INTRODUCTION

What is Creativity?

There are many definitions of creativity. A number of them suggest that creativity is
the generation of imaginative new ideas (Newell and Shaw 1972), involving a radical
newness innovation or solution to a problem, and a radical reformulation of
problems. Other definitions propose that a creative solution can simply integrate
existing knowledge in a different way. A third set of definitions proposes that a
creative solution, either new or recombined, must have value (Higgins 1999). A novel
idea is not a creative idea unless it is valuable or it implies positive evaluation. Also,
according to dt Ogilvie (1998), imagination, which involves the generation of ideas
not previously available as well as the generation of different ways of seeing events,
is important to achieve creative actions.

To combine this variety of definitions, creativity are involves the generation of new
ideas or the recombination of known elements into something new, providing
valuable solutions to a problem. It also involves motivation and emotion. Creativity is
a fundamental feature of human intelligence in general. It is grounded in everyday
capacities such as the association of ideas, reminding, perception, analogical
thinking, searching a structured problem-space, and reflecting self-criticism. It
involves not only a cognitive dimension (the generation of new ideas) but also
motivation and emotion, and is closely linked to cultural context and personality
factors. (Boden, 1998).

According to Boden (1998), there are three main types of creativity, involving
different ways of generating the novel ideas:
a) The combinational creativity that involves new combinations of familiar
ideas.
b) The exploratory creativity that involves the generation of new ideas by the
exploration of structured concepts.
c) The transformational creativity that involves the transformation of some
dimension of the structure, so that new structures can be generated.

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Creative thinking in a disciplined manner can play a real role in innovation. Creativity
and innovation are normally complementary activities, since creativity generates the
basis of innovation, which, in its development, raises difficulties that must be solved
once again with creativity. It is not possible to conceive innovation without creative
ideas, as these are the starting point.

Innovation results when creativity occurs within the right organizational culture. The
right organizational culture is one that provides through creativity processes, the
possibilities for the development of personal and group creativity skills.

Objectives of Creativity

Main objectives of a creative thinking process is to think beyond existing boundaries,

to awake curiosity, to break away from rational, conventional ideas and formalised
procedures, to rely on the imagination, the divergent, the random and to consider
multiple solutions and alternatives.

The result of the creative thinking process is especially important for businesses.
Managers and managerial decisions and actions, confronted with fast-changing and
ambiguous environments in business, need to develop creative solutions and
creative action-based strategies to solve problems, as they allow to increase
understanding of problematic situations, to find multiple problems, to produce new
combinations, to generate multiple solutions that are different from the past, to
consider possible alternatives in various situations that could occur in the future and
to expand the opportunity horizon and competence base of firms (dt ogilvie 1998).

Expected Results

Creativity, through the generation of ideas with value, is needed in order to solve
concrete problems, ease the adaptation to change, optimise the performance of the
organization and best practice manufacturing, and change the attitude of the staff of
the organization. Creative thought processes are also important at all stages in the
R&D process.

Some expected results of the creativity process are:

innovation through new product and process ideas
continuous improvement of products or services
productivity increase
efficiency
rapidity
flexibility
quality of products or services
high performance

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 CREATIVITY TOOLS

1.0 Brainstorming

This is one of the best known and most used in the business world group based
creativity process for problem solving. It is a method of getting a large number of
ideas from a group of people in a short time. It can be used for generating a large
number of ideas or solutions for well-defined strategic or operational problems, such
as for engineering design processes. It forms also a basic framework or constitutes
the initial phase for the implementation of many other groups based on creative
techniques.

Brainstorming combines a relaxed, informal approach to problem solving with lateral

thinking. It encourages people to come up with thoughts and ideas that can, at first,
seem a bit crazy. Some of these ideas can be crafted into original, creative solutions
to a problem, while others can spark even more ideas. This helps to get people
unstuck by jolting them out of their normal ways of thinking.

Therefore, during brainstorming sessions, people should avoid criticizing or

rewarding ideas. You're trying to open up possibilities and break down incorrect
assumptions about the problem's limits. Judgment and analysis at this stage stunts
idea generation and limit creativity.

1.1 Why Use Brainstorming?

Brainstorming provides a free and open environment that encourages everyone to

participate. Quirky ideas are welcomed and built upon, and all participants are
encouraged to contribute fully, helping them develop a rich array of creative
solutions.

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When used during problem solving, brainstorming brings team members' diverse
experience into play. It increases the richness of ideas explored, which means that
you can often find better solutions to the problems that you face.

It can also help you get buy-in from team members for the solution chosen after all,
they're likely to be more committed to an approach if they were involved in
developing it. What's more, because brainstorming is fun, it helps team members
bond, as they solve problems in a positive, rewarding environment.

While brainstorming can be effective, it's important to approach it with an open mind
and a spirit of non-judgment. If you don't do this, people clam up, the number and
quality of ideas plummets, and morale can suffer.

1.2 Individual Brainstorming

While group brainstorming is often more effective at generating ideas than normal
group problem solving, several studies have shown that individual brainstorming
produces more and often better ideas than group brainstorming.

This can occur because groups aren't always strict in following the rules of
brainstorming, and bad behaviours creep in. Mostly, though, this happens because
people pay so much attention to other people that they don't generate ideas of their
own or they forget these ideas while they wait for their turn to speak. This is called
blocking.

When brainstorming by your own, don't have to worry about other people's egos or
opinions, and you can be freer and more creative. For example, you might find that
an idea you'd hesitate to bring up in a group develops into something special when
you explore it on your own.

However, it may not develop ideas as fully when you're on your own, because you
don't have the wider experience of other group members to draw on. Individual
brainstorming is most effective when you need to solve a simple problem, generate a
list of ideas, or focus on a broad issue. Group brainstorming is often more effective
for solving complex problems.

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 1.3 Group Brainstorming

Here, you can take advantage of the full experience and creativity of all team
members. When one member gets stuck with an idea, another member's creativity
and experience can take the idea to the next stage. You can develop ideas in greater
depth with group brainstorming than you can with individual brainstorming.

Another advantage of group brainstorming is that it helps everyone feel that they've
contributed to the solution, and it reminds people that others have creative ideas to
offer. It's also fun, so it can be great for team building.

Group brainstorming can be risky for individuals. Unusual suggestions may appear
to lack value at first sight this is where you need to chair sessions tightly, so that
the group doesn't crush these ideas and stifle creativity.

Where possible, participants should come from a wide range of disciplines. This
cross-section of experience can make the session more creative. However, don't
make the group too big: as with other types of teamwork, groups of five to seven
people are usually most effective.

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 1.4 How to Use the Tool

To get the best results by combining individual and group brainstorming, and by
managing the process according to the rules. By doing this, you can get people to
focus on the issue without interruption, you maximize the number of ideas that you
can generate, and you get that great feeling of team bonding that comes with a well-
run brainstorming session.

To run a group brainstorming session effectively, follow these steps:

Step 1: Prepare the Group

First, set up a comfortable meeting environment for the session. Make sure that the
room is well-lit and that you have the tools, resources, and refreshments that you
need.

How much information or preparation does your team need in order to brainstorm
solutions to your problem? Remember that prep is important, but too much can limit
or even destroy the freewheeling nature of a brainstorming session.

Consider who will attend the meeting. A room full of like-minded people won't
generate as many creative ideas as a diverse group, so try to include people from a
wide range of disciplines, and include people who have a variety of different thinking
styles.

When everyone is gathered, appoint one person to record the ideas that come from
the session. This person shouldn't necessarily be the team manager because it's
hard to record and contribute at the same time. Post notes where everyone can see
them, such as on flip charts or whiteboards; or use a computer with a data projector.
If people aren't used to working together, consider using an appropriate warm-up
exercise, or an icebreaker.

Step 2: Present the Problem

Clearly define the problem that you want to solve, and lay out any criteria that you
must meet. Make it clear that that the meeting's objective is to generate as many
ideas as possible.

Give people plenty of quiet time at the start of the session to write down as many of
their own ideas as they can. Then, ask them to share their ideas, while giving
everyone a fair opportunity to contribute.

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Step 3: Guide the Discussion

Once everyone has shared their ideas, start a group discussion to develop other
people's ideas, and use them to create new ideas. Building on others' ideas is one of
the most valuable aspects of group brainstorming.

Encourage everyone to contribute and to develop ideas, including the quietest

people, and discourage anyone from criticizing ideas.

As the group facilitator, you should share ideas if you have them, but spend your
time and energy supporting your team and guiding the discussion. Stick to one
conversation at a time, and refocus the group if people become sidetracked.

Although you're guiding the discussion, remember to let everyone have fun while
brainstorming. Welcome creativity, and encourage your team to come up with as
many ideas as possible, regardless of whether they're practical or impractical. Use
thought experiments such as Provocation or Random Input to generate some
unexpected ideas.

Don't follow one train of thought for too long. Make sure that you generate a good
number of different ideas, and explore individual ideas in detail. If a team member
needs to tune out to explore an idea alone, allow them the freedom to do this.

Also, if the brainstorming session is lengthy, take plenty of breaks so that people can
continue to concentrate.

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2.0 Mapping Process

The use of maps is particularly useful in strategic management thinking in

organizations, helping to organize discontinuities, contradictions or differences, and
bring pattern, order and sense to a confusing situation, acting as a spatial
representation of a perspective. There are many forms of mapping, including
computer-based tools to support mapping.

2.1 Mind Mapping

It is an individual brainstorming mapping technique designed by Tony Buzan. It

begins with a central focal point, a problem, an object, a name or issue, written in the
centre of a piece of paper with a circle around it. Each major facet of the problem or
the solution to the problem originating from the central idea is then brainstorming in
order to generate new ideas. Each of those ideas is then written on lines drowned
outward from the circle. The next step is to brainstorm those ideas in order to identify
issues related to the problem, or solutions that are written on smaller lines that are
drowned on the prime lines forming a branch. Additional perspectives such as
implementation factors or further definition of the solutions could go on those lines.
One branch may also be chosen in order to develop a whole new mind map based
on that branch. When a mind map is completed, its possible interrelations and
possible multiple appearances of issues, and its overall meaning in the context of the
problem must be examined.

Mind mapping flows

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 2.2 Mapping for generate collective creativity

The use of maps to support collective creativity is a more complicate process. It is

necessary to introduce appropriate maps into a suitable type of organisation that
would preferably be one employing multidisciplinary teams. It is also important that
the participants find the maps useful for organizing and planning their work. The
mapping process usually involves three phases:

1st phase starts with a brainstorming exercise in order to initiate a discussion

around the problem or the product. Normally, the participants are asked to mention
all aspects they regard as relevant to the problem to be dealt with. During this
process a large number of visual references are used to elicit the perspectives of the
members with regard to the potential new concept. It is emphasised to the
participants that the maps are intended to enrich the conversation, and should not be
perceived as representations of the concept itself, but more as the semantic terrain
or space, which covers all potential strategies. The knowledge elicited is discussed,
and in about 2 hours is organised and structured by the participants into a map that
intuitively understand. This map is the initial cognitive map, which describes all the
problematic areas in brief outlines.

In the 2nd phase of the process, which serves to expose the individual participants
perspective both to themselves and to the other members of the group, the
participants discuss the values that they associate with a very large range of objects
and images. A number of these images are then selected that are considered to
metaphorically represent potential aspects of the product strategy.

In the 3rd phase, these images and appropriate annotations are arranged in a two
dimensional space, positioning the images depending upon how the values of these
objects relate to one another. In doing this, the group is mapping out a terrain
constituted by the differences between the images, expressing the range of different
product strategies open to the group.

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3.0 The Crawford Slip Method

C. C. Crawford originated the Crawford slip method in 1925. Over the next fifty
years, he applied the method in hundreds of situations to resolve problems and
improve productivity in both the public and private sectors.

At the University of Southern California, Crawford's resumption of professional

activities after a brief retirement resulted in the formation of an informal group of
faculty members interested in furthering productivity through the Crawford slip
method. In December 1984, USC formally established the USC Productivity Network
within the School of Public Administration specifically to advance research,
consulting, and teaching based on CSM.

The Crawford Slip Method is a system for:

1) obtaining written information, ideas, suggestions from individuals in a group
setting;
2) analyzing and synthesizing the data gathered; and
3) reporting the results.

By using it properly, it can provide deep penetration into problem areas, creative
ideas for problem resolution, high-quality data for decision making, and ideas for
productivity enhancement and organizational improvement.

Crawford describes the essence of Crawford Slip Method as assemble the relevant
people; define the target subjects; get everyone to write their ideas-one idea at a
time, in a single sentence, on individual slips of paper; collect and classify all slips;
edit the results into final form. Stated thusly, Crawford Slip Method can look
deceptively simple.

The basic stages in applying Crawford Slip Method will now be reviewed using the
general framework of Nadler's (1980) data collection feedback model.

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 3.1 Preparing to Collect Data.

The first step in preparing to use Crawford Slip Method is to ensure an

understanding of the objective of the data collection. Why are you going to use
Crawford Slip Method? What kind of information, input, and so on do you seek? How
might the results be used? The answers to these questions will help determine:

1) who needs to participate in the slip-writing sessions (all employees, subject-

matter experts, or only supervisors) and
2) the nature and wording of the target questions (the specific questions to be
addressed in the sessions).

The answers will also aid decisions about administration and analysis, for example,
should Crawford Slip Method be done by in-house personnel or is an outside
consultant needed? Who will conduct the data collection sessions? Who will analyze
the results? Many factors can affect these decisions such as scope of the study,
availability of training resources, and sensitivity of the information.

Finally, planning is not complete unless thought is given to the receipt and
distribution of CSM-generated products. What type of product is expected such as
written report, oral presentation, all the results, synopsis of the results? For whom is
the product intended (the person who requested the study, key personnel, and
employees)? In organizational productivity, enhancement applications of Crawford
Slip Method, feedback to employees can be a key ingredient. The promise of
feedback can facilitate the quality of slip writing. Actual feedback can be
instrumental, directly and indirectly, in productivity improvement.

3.2 Collecting Data.

The slip writing occurs in group sessions or workshops. The Crawford Slip Method
literature describes workshops with as few as four to ten people and with as many as
a hundred. Workshop composition, availability of people, and space requirements
may be constraining factors. Similarly, the abilities or preferences of the facilitator
who leads the workshop will be a factor. Some people can motivate an audience of
hundreds with ease, while others work best in small groups.

The workshop begins with an orientation to Crawford Slip Method, partly descriptive
and partly motivational. The intent is to create an atmosphere in which people realize
that this is their opportunity to express their thoughts and ideas, independently and
anonymously, without recrimination. A good example of an orientation to as follows:

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 The greatest untapped resource for managers, engineers, scientists and
leaders in industry, the government, and the military is the brainpower of their
own people.
The Crawford Slip Method is the best group survey method available for
harnessing people's brainpower and putting it to productive work.
The Crawford Slip Method has been helping managers and leaders improve
performance and productivity across a wide spectrum of activities for six
decades and have been in a renaissance since 1981.
Individually we are agents for innovation in our respective fields.

After the descriptive-motivational phase of the orientation, the facilitator provides the
guidelines for slip writing. Small slip which can easily be prepared from 8"xll"
sheets of paper. Each participant will have a stack of these slips, and ample slips
should be available should more be needed. Participants are instructed to write only
one thought, idea, or response for each slip and to write it across the top of a slip.
Each participant writes as many slips as he or she desires to each question. It is also
important that participants be freed from any concern that someone will try to identify
them through their handwriting. One means of ensuring this is through use of an
outside consultant. Other means found in the Crawford Slip Method literature include
participant groups to analyze slips and report results to management and
transcription of slips.

During slip writing, there is no discussion. Each person works independently. In a

one-hour workshop, the orientation may take ten to fifteen minutes. This could then
be followed by slip writing to three target questions for fifteen minutes each or four
target questions for ten minutes each.

The actual collection of data occurs by individuals writing their ideas, suggestions,
and thoughts on slips of paper in response to a target question. The question should
be made visible so participants can read it and think about it. Creating good target
questions is one key to effective Crawford Slip Method.

3.3 Analyzing Data.

The most difficult phase of Crawford Slip Method now begins. Crawford Slip Method
data analysis is categorization. Workshop sessions can produce large numbers of
slips. The analyst must read each slip and assign it to some category. This process
will generate many categories and result in many small stacks of slips.

Once the initial sort is completed, the analyst must look across categories and
organize the data further. Some categories may be subdivided. Typically, though,
larger categories will be created with former categories as subdivisions. The end
result of this process is that the data is organized into a logical, coherent data base.

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The organization of the slips into a useful data base can be demanding of time and
energy. Crawford Slip Method is very efficient in obtaining input from session
participants in a short amount of time, but it requires considerable work by the
analyst during this phase. Sorting the slips requires space, so the analyst can see
the various categories. Training and experience in categorization of slips is very
important. For the novice to Crawford Slip Method, it is good advice to first try
Crawford Slip Method in small sessions and address issues that are not critical to
career or organization. Once experience is acquired, more important applications of
Crawford Slip Method can be made.

Crawford Slip Method produces a wealth of ideas, suggestions, and information

greater than any other system and it does so in a very short data-collection period.
Used in organizations to obtain ideas for productivity improvement or problem
resolution, Crawford Slip Method validates the proposition that many employees
have good, useful ideas that somehow, for whatever reasons, rarely surface to the
level of management review and potential action.

3.4 Feeding Back Data.

The initial planning for Crawford Slip Method should have determined the products to
be generated. The organized data base provides the content for these products.
Specific contents of a product will depend on for whom the product is prepared. The
same study might also generate an abbreviated report to feed back major findings to
employees.

Crawford Slip Method is foremost a systematic feedback mechanism. In

organizational studies, it is generated products simply communicate employee ideas
and thoughts to management. Crawford Slip Method gives managers feedback they
would not otherwise receive. Regardless of whether a manager's style is
participatory or autocratic, Crawford Slip Method can contribute to quality decision
making.

Conceptualizing Crawford Slip Method as an OD survey-feedback activity requires

attention be given more fully to employee feedback and recognition of the role such
feedback plays in productivity enhancement.

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 3.5 Following Up.

The Crawford Slip Method literature addresses this stage only indirectly. It is
apparent across writings that Crawford Slip Method is viewed as a system that can
be repeatedly applied to an organization to continue organizational improvement. For
example, a problem diagnostic workshop may produce problem identifications or
even tentative solutions that could be addressed by subsequent Crawford Slip
Method workshops targeted specifically to given problems. Crawford and his
associates suggest that subsequent workshops can increase specificity and
usefulness of data if the original workshops were effectively conducted. This
procedure more efficiently uses participant's time. Whether there are significant
quantitative or qualitative differences in the results from rotation workshops and the
standard Crawford Slip Method workshops is not apparent from the Crawford Slip
Method literature.

Sample Crawford Slip Method

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4.0 Six Thinking Hats

Six Thinking Hats is a system designed by Edward de Bono which describes a tool
for group discussion and individual thinking involving six colour hats. "Six Thinking
Hats" and the associated idea parallel thinking provide a means for groups to plan
thinking processes in a detailed and cohesive way, and in doing so to think together
more effectively.

What is it and how can it help me?

It helps people step outside the confines of fixed positions and one way of thinking.
Western thinking style is based on adversarial debate: people thinking and
interacting from differing perspectives and positions. This tool enables us to look at
things in a collaborative way, beyond our normal perspective to see new
opportunities.

When does it work best?

To achieve the service improvements, you will have to change the way you do
things. This means thinking up and considering new ideas. If you evaluate the
change from a number of perspectives, you and your team will have a more rounded
outlook on the ideas. This tool helps you do this.

How to use it?

Someone in the group puts on' the blue hat as the session leader. The blue hat will
then agree with other group members on the most useful order of hats to use, and
will coordinate their subsequent use, keeping a check on time.

The hats have natural pairings: yellow is positive whilst black is more negative; red is
emotion driven whilst white is data driven. In general, if you use one hat, you should
also use its partner for balance.

A useful sequence of hats for initial harvesting of ideas could be: green, yellow,
black, white, leading to a final red hat assessment of whether the idea should go
forward.

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The premise of the method is that the human brain thinks in a number of distinct
ways which can be deliberately challenged, and hence planned for use in a
structured way allowing one to develop tactics for thinking about particular issues.
Edward de Bono identifies six distinct directions in which the brain can be
challenged. In each of these directions the brain will identify and bring into conscious
thought certain aspects of issues being considered such as gut instinct, pessimistic
judgement, or neutral facts. None of these directions are completely natural ways of
thinking, but rather how some of us already represent the results of our thinking.

Since the hats do not represent natural modes of thinking, each hat must be used for
a limited time only. Also, many will feel that using the hats is unnatural,
uncomfortable or even counterproductive and against their better judgement.

A compelling example presented is sensitivity to mismatch stimuli. This is presented

as a valuable survival instinct, because, in the natural world: the thing that is out of
the ordinary may well be dangerous. This mode is identified as the root of negative
judgement and critical thinking.

Six distinct directions are identified and assigned a colour. The six directions are:

Managing Blue

What is the subject?

What are we thinking about?
What is the goal?

Information White

Considering purely what

information is available, what are
the facts?

Emotions Red

intuitive or instinctive gut reactions

or statements of emotional feeling
(but not any justification)

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Discernment Black

logic applied to identifying reasons

to be cautious and conservative

Optimistic response Yellow

logic applied to identifying

benefits, seeking harmony

Creativity Green

statements of provocation and

investigation, seeing where a
thought goes

Coloured hats are used as metaphors for each direction. Switching to a direction is
symbolized by the act of putting on a coloured hat, either literally or metaphorically.
These metaphors allow for a more complete and elaborate segregation of the
thinking directions. The six thinking hats indicate problems and solutions about an
idea the thinker may come up with.

Having identified the six modes of thinking that can be accessed, distinct programs
can be created. These are sequences of hats which encompass and structure the
thinking process toward a distinct goal. A number of these are included in the
materials provided to support the franchised training of the six hats method; however
it is often necessary to adapt them to suit an individual purpose. Also, programs are
often emergent, which is to say that the group might plan the first few hats then the
facilitator will see what seems to be the right way to go.

Sequences always begin and end with a blue hat, the group agrees together how
they will think, then they do the thinking, then they evaluate the outcomes of that
thinking and what they should do next. Sequences may be used by individuals
working alone or in groups.

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 CONCLUSION

Creativity is a personal skill that can be learned and developed. It is also a

systematic process what is often not seen at the beginning. Knowing about the
phases of the creativity tools and process and its influencing factors helps to create
better conditions for generating ideas. So, both personal skills and a productive
environment will lead to most creative solutions. This module shows you the
adjusting screws for the creativity process and offers practical help and guidelines
what to consider when being the moderator of an ideation session.

These techniques can help to increase the quantity as well as the quality of ideas.
Most of these techniques involve a group that produces in most cases more valuable
results than an individual.

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 REFERENCES

1. Dr Eleni Sefertzi (Jan, 2000), Dissemination of Innovation And Knowledge

Management Techniques (INNOREGIO project).

2. http://www.institute.nhs.uk/quality_and_service_improvement_tools/quality_and_servi
ce_improvement_tools/creativity_tools_-_an_overview.html

3. http://creatingminds.org/tools/brainstorming.htm

4. https://en.wikipedia.org/wiki/Mind_map

5. http://www.tonybuzan.com/about/mind-mapping/

6. http://lifehacker.com/how-to-use-mind-maps-to-unleash-your-brains-creativity-
1348869811

7. John A. Ballard and Debra M. Tent, (July, 2010), Idea Generation and Productivity:
The Promise of CSM

8. https://www.mindtools.com/pages/article/newCT_95.htm

9. http://icreate-project.eu/index.php?t=336

10. https://en.wikipedia.org/wiki/Six_Thinking_Hats

11. http://www.institute.nhs.uk/quality_and_service_improvement_tools/quality_and_servi
ce_improvement_tools/creativity_tools_-_6_thinking_hats.html

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