: 'You just
tell us what is supposed to happen,' while the manager complains about the fact that
employees show so little initiative and that he/she has to solve all the problems
him/herself. That is a correct assessment, because failing to respect and overriding
subordinates' responsibility for taking action almost always results in a circumstance
where the boss becomes the problem owner (= PO).

1.7 Which causes have already been considered?

Often, the problem has already been pondered. That is why it is useful to know
which causes have already been considered. If this has not yet been done, a fish-bone
analysis can be a good means of charting possible causes. Before beginning to
creatively develop possible solutions, it is important to establish on the basis of facts
that the most probable cause is also the actual cause.

1.8 Which solutions have already been tried?

One solution or another may in the past have already been tried to solve the
problem. This is also quite useful to know, so that the wheel does not have to be reinvented.
In addition, it is especially important to know why any previously tried solution was
insufficient. Otherwise, of course, there would no longer be a problem. In such an
instance, it is also important to gather as many facts as possible and not to be misled
by suppositions and preconceptions.

1.9

Planning forwards/backwards

Frequently, halfway through the solution of the problem, one suddenly discovers
that one is actually involved in an entirely different (underlying) problem. In order
to avoid this, it is necessary to consider in the analysis phase whether what has been
identified as the problem is really the problem. A convenient way to examine this is
through so-called planning forwards/backwards.
Imagine that the task headline formulated up to this point is:
How to cut back the leadtime of a damage settlement from six to two weeks? That
would be an excellent task headline, but there are often yet other problems involved
underneath/behind the one formulated.
Planning backwards works like this:
1
Assume that the challenge has been met, that is, that a damage settlement is
concluded within two weeks.

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Now ask yourself: what problems are now solved? For example, it could be
something such as: How to satisfy clients better? Or, how to ensure that fewer
documents are lost? Or, how to work more efficiently? Or, how can our
department work better together? Or, how to achieve a better working
atmosphere in the department? Etc. In fact, these could all be possible task
headlines. Sometimes they are more general than the original (as in this
example), sometimes more specific. In this way, one has a greater choice of
possibilities with regard to task headlines.
3
Choose the task headline that is really at issue. Which task headline will finally
be chosen to go to work on depends on what is wanted and the level on which
the problem has to be approached. In making the choice, it is important to keep
in mind whether the responsibility for taking action related to the task headline
is also actually a factor. Often, the higher the level in the organization where
problems are being solved, the more general the task headines.
The closer to implementation, the more specific the task headlines must be in order
to ensure as great a chance of success as possible.
Planning forwards very much resembles planning backwards.
1
Assume that the challenge has been met, that is, that a damage settlement is
concluded within 2 weeks. This step is the same as in planning forwards.
2
Now ask yourself: What would be the advantages of this in the future? Thus,
instead of looking back at the past, we now look forward toward future
consequences. Sometimes, the same aspects surface as in planning backwards;
sometimes this provides new potential task headlines.
3
Choose the task headline that is really at issue. This step is also the same as
above.

1.10 What is the best team make-up?

Part of the preparation/analysis includes the question of what employees are needed
to begin to approach the challenge/formulation of the problem. Four criteria can be
used for choosing the team:
1
Involvement. In general, it is advisable to have people who in one way or
another have something to do with the problem think about/work on its
solution together in as early a stage as possible. This could be people who are
bothered by the problem or will be involved in the introduction of the solution.
2
Expertise. It almost goes without saying that those who can make a substantial,
sensible contribution belong in the team. In other words, the most highly
skilled (technically trained) people who can be found.
3
Other considerations. Occasionally, certain people are interested in solving the
problem out of other considerations, for example a member of the Works
Council.
4
Creativity. It can be a very good idea to invite someone who understands
nothing whatsoever of the content of the issue to a creative problem-solving
meeting. Accordingly, his/her job is especially to keep the group awake and to
provide a fresh view of the matter by making unexpected and stray or 'stupid'
remarks. Generally, one such person is (more than) enough.

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1.11 How can participants best help?

Before calling a creative problem-solving meeting together, it is useful for the
problem owner to ask him/herself once again in what way the participants can best
help him/her.
*
What would be the ideal outcome of this meeting for the problem owner?
*
What result would make him/her enthusiastic?
*
In what direction is the energy of the problem owner going?
It is important for the problem owner to realize that he/she is responsible for the
content of the meeting. If his/her expectations are low, it will inevitably influence
the participants. The attitude/energy with which the problem owner enters and
opens the meeting determines to a very great extent the course and outcome of the
session. It is especially important for the problem owner to convey that he/she really
wants to solve the problem.

2.

Listening

Above, we have discussed the analysis of the situation. From this analysis, it should
become apparent whether it is worthwhile to tackle the problem and if so, what
would be the best way to begin. If a decision is made to call a creative problemsolving meeting, the aforementioned analytical questions can be a great deal of help
in preparing the problem owner for the meeting.
The best start to the meeting is for the problem owner to tell participants the answers
to these questions in a maximum of 15 minutes. In this way, participants very
quickly gain insight into the nature and magnitude of the problem and what will be
expected of them. The 15 minute limit for this information is a consequence of the
receptive capacity of participants and the manner of listening.

2.1 Listening in order to understand.

Usually when people listen to a speaker, they are intent on understanding what is
said. We call this: Listening in order to understand. In the beginning, this usually
works rather well - the listener's attention level is high. But after a while the average
listener's thoughts begin to wander. This is a logical occurrence, since we can think 5
to 6 times faster (approx. 800 words per minute) than we can speak (approx. 150
words per minute).
It is therefore no wonder that this over capacity in our brain is put to use. That is
why often as we are listening all sorts of more or less relevant thoughts shoot
through our minds. This does not have to be a problem, providing we can also
release these thoughts; indeed we have thinking capacity enough. It becomes a
problem, however, if these thoughts begin to take their own course and in this way
distract us from what is being said. This causes the listener's attention to the speaker
to increasingly decline, until the listener becomes aware of this and again goes back

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to listening, etc.

2.2 Flashes of thought

As a result of the apparent overcapacity of our grey matter, it would certainly be
worth our while to be able to take better advantage of it, instead of abandoning it to
the caprice of our wandering thoughts. If we analyze afterwards why our thoughts
wander, we see that this is often a result of the speaker's words which called up an
association (a flash of thought), which we then became involved in or began to
elaborate. In this way, for example, it may happen that the word 'wander' (a few
lines back) will evoke a thought in someone about a hike he/she is planning to take
the following week, or that when someone hears the words 'following week' an
appointment suddenly comes to mind which she/he must not forget.
Associations occur outside our conscious will. They just happen and before we know
it our thoughts have wandered. It does not always have to be a remarkable mental
leap.
Sometimes the content of what is said is so interesting that our thoughts begin to
contemplate it, whether or not we agree. Perhaps we are already devising solutions
or formulating a question while we are listening.
In short, many things happen in our minds when we are listening and unfortunately
much of it is lost, because we dismiss it as irrelevant or inadequate. Yet, situated
between the 'wild' thoughts are often pearls which, if they could be recognized,
could lead to new and creative solutions. For this reason, it is worthwhile to retain all
(flashes of) thought that come into our heads during the problem owner's
explanation. We call this: In-Out Listening.

2.3

In-Out Listening

The purpose of In-Out Listening (I-O Listening) is to collect all the thoughts we have
while listening to the speaker (in this case the problem owner) without judging them
in terms of good or bad or relevance. This does not mean we have to summon up
'wild' thoughts, but rather that we be receptive and observe what happens with our
thoughts.
A useful aid for this is to take a sheet of paper with a vertical line in the middle. On
the left side you write in catchwords what the speaker says (= out), and on the right
side you write in catchwords for your associations or thoughts (= in).
In a certain sense, you could say that you take notes for two meetings at the same
time: the meeting outside you (= what the speaker says) and the meeting inside you
(= what goes on in your mind). By listening in this way to the problem owner's
explanation, optimum use is made of team members' thinking capacity. After this
explanation, it is time to begin to reap and sort all this 'raw' material. This takes place
by using 'springboards'.

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3.

Springboards

A springboard is a thought packaged in a How-to form. The object of this is to

formulate the thought as a challenge and by so doing to stimulate creativity. For
example, if someone was thinking about automation during the problem owner's
explanation, this thought can be converted into a springboard by saying: 'How to
solve the problem through automation' (= direction for a solution). In this way, a
flash of thought can be rendered productive by turning it into a challenge. Or if
someone was wondering whether the client has a need for it, this can be converted
into a springboard by saying: 'How to study whether clients actually have a need for
it' (= comment on the definition of the problem).
Another example is an instance in which someone was considering possible
employee opposition. Formulated as a springboard this becomes: 'How to win the
employees over' (= a concern).
Thus can all thoughts which have been received in In-Out Listening be converted
into springboards. Springboards characteristically begin with the word 'How' and
also contain the word 'to'. The word 'to' ensures that the springboard contains a
challenge. Without the word 'to' the springboard becomes a question for information,
for example 'How can I study whether clients actually need it?' This is not a
challenge but a question.

3.1 Types of springboards

If we examine what the 'raw' material generated during In-Out Listening consists of,
we can discern the following mixture of mature and mature and immature thoughts:
*
Wishes with respect to solving the problem.
*
Concerns about the problem or the state of affairs surrounding it.
*
Criticism of the organization or people within it.
*
Ideas on how to deal with the problem.
*
Causes of the problem.
*
Reformulations of the problem.
*
Solutions to the problem.
*
Objections to the problem.
*
Directions in which a solution can be sought.
*
Apparently irrelevant thoughts.
All of these thoughts contribute to the solution of the problem and can accordingly
be converted into springboards.

3.2 Why the use of springboards?

There are several reasons why it is useful to convert thoughts into springboards. First
of all, as already stated, all thoughts can in this way be put into a form that
stimulates creativity and is challenging. Another important reason is that this helps
the problem owner not respond. If an idea for a possible solution is formulated by
one of the participants directly after the explanation, this almost automatically elicits

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a response from the problem owner - usually a critical remark about the feasibility of
the idea. If the idea is 'packaged' as a springboard, it is much easier for the problem
owner to simply see it as a challenge to which he/she need not yet respond.
It makes rather a difference whether the problem owner hears: 'First study whether
clients actually have a need for it', or 'How to study whether clients actually have a
need for it'. The first formulation draws a reaction as it were, while the second offers
a choice of responding to it or not - and the latter is precisely the object. It is
important in this phase of the process to defer judgment as long as possible.

3.3 When to use springboards

Springboards are particularly useful for dealing with 'larger' problems, which mainly
concern devising a creative solution. Springboards give excellent insight into what
runs through participants' minds while the definition of a problem is being
explained. This can be extremely effective, in particular when participants are also
expected to help formulate policy. A subject such as 'How to raise quality-awareness
in our organization' lends itself well to a creative approach. Of course, participants'
beliefs, thoughts and opinions must be carefully handled and examined with regard
to such a subject. They are the ones who will later determine, during the
implementation of the developed approach, whether it will succeed or fail. When the
springboards have been gathered, a choice must be made.

3.4 Clustering and choice

The problem owner is the one primarily responsible for choosing from the
springboards. He/she is indeed responsible for what relates to the content aspect of
the problem and has the most interest in a 'good' resolution of the problem. This is a
significant moment in the total process because this choice gives direction to further
progress of the meeting. Clustering of the various springboards is usually possible.
Some springboards are related to technical aspects, others more to organizational or
social factors, etc. That is the reason it is a good idea, for meetings of more than one
day's duration, to plan the process so that the springboards are collected at the end of
the day or at lunch. This gives the problem owner time to quietly peruse them,
possibly assisted by one or more participants.
It is essential for the PO to remain in contact with what he/she finally wants to
realize. Particularly if that has to be something new, it is important to use 'novelty'
and 'appeal' as criteria for choice and not to be swayed too much by 'feasibility'. It
may occasionally be handy to score the interesting springboards on an NAF scale,
that is, to rate them on a scale of 0 to 100 in terms of Novelty, Appeal and
Feasibility.
Always remember: It is easier to make a novel idea feasible than to make a feasible
idea novel.

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Generally, clustering results in the formulation of several task headlines which must
be further worked out in subsequent sessions and which concern part of the total
problem.
In the following step, the problem owner will give a short explanation of the
choice(s) made, so that the participants can follow the PO's train of thought.
The procedure we have followed to this point comprises the following
steps:
1
Task headline.
2
Explanation of Analysis and I-O Listening.
3
Gathering Springboards.
4
Clustering, Choice & Explanation.
5
Generation of Ideas.
6
Choice & Explanation.

3.5

Generating ideas

When the PO has determined the course he/she further wishes to take and has
formulated the springboard that best covers it, we reach a phase in which concrete
ideas have to be generated in order to realize the springboard. The difference
between a springboard and an idea is that a springboard is a 'How to' and an idea is
a 'Go do'. In other words, an idea always indicates how you can accomplish
something. An idea must be action-oriented, while this is not a requirement of a
springboard (see Types of Springboards). Springboards open the definition of the
problem and broaden it, while ideas narrow down the problem and work towards a
solution. Springboards offer increasingly more possibilities and ideas increasingly
fewer, because the issue becomes more and more concrete. Imagine that, in the
example of 'How to raise quality-awareness in our organization', the principal
springboard the PO chooses is 'How to develop a complaint information system'.
This springboard only indicates a direction but does not yet say anything about how
it can be realized. Therefore, concrete ideas are necessary in order to get closer to a
feasible solution. In this phase, brainstorming or other techniques (see Excursions)
can be used to generate ideas. As soon as there are enough ideas, a choice can again
be made from among them, and this choice can only be made in a reasonable manner
if people know how an incomplete idea can be developed into an solution.

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4.

Idea development

Although we do not know exactly what creativity is, we can still say something
about the factors which influence creativity. We can assume here that creativity is
influenced by the quality of thinking on the one hand and by the climate of a group
on the other.
The quality of thinking is related to the ideas that are generated. You cannot get very
far without creative ideas. Still, this is only half the story. The reason why few
creative solutions are produced by a group can usually be explained in some other
way. It has more to do with the climate. The climate of a group is greatly influenced
by the way in which ideas are handled. The greatest handicap to arriving at creative
solutions is the fact that we often handle an idea as though it were a solution. This is
a consequence of our decision thinking.

4.1 Decision thinking

We frequently think in terms of good/bad, black/white, yes/no, beautiful/ugly, etc.
We call this way of thinking decision thinking. This is thinking in terms of
opposites: 'Should I do it or not?' 'Do I go left or right'. It is 'or-or thinking'.
We are well trained in this. Due to this decision thinking, we have a tendency to
approach ideas critically, as if they were solutions. It is understandable that, if we
consider a creative, new idea in this way, we will almost invariably reject it as
useless. It is just not good enough, and so we select another idea and begin to study
it in the same critical light. As a result, of course, most of the ideas proceeding from
the brainstorming phase will be abandoned as useless. Accordingly, this is also the
reason that brainstorming has rather frequently been characterized in the past in
terms like: 'Yeah, but it still doesn't yield anything.' The fact that substantial results
failed to occur was not the fault of brainstorming but rather the way in which new
ideas were handled. The crux of this is that an idea is different than a solution. An
idea is the starting point of a process, while a solution is the final result. In order to
proceed from this starting point to the end result, another manner of thinking is
necessary.
We call it: developmental thinking.

4.2 Developmental thinking

While decision thinking occurs in the left hemisphere of the brain, the right
hemisphere is better at developmental thinking. This is thinking in connections and
associations, without a judgment on whether it makes sense or is feasible, right or
wrong.
If someone introduces an idea, our developmental thinking will cause us to respond
more in terms of:
Gee, what does that remind me of?
What other ideas does that evoke?
What does that suggest?

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Developmental thinking is recognizable in small children who do not yet have

command of the language. They learn largely through developmental thinking. From
the standpoint of developmental thinking, it is normal to call a horse a dog, if you are
only familiar with a dog. Indeed, a dog has four legs and is also brown, which
suggests that the larger animal is also a dog. We have learned not to use our
developmental thinking because we have experienced that it is (too) risky. We
learned very quickly that it was better to behave as others; that is, first make sure you
are positive that what you think is right before opening your mouth, particularly in
an environment where speculative thinking is discouraged or punished. And with
this striving towards being 'right', part of our creativity was put on ice. The less safe
the climate of a group, the more people will be inclined to first select their thoughts
on the basis of 'rightness'. They usually do this by asking questions.
Most questions are asked to test whether the idea we have in our head is in fact
good (right) enough.
And if the answer is negative, we reject the idea as irrelevant and in this way deprive
others of the possibility of adding something and improving it. Who knows what
kinds of thoughts my 'half-baked' idea might be capable of summoning up in
someone else? Creativity blossoms by itself in a group with an open climate, where a
chain reaction can occur that may finally lead to a new and creative solution which
no one would have been able to realize on his/her own. In order to be able to create
this climate, it is necessary to learn to respond to ideas in a development-oriented
manner.

4.3

Itemized response

It appears from research on successful groups that creative solutions arise when
people:
*
Adhere to what they really want.
*
Do not allow themselves to be obstructed by what is apparently in the way.
*
Know how to formulate obstacles into challenges.
*
Elaborate one another's ideas.
An effective way to do this is by making use of itemized response.
Itemized response means we do not respond to an idea as a whole, but to the various
aspects of the idea. In effect, we chop the idea up into pieces and examine the various
facets individually.
Initially, we determine what the attractive characteristics of the idea are:
What would we want to retain of the idea?
What is challenging, useful or advantageous about the idea?
What direction does it indicate for a possible solution?
What are the usable principles in the idea?

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Idea

+ + + + +
0

x
Usable principles and
worthwile elements

Then we establish the most significant shortcomings that require attention. The way
in which these shortcomings are formulated is very important. For example, if
technical feasibility is a problem, this can be formulated as an obstacle with the
sentence: 'It is impossible because it is technically unfeasible'. It can also be viewed as
a challenge. In that case we would say: How to make it technically feasible?
That is impossible because my boss would never accept it can be switched to:
How to make it acceptable to my boss.
How to .....

+ + + +

Formulating objections as
challenges in the 'How to ....' form

Generally, formulation of the three most significant challenges is sufficient. It is not

necessary to exhaustively consider all possible challenges. This would not make any
sense since the next idea will probably be entirely different anyway. When the most
significant challenge has been formulated, the group is invited to provide its options
to the challenge. An option can supplement the idea at hand, so that the idea gets
closer to the threshold of acceptability, or it may be a completely new idea. It is
important in this phase to be able to let go of the previous idea, if necessary. In the
development of an idea, the purpose is to retain the valuable facets/principals in the
idea but to let go of the idea. You extract, as it were, the essence of the idea and use
that to generate a new idea.
Ideas

+ + + +

solutions

Development of a new idea

for possible solution

Use of itemized response as a normal working method has two significant

consequences. In this way, we first of all increase the chance of ending with a
creative solution. Secondly, this creates a safe climate for airing half-baked ideas,
without having to worry about being put down. Every idea can now be examined for
its merits.
By creating an open climate like this, meetings can proceed more creatively and
productively. Much of the energy that unconsciously goes into sounding and
weighing whether it is or is not right to say something can now be used to adopt a
task-oriented approach.

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4.4

Pitfalls

The use of itemized response is not always advisable. There are several pitfalls that
should be kept in mind.
A
B

4.5

Do not use itemized to try to argue that what is wrong is right. In other words,
do not attempt to retain an idea at all costs. Adhere to the value in the idea, but
let the idea itself go.
Itemized response can also be used as a moral weapon with which to 'force'
participants to say something positive about one thing or another.
Consequently, it may be labeled with: Oh, then you have to think positively!
while it actually has very little to do with this.
The problem owner sometimes continually raises new challenges. A challenge
is only relevant to the extent that it prevents one from taking action.
Challenges to many solutions may remain, but it does not make much sense to
spend a great deal of time on them if they do not stand in the way of steps to
take action.
Itemized response is not a substitute for analysis of a problem. Without
thorough preparation and problem analysis, it is almost impossible for the PO
to give direction, and objections are often based on assumptions and not on
facts.
Decision thinking is necessary when it is time for action. If someone is crossing
the street and a car is coming, it is not the moment to consider what is
appealing about the situation. At that moment, it is time to take action and a
decision must be made.

Itemized Response as...

Itemized response can be examined on several different levels. First, it can simply be
seen as a technique that works well and can be used to achieve effective results. In
that case, it is just one trick out of a whole bag of tricks, one particularly useful for
evaluating ideas in creative problem-solving meetings.
Itemized response can also be viewed as a skill that can contribute to creating an
open climate in which participants do not have to be afraid of being punished for
incomplete ideas. Because both the specific advantages and disadvantages are
summed up, the chance is great that the 'introducer' of the idea will experience
his/her contribution (and him/herself, as well) as valuable.
As a strategy, itemized response prevents our becoming involved in a negative spiral
by only paying attention to the reason why something is not possible, is not allowed
or is not good. Introducing itemized response can be a conscious strategy for
teaching those in an organization to think in terms of possibilities instead of
impossibilities.
Finally, itemized response reflects a mental attitude, a philosophy that is based on
the notion that other's ideas and work have value. It is a philosophy in which the will
to make a positive contribution plays a significant role.

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Possible procedures

Depending on the type of subject, the urgency and time available, there are two
possible phase plans from which to choose - a comprehensive version and an
shortened version. Up to this point, we have discussed the comprehensive version.
The difference between the two procedures is related to whether or not springboards
are used. Both procedures are wound up by carefully formulating the action steps to
be taken. These should be formulated as specifically as possible, that is, stating who
is going to do what, when and how, and what feedback can be expected on the
results, where, how and when. This latter step is as important for the participants as
for the PO, since the PO's commitment becomes visible in the process and the
participants get insight into what has been achieved.

5.1

Comprehensive phase plan

The complete phase plan contains ten steps, and the minimum time required to go
through it is 1.5 hours. This procedure is mainly used for larger problems, where half
a day to two days are available. Preparation is of great importance, especially for
these types of extensive sessions.
Complete phase plan:
1
Task headline.
2
Explanation of Analysis and I-O Listening.
3
Gathering Springboards.
4
Clustering, Choice and Explanation.
5
Generation of Ideas.
6
Choice & Explanation.
7
Itemized Response.
8
Options, Additions and Changes.
9
Possible Solution.

10

Action Steps.

5.2

The shortened phase plan

Where a clearly defined and tidy problem is concerned, for which less time is
available (for example, 1 hour), steps 3 and 4 of the complete procedure can be
skipped. After the POs explanation, no springboards are gathered. Instead ideas are
immediately generated. The formulation of the problem is not first opened (as is the
case with springboards), and ideas are immediately requested (Go-dos).
Shortened phase plan:
1
Task headline.
2
Explanation of Analysis and I-O Listening.
3
Generation of Ideas.
4
Choice and Explanation.
5
Itemized Response.
6
Options, Additions and Changes.
7
Possible Solution.
8.
Action Steps.

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Roles

The following roles are distinguished, in order to ensure that the meetings proceed
as effectively as possible: The Problem Owner (PO), the Process Leader (PL), and the
Participants. The PO's role has already been extensively described. He/she is
responsible for the content of the meeting.
The process leader/facilitator is responsible for the process' running smoothly. By
entrusting the duties of the process to an individual (the PL), the PO is free to
concentrate fully on the content of his/her problem. In other words, the PO does not
have to worry about how the process is going to proceed. The principal
responsibility of the participants is to help the problem owner solve his/her problem
with their thoughts and ideas.

6.1

The Process Leader (PL)

As already stated, the job of the process leader is to facilitate the process. He/she
does not have to bother with the content, to furnish ideas, to make any substantial
choices, nor give directions regarding the content. He/she is not responsible for the
content of the outcome of the meeting, and does not have to have any understanding
of the subject. It is even better if the PL has no interest in the outcome, since that
would help prevent his/her interfering. Nevertheless, the PL plays a very important
role in the entire process by working closely with the PO and ensuring that the
interaction between the PO and participants runs smoothly. This means that the PL
continually keeps the interests of both the PO and the participants well in mind.
His/her presence should be inconspicuous, and his/her duties are comprised of the
following:
A

Watching the time

The PL keeps track of the time and comes to agreement with the PO on the
general time scheduling during the planning meeting, which occurs at the
beginning of each meeting. It is generally best to work in short 45-minute
sessions with a 5 to 10 minute break in between.

Writing
The PL makes the meeting visual by writing the following on a flip chart:
* The task headline (keep this so that everyone can see it at all times).
* The springboards that have been formulated (all of them).
* The springboard or cluster chosen (write this down again).
* The ideas generated (also those apparently irrelevant).
* The advantages formulated by the PO (as specifically as possible).
* The objections and challenges (in the How-to form).
* Options, additions to, changes of new ideas.
* The possible solution (have the PO dictate this).
* The action steps formulated by the PO (specific & hard).
Sometimes the PL will have to summarize participant's remarks or 'stories' in
task headlines, which should be written down, as far as possible, in the original

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wording. Once again: the PL is not supposed to form - let alone express - a
judgment of the usefulness or uselessness of anyone's contribution. That matter
is related to content and is the job of the PO.
C

Protecting ideas
As soon as either the PO or one of the participants begins to say, 'Yes, but', it is
time for the PL to intervene. It is essential for the process that criticism,
objections and concerns are formulated in such a way that they help stimulate
rather than obstruct ideas. It is important to allow enough room to express
such thoughts or feelings but in a constructive manner (in the How-to form).
The PL can contribute to this by paraphrasing negative remarks in the how-to
form, for example. For instance, someone says, 'Yes, but it is much too
expensive!' The PL can paraphrase this by saving, 'If I understand you well,
you should say: How to do this less expensively. Is that what you mean?'. Of
course, this can provoke laughter and embarrass the person involved. For this
reason, it is very important for the PL to exercise care and sincerity. The
purpose is not to ridicule or catch one another off guard, but rather to create an
open climate in which it is safe for participants to take risks and express
themselves.

Maintaining clarity with regard to action responsibility. Respect for one

another's responsibility for taking action is requisite for the success of the
meeting. As soon as the PO steps outside his/her responsibility for taking
action, he/she is skating on thin ice. It is up to the PL to check this regularly,
especially if the PO begins to infringe upon one of the participant's area of
responsibility. If this happens, it is important to temporarily replace the PO in
the meeting. This means that a new (temporary) PO will give direction and
guidance in this phase, until this issue is solved. Thus it is possible for problem
ownership to change several times during a session, which is why it is
important for the PL to know in advance who else is interested in the outcome,
as far as content is concerned, since these people can be substitute problem
owners.

Protecting participants
It may occur that the PO becomes so involved in his/her problem that
participants get the feeling they are superfluous. The approach is highly clientoriented, that is, the PO (= client) has considerable power and influence.
He/she decides in terms of content; he/she points the way and steers with the
choices he/she makes. If, for example, the PO also selects his/her own
springboard or idea, or pays too little attention to the efforts of participants, the
participants may be prone to drop out, which is why the PL has to remain alert
to the way the PO relates to the participants. It is certainly up to the PL to raise
this issue if it appears during the meeting that the PO has a hidden agenda and
is in fact using the group to push through his/her own solution. Naturally, it is
in everyone's interest to check this point with the PO in advance during the
planning meeting.

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Support the problem owner

Standing by the PO is one of the most important of the PL's jobs. Ideally, the
PO and PL will work together as a team, each with his/her own tasks and
responsibilities. The worst thing that can happen to a PL is to have to deal with
a PO who cannot/will not make a choice and is unable to make a decision. In
such a case, the PO will either try to place the PL in a position of being
responsible for making decisions or saddle the group with this responsibility. It
is better in both cases to interrupt the meeting and have a talk with the PO than
to continue and get bogged down in interminable and pointless discussion.

6.2

The Problem Owner (PO)

Although much has already been said about the problem owner's contribution, a
summary of his/her duties (with regard to content) and responsibilities during the
meeting is given below.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15

To welcome participants and open the meeting.

To formulate the task headline.
To explain the analysis of the problem.
To help generate springboards.
To cluster the springboards.
To choose from (clustered) springboards.
To give an explanation of his/her choice(s).
To help generate ideas.
To make a choice from the ideas.
Itemized response to the chosen idea.
To help develop the idea.
To choose from options, additions and changes.
To formulate the potential solution.
To formulate action steps.
To conclude the meeting.

The PO is responsible for continually checking to see that all is going well with
regards to content, and that it is what he/she needs. Moreover, it is sensible to keep
one's own interests well in mind, without being indifferent to the interests of the
participants and others. It is his/her problem and he/she must/wants to go home
with a good solution. The PO is ultimately responsible for what the meeting yields,
at least with regard to his/her responsibility for taking action. In general, it is
prudent for the PO to receive advice from the participants, as long as this does not
mean that the participants are in this way 'co-responsible' for making his/her
decisions. The PO has a great deal of influence and power in this type of meeting. On
the other hand, that means that he/she also bears a heavy responsibility. As long as
these run parallel, everything is 'kosher'.

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Excursions

By now it should be clear that the process of a creative problem-solving meeting is

very important. In addition, the outcome of the meeting also depends on the quality
of the ideas generated; in other words, from the quality of the thinking. There are a
number of techniques, so-called excursions, for reaching new and creative ideas.
An excursion is a mental one into another world that has apparently nothing to do
with the problem. The material generated there is then linked with the definition of
the problem in a few steps via associative thinking. The outcome of a mental
excursion is the development of fresh, new perspectives. Furthermore, excursions are
often humorous, which results in a release of new energy for continuing.

7.1

How excursions work

The first step for an excursion is to put yourself in another world. Beginning with
word associations is a common method. For word associations, one of the
participants is asked to give the first thought association evoked by the word
banana'. Any other word is also good, as long as it can be visualized and is not too
abstract. Let us assume that the first association is 'monkey'. Then the next person in
the group is asked what the word 'monkey' makes him/her think of. This might be
'tree', for example, after which the following person spins an association off the word
'tree', etc. The purpose of this word association is to both distract the participants
from the definition of the problem and at the same time to practice associative
thinking. The right side of the brain is activated in this way, which is important for
the next step.
The second step is to generate apparently irrelevant material. This can be
accomplished in many ways. Let us take the 'film excursion' as an example. For the
film excursion, the 'round' is stopped somewhere during the word association and
the next person in line is asked to form a visual image of the last word. It is therefore
convenient to interrupt the association at a point where a word has been given which
can easily be translated into a picture, so preferably something concrete and not an
abstract word like 'activity' or 'pleasure'. The person involved is next asked to bring
this picture to life, that is, to make a film. Everything is possible in this film, and the
idea is to just give the imagination free rein. For example, someone may begin with
the word 'forest' and say that he sees broad-leaved trees with deer and rabbits
running underneath. At a point where there is a pause in the story, the next person is
asked to continue. This person may see, for example, a hunter behind a bush, etc. In
this way everyone chips in a contribution to this film. The last participant in the
round is asked to tack on a happy ending. When all the participants have in this
way made a contribution, it is time to proceed to the following step.
In the third step, the participants are asked to quietly review this material. Have the
participants review in their minds once more, but now with the definition of the
problem, the reason for the meeting, in the back of their minds. What does this
image suggest in the way of possible directions or solutions to the problem; What
does this make you think of? Ask the participants to write their ideas down on a

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blank sheet of paper.

Step 4 consists of gathering the (sometimes wild) thoughts and writing them down
on a flip chart. Absurd approaches to tackling the problem should be encouraged.
Ideas do not have to be feasible or realistic in this phase.
In step 5 the participants are asked to read through these wild ideas on the flip chart
and again ask themselves what these thoughts suggest in terms of further
possibilities. These are also written down. Sometimes it is necessary to repeat this
step in order to get closer to reality. Finally, it is up to the problem owner to choose
the idea which he wishes to continue. It is impossible for excursions to fail. They
always provide useful material, sometimes spectacular new approaches, sometimes
something more ordinary.
The steps to take for excursions:
1
Abandon the definition of the problem.
1
Put yourself in another world.
2
Generate apparently absurd material.
3
Write thoughts down on a flip chart.
4
Make associations from gathered material.

7.2

Types of excursions

There are still several types of excursions, besides word associations and the film
excursions like, for example the analogy excursion. This is possibly the most
commonly used. For an analogy excursion, the key word in the definition of the
problem is determined in advance. Let us say that this concerns the development of a
new sort of stopper or cap for a thermos flask, in which case the key word is 'cap'.
After the word association, have the participants put themselves in another world,
for example, the world of music, or of comic books, or of space travel, or of
biology/nature. Any world is fine, so long as it is far away from the definition of the
problem. Now ask the participants in this world to devise examples or synonyms for
the chosen key word. In this case, that could be such things as a key pad of a flute
(music), a space craft hatch (space travel), the lid of a trap-door spider's nest (nature),
etc. Then proceed further as in step 4 (see above).
The role excursion is another type. For this, the participants are assigned various
roles, for example, Margaret Thatcher, Brigitte Bardot, the corner dairyman, a TV
newscaster, etc. Participants are given a few minutes to get into their roles, after
which they are asked to say something about the problem from the vantage point of
their roles. Then proceed further via step 4. An interesting variation to this is to have
participants assume the role of objects, instead of people. For example, if the problem
concerns the speed of post processing within the organization, then one person
would be a letter-box, another an internal post envelope, the next the sack of the
postman/woman, yet another a sorter, etc. When room is allowed for these 'objects'
to talk to one another, highly interesting aspects frequently surface, things people
would initially never consider. And that is precisely the object of an excursion.

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Yet another type is the painting excursion, for which everyone receives a piece of
chalk, felt-tip or colored pencil and makes a personal contribution to a collaborative
effort on a flip chart sheet. When such a collaborative painting is finished, it is shown
to the group (turned and viewed from every possible angle) and everyone gives it
one or more names. These are again gathered in step 4.
In fact, there is no end to the possibilities of excursions. Whether it occurs with
music, on the street or anyway at all, the principle always remains the same: generate
apparently absurd material, then return via several intermediate steps to reality.

7.3

When to use excursions

Excursions can be inserted for a number of reasons and at a number of places in the
procedure.
After lunch is a good time for an excursion. An excursion is a way to liven things up
again whenever group energy gets low. As a rule, there are 4 places in the procedure
where an excursion can be of service. First of all is when generating springboards is
proceeding slowly or laboriously. It can then be useful during the generation of
ideas, and next, during the development of ideas, when people are not coming up
with any options to objections or devising any new ideas. Finally, excursions can
come in handy in the formulation of action steps, when the last 'hurdles' have to be
taken.

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8.

The planning consultation

Creativity is too precious to waste, which is why sufficient preparation for the
creative problem-solving meeting is necessary for the success of the meeting. This
planning consultation is generally a matter between the problem owner and the
process leader. The two of them will have to carry the meeting through as a duo, and
the higher the degree to which they are attuned to one another, the better. It is best to
hold the planning consultation well in advance (at least a week). The time necessary
varies between 1 and 4 hours, depending on the nature and the magnitude of the
problem to be tackled.
The following issues should be raised in the planning consultation:
A

Task headline
The PO and PL must get clear about the subject of the meeting.

Explanation of the problem analysis

The PL will want to check whether the PO has done his homework and is
ready to tackle the problem in a team.

General scheduling
Together, the PO and PL will draw up a general schedule. When should
approximately what be reached.

Clustering
It is useful to consider in advance who the PO considers necessary for the
clustering of springboards and why.

Team members
Who has to be present and why? What does the PO expect in terms of a specific
contribution from every participant.

Typing
Who will ensure that the flip charts are typed out, copied and distributed to
participants? It is particularly important to organize meetings lasting more
than one day in such a way that participants receive detailed notes within
approximately 1.5 hours.

Place and time

Where is the meeting going to take place and when? It is preferable for this to
occur somewhere else than at the daily workplace, and in a quiet, creative and
undisturbed environment.

Room arrangement and means

Nothing is so distressing for the PL as a poor accommodation lacking 2 flip
charts or where the sheets cannot be hung up. Sitting in a half-circle without
tables is the best arrangement for a creative session.

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9.

Rules of behavior for an open climate

Between the participants themselves

1

Use task headlines.

First say what you are thinking about before asking a question.

Paraphrase before you react.

Retain what is valuable in the ideas.

Turn objections or obstacles into challenges.

Postpone judgments until it is time for action.

Strive for win-win results.

Speak for yourself.

Know your action responsibility.

10

Take responsibility for your feelings.

Towards yourself
1

Value yourself.

Do not try to be perfect.

Do not criticize yourself.

Be friendly to your thoughts.

Be patient with yourself.

Allow yourself to have fun.

Enjoy your creativity.

Accept your feelings.

Be honest with yourself.

10

Be yourself

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