Module

Modulle 19:
19:
Creativity
C re and
nd Innovation
eativity an Innovattion
Part
P art 1:
Creativity
C reattivity and
d Innovationn at
Innovatiion Work
at Wor
rk

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form
or by any means–electronic, mechanical, photocopying, recording or otherwise–without prior
permission of the Egyptian Banking Institute

© This document contains confidential information and is for the use of the Egyptian Banking Institute.
 Participant Guide

Table of Contents
Part 1: Creativity and Innovation at Work
Importance ................................................................................................................................. 2
Learning Objectives ................................................................................................................... 2
Exercise: Behaviors needed to be Innovative ............................................................................ 3
Exercise: What is creativity and Innovation? ........................................................................... 4
What is creativity and Innovation?
Innovatio ion?
io n? .......
............................................................................................
....
.. ...........................
.. ....
..................
.. . ............................................. 5
What is Innovation? ...................................................................................................................
............................................................................ . ........................................... 5
Why workplace ne needs
eededs crccreativity?
eativity? ..........
..............................................................................................
...
. ..
. ......
. ............
....
.. ...........
. .......................
. ................................ 6
Summary ....................................................................................................................................
...........................................................
.........
..........
....
......
... ........
.. ...........
.. .................................................. 7
..

DD08 1-1
 Participant Guide

Training for Employment

Module 19: Creativity and Innovation
Part 1: Creativity and Innovation at Work
Importance
Over the last decades,
decadedes,
des, innovation
inn
n ovation and d cr
ccreativity
eativity have become
beecome critical
cri
r ti
tica
call skills for achieving
ca
developed
success in devel ped economies. The ne
ellop need
n e ffor
ed orr creative
cre
reat
ativ
at problem
ive pr
iv probo le solving
em solvin ng has
has arisen as more
and more man nag
agem
e en
management nt problemss rrequire
eq
qui
u re
e creative
cre
reat
a ive insights
insi
insigh
si ghts
gh ts iin
n or
rde
d r to find suitable
order su
uiti ab
able solutions.

Learning
Learn
ning Obj
Objectives
jectives
s
Upon
n tthe
h compl
he completion
let
etio
ion of thi
io this
hiss mo
hi m
module,
dule, you will be able to:
„ Explain be
Explain
E beha
behaviors
h viorrs needed to be innovative
„ Define
ne wwhat
hat is
ha s cre
ccreativity
r ativity and Innovation
„ Clarify
Clarif
fy wh
why wo
workpla
workplace
ace neneeds
eed
ds cr
crea
creativity
e tivityy
ea

DD08 1-2
 Participant Guide

Exercise: Behaviors needed to be Innovative

Instructions:
On the below figure write down the behaviors needed to be innovative Ex.: Flexible,
Proactive ….
persistence
personal initiative
self-starting
good communicator
d communicato or
good listener
collaborative
collaborativve
evaluate a and
nd provide feedback
de ffee
eedb
eed ack

Innovation
Innovat
tion

DD08 1-3
 Participant Guide

Exercise: What is creativity and Innovation?

Instructions:
In groups write a definition for the innovation and another for the creativity then draw a
picture that represent your definition of both (Flipchart)

DD08 1-4
 Participant Guide

What is creativity and Innovation?

Creativity Is:
The act of turning new and imaginative ideas into reality. Creativity is characterized by the
ability to perceive the world in new ways, to find hidden patterns, to make connections
between seemingly unrelated phenomena, and to generate solutions. Creativity involves two
processes: thinking, then producing

Creativity is the process of bringing

bri
r ng
ngin
i g so
some
meth
me thing new
th
something new in
into
to being
eing. Creativity requires passion
ng
being.
and commitment. It bringngss to o
ng
brings ourur awareness
aware
ene
n ss what was previoio
ous
usly
ly hidden
previously hid
dden and points to new
life.

What is In
Innovation?
nnovation
n?
Innovation
on iis
s the imimplementation
mpl
plem
ementation o
em off a new
new or significantly
sig
igni
nifi
fica
ficant
ca n ly improved
improve
vedd product,
t service
ser
e vice or
process
proces that creates
ss th creat es vvalue
ates
at alue for
al business,
or b usin
usiness, government or socsociety.
ciety
ie
ety
ty.

https://www.youtube.com/watch?v=FXJUDyqobbM
http
htt s://ww
ww.yout
utu
utube.co
om/
m/wa
waatc
tch?v=FXJUD
Dy bbM
Dyqob
Dy

DD08 1-5
 Participant Guide

Why workplace needs creativity?

Creative business ideas set organizations apart from one another. Without creativity and
innovation, every organization would follow the same patterns in marketing/promotion,
technique, or even the goods and services they may be selling. Creativity is crucial for
businesses today, especially when the market is dependent on innovative, breaking
technology. The collaboration of creative minds has the ability to push creative business
ideas into reality. Once your business brain in
n iis
s ab
ble
e to think outside the box, the possibilities
able
are endless. Now that we’ve ese tabl
tablis
blishe
hed
he
established d ho
howw im mpo
port
rtan
rt antt cre
an
important eat
ativ
ivititityy is to business success, it is
iv
creativity
only fair that employees
s have
hav
ave
e th
the opportunity to channel theirr inner inn
nnerr creative mind.

Creativity and inn

nnov
nnov
vat
a ion within a well-ru
innovation r n or
ru
well-run rga
gani
niza
nizatitition
za
organizations o s ha
on h ve
haveeaalways be
been
en rrecognized
ecognized as a
suc
uccess. Encouraging
sure path to success. E courag
En gin
ng the
th employees
em thi
h nk
n outside
to think outside of the
th
he box
box and giving
them time e and
an resources
reso
so
our
u ce
cess to explore
exp
xplo
xplore
r new
neww areas
are
reas
as for
for
o innovative ideas is the e kkey
ey to cost-
e bu
effective business sol
ollut
utio
ions.
io
solutions.

Creaati
t vi
v ty impro
Creativity roove
vess the
improves e pr
proc
o ess of solving problems. It doesn't ma
process matt
tter iff we're
tt
matter we'r
we ' e talking g about
ab
de
eve
velo
l ping a n
developing e str
ew
new ratteg
e y or an innovative way to stay ahead of the
strategy the competition.
comp petetitititio
ion. Creative
io Cre
eattiv
ive
prob
problem so
ob
problem ssolving
lvin
ing
in g give
vess that competitive edge that any business is striving
ve
gives g to ach hie
achieve. eve..

C eative ide
Cr
Creative de
eas a
ideas nd inn
and n ov vat
a ivve ap
innovative appr
proa
pr o ch
hes can
approaches n com
ome from
ome
come o alm most anyw
almost whe
h re- from
anywhere- frrom youur
your
p rtners, cust
pa
partners, tom
omers, target
customers, tar
a geet groups, employees.
employ yees.
s They caan bring
can b ing yo
br yyouu fr
ffresh
esh perspectives
p rspectives and
pe d
idea
as,
s sso
ideas, o shhow
o them that you’re listening
show g annd open to their
and th
heir feedback.
f ed
fe dback. That's
That
Tha 's why
why it is
s
impoort
rtan
a t an
important n open
open exchange
exch hannge of ideas to be supported
s pported
su d and
a d en
an e courag
a ed
encouraged e by the cocompan a y.
an
company. y

Thher
ere
There e are a lot of people e wh
whoo believ
eve
ev
believe e th
tthat
att tthey
h y ar
he a en’tt the
aren’t the
h ‘creative
‘cr
c eative
cr e type.’
typ
y e.’ These area e probably
ar prob
pr obab
ob a ly
thee same
sa people that believe creativity
people creat
attivvitty onnly
l comes
only com
o es from an artisticartistiic perspective,, butbut tthe
h truth
he
is,, everyone
e er
ev e yone e is
is able to channel creative
creatiive e thinking
think
nking when put
nk put inin th he right environment.
the enviro
ronm
ro n en
ent. t Y es,
Yes,
soome
somem people
peoplle are a litt tle
l more creative
little v tthan
han others, butt eith herr way, creative
either ve people
peo
eopl
eo ple are
pl
extrtrem
tr emel
em
extremely e y important
im
mpo
p rtant to have
have in your organization.
orga
ganiiza
ga ation. Employ o ing
Employing g cr reaati
t ve people
creative peopl
ple
pl e to jjoin
o n your
oi
team
a allows
allllllow
o s fo
for a more e imaginative
ima
m ginative approac
approach ch to solve business
bu
usiness s p robl
b ems. C
problems. reativ
re
Creativeve thtthinking
inking
in g
c n ul
ca
can ulti
tima
tim tely sset
ultimately e yourr busi
et s ness apart from all
business a l of the other
al e s, m
others, akkin
making i g cuccustomers
stom
mer
ers want
want to to havee
yo product
your produ duct and
du nd sservice
ervi
vice
vi c ove v r others.
ve
over

DD08 1-6
 Participant Guide

Summary
In this part, you learned how to:
„ Discover the behaviors needed to be innovative
„ Define creativity and innovation
„ Recognize the importance of creativity at workplace

DD08 1-7
 Participant Guide

DD08 Module # - 8
 Module
Module 19:
19
9:
Creativity
C reativity and Innovation
n
Part
Partt 2:
Exploring
Ex ng the Idea
xplorin a Generation
n Process
Generation Proce
ess

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form
or by any means–electronic, mechanical, photocopying, recording or otherwise–without prior
permission of the Egyptian Banking Institute

© This document contains confidential information and is for the use of the Egyptian Banking Institute.
 Participant Guide

Table of Contents
Part 2: Exploring the Idea Generation Process
Importance ................................................................................................................................. 3
Learning Objectives ................................................................................................................... 3
Exercise - Spaghetti Towers ...................................................................................................... 4
Brainstorming ..........................................
............................................................................................................................
.......
. ..
.............
....
.....
....
.............................................................. 5
Brainstorming and Lateral Th Thinking
hinnki
k ng ..........................................................................................
................................... . ..
......................................................... 7
..
Exercise: Brainstormi
Brainstorming ming
mi ng ffor
or S Solutions
olutions ......................................................................................
............................................... ......................................... 9
..
Six Thinking Hatss ....................................................................................................................
.............................................. ........
.. ......
.. . ..
. ..
. ..
. ......
..........................
.. . .......
. ...................... 10
Exercise: Six Th Thin
Thinking
inki
in k ng g Hats
Hats ....................................................................................................
............................... ................... ....
............
.. ...............................
. ................ 12
Summary ..................................................................................................................................
............................................................................................................................. . ............ 13

DD08 2-2
 Participant Guide

Training for Employment

Module 19: Creativity and Innovation

Part 2: Exploring the Idea Generation Process

Importance
In order to generate n new
ew iide
ideas
deas you need
de d the skills and knowledge
knowleddge and,
and
d, critically, the ability
for flexible thinking
ng – Tools
thinkin Tools don't give you
yo tthe
ou th e creative
crea
eati
eative
tive ideas,
ideas
as, th
as they
e switch
hey switch on tthe
tch
tc he behaviors
that do

Learning
Learn
ning Obj
Objectives
jectives
s
Upon
n tthe
h compl
he completion
plet
pletio
et ion of thi
io this
hiss module, you will be able to:
hi
x Discuss
Discuss tthe concept
he conce cept of brainstorming
ce
x Explain
Expla
ain he sixx tthinking
n tthe h nking hats
hi

DD08 2-3
 Participant Guide

Exercise - Spaghetti Towers

In small groups you will be given a packet of spaghetti and some packets of marshmallows.
Your task as a group is to build one unsupported (free standing) tower using only the
spaghetti and marshmallows. The winning team is the one whose tower is still standing
unsupported at the end of 20 minutes (or however long the trainer gives you to complete the
task).

After you have built your tower the

e trainer
trai
tr a ne
ner will
will lead
d a di
d isc
scus
sc ussi
ussion about the activity.
discussion

DD08 2-4
 Participant Guide

Brainstorming
Madison Avenue advertising executive Alex Osborn developed the original approach and
published it in his 1953 book, "Applied Imagination." Since then, researchers have made
many improvements to his original technique.

The approach described here takes this research into account, so it's subtly different from
Osborn's approach.

Brainstorming combines a rrelaxed,

elax
elaxed
axed, informal approach to problem
ed pro obl
blem
e ssolving
em o ving with lateral
ol
thinking. It encourages
encourageges pe
ge people to come u upp with thoughts an nd ideas th
and hatt ccan,
that a , at first, seem a
an
bit crazy. Some of tthe
hese ideas can be cr
he
these craf
afted
af d into
crafted in
nto o
ori
rigi
rigina
gi n l, ccreat
original, a ive soluti
at
creative t on
onss to a problem,
solutions
while others ccan
an sspark
park e ven more
even r iideas.
d as
dea . Th
This
is helps tto o ge
gett pe
p opple unstuck by
people by "j"jol
o ting" them
"jolting"
out of theirr normal
nor
o mal ways
w yss o
wa off thinking
ng.
ng
thinking.

Therefefor
ef ore,
or
Therefore, e during
durin
ng br
brai
a nstorm
min
ing
brainstormingg sessions,
sessions, people should avoid
avoi
oid
oi d crriticizin
ng orr rrewarding
criticizing e arding
ew ng iideas.
d as.
de
You're
re ttrying
rying too open
ope
pen upp possibilities
possibilities and break down incorrect assumptions
asssu
sumpm tition
onss about
on a out the
ab e
prob
oble
oblem's limi
le
problem's its
ts. Judg
limits. gmmeent and analysis at this stage stunts idea gene
Judgment nera
ne r ti
generationtion a nd llimit
and
crea
cr ativityy.
creativity.

Ev
E aluate
e iideas
Evaluate de
eas a
att the end of
o the
the
h session
ses
essi
s on – this
si thi
his iss the
the
e time
t t explore
to expllore solutions
soluttio
ions further,
fur
urth
urther
ther, using
er usin
ng
cconventional
co nventional a pproacheh s.
approaches.

Brains
nsto
nst rmin
to ng is a group
Brainstorming u activity designed tto
o increase
i crease
in se the
e quantity
quanttity of fresh ideas.
ide
deas. G etting
Getting
other people
e involved ca
an help increase knowledge
can knowwleedgge and un
u derstand
n in
understandingng of the problem.
pro
roblem.
ro

Brrai
ains
nsto
ns t rmin
Brainstorming ing is a use
in efull an
useful and
d poopu
pula
popularlar to
la ttool
ol that
tha
hat you
ha u cann use tot develop highly
hig
ighly creative
ig crea
cr eative
ea
solu
lutitons to
lu
solutions o a problem. It is par arti
ar t cu
c laarlly helpful
particularly h lp
he l ful whenn you
ou nee
e d to break o
need ut o
out off stale,
es
staabl
b is
ished pa
established p tterns of th
patterns tthinking,
inking, so that
tha
hatt yo
yyouu ca
can develop nen ww
new ays
y o
ways off looking att thing
ngs.
ng s Th
things. T
Thisis
ca
an be when
can n you need tto o develop new w op pportunu ities, where
opportunities, r you
o w an
wantnt to improveve the e service
that
a you
you
ou offer er, or when ex
er
offer, e isting approache
existing approaches hess ju
he ust
s aren’t giving
just n youo tthe
he results you
ou wan ant.
n
want.

Used ed
dw itith
with h your
ur tteam, itit helps
he
elps you bring the experience
e pe
exp rience o off all te
tteam
am
m mem
e bers
members s into
int
n o play
play
play during
during
g
prob
pr blem solving.
problem s lving.
so g Thiss increases
g. inccre
r ases the richness
richnes
e s of solutions
solutio
ons e xplo
ored,
explored,d, mea ani
ning
meaning n tthat
hat yo
ha you caan
can
ffind
fi n bet
nd ette
et terr solutions
te
better s lution
so onss to the
on he problems
pro
obl
blems you face,
fa
ace,, and
and ma ake
makek better
bette er decisions.
d cision
de ns. It can
can also
a he
elp
p
help
yyou
yo ou
u rece
c ive bu
ce
receive b y in
buy n ffrom
rom team m
ro mem mbe
bers for
members or the
the solution
s
solutio
io
on ch
cchosen.
osen. Afterr all,
all,
lll they
ey have
have helpeded
creaeate
eat the
create e solution.
sol
so ution.

Purpose
Purp
pose off B
Brainstorming
ra
ainstorm
ming
The purp
purpose
pos
se of b
brainstorming
ra
ain
nst
s orming is to
t ggenerate
ener
ene at
ate
e a large
larg
large
rg e number
numb
number of ideas
mb idea
as in a short per
period
e io
er od of
time.

Rules for Bra

Brainstorming
ainstorming
g
There are five rules ass
associated
soc
ociate
ted
ted wi
w
with
th brainstorming.
1. The more ideas the better! Everyone
Eve
very
ryon
ryone
one th
hinks freely
thinks fre
eel
elyy and
a d ad
an adds as many ideas as possible,
regardless of how crazy they may seem
seem.
2. No discussions during brainstorming—keep the thoughts coming!
3. No idea is a bad idea—no criticizing, groaning or making fun of other people’s ideas.
4. Hitchhike or piggyback on one another’s ideas.
5. Display all ideas for everyone to see. Recording ideas on a flipchart works best.

DD08 2-5
 Participant Guide

Remember: There are no right or wrong answers. Brainstorming is an exploration of

thoughts and ideas.

DD08 2-6
 Participant Guide

Clarify understanding
Once all the ideas have been generated, review the ideas offered. This is the time
participants may ask questions of one another’s ideas to clarify their understanding. You
may ask a question like, “What did you mean by that?”

Combine items that are similar and/or eliminate duplicates

Confusion and time can both be reduced
reduc
uc
ced ifif similar
simila
si ar id
ideas
dea
eass or thoughts can be eliminated.

Completion
The brainstorming
g prproc
process
o ess is completed
ed o
once
ncce th
the
e ideas
idea
id e s ha
have ebbeen
een of
offe
offered,
f re
fered,
d discussed and
consolidated. B
Bra
rain
ra i stor
orming may
or
Brainstorming ya lso
lso be
also eu sed
se
usedd as tthe
he basis
bas
asis
is for
or making deeci
c si
s on
ons.
decisions.

Brainstorming
Brains
storming and
and Later
Lateral
ral Thinking
Thinking
Brainssto
Brainstorming
torm
r ing iss a llateral
a eral tthinking
at hink
hinkiing process. It asks that people
nk peo
eopl
ple come
pl me up
up with
w th ideas
wi ide
deas
deas and
thouugh
ghts that may
thoughts m y at first
ma firrst seem
s n change
shocking or crazy. You can then cha
h ng
ge and
an
nd improve
improvve them
th
into
to iideas
d as tha
de at ar
that a re us
are sef
e ul
usefulu and often stunningly original.

Idea
Id e s should
Ideas shhou
ould
ld only
onlly bee e valuated at the end
evaluated e d of the
en the brainstorming
bra
rain
instorming session.
in ses
ssiion
on. You
You can the
hen
hen
then
e
ex plore solutions
explore solu
so uti
t on
ns furthe
her using
he
further us
sing conventional
conven
enti
en t on
ti na
all appro
roac
roac
che
hes.
s
approaches.

Individual
Indi
ividual B
Brainstorming
rainsto
orming
Since you do not have e to
o worry about othere people’s
peopl
p e’
ple s egos
ego or opinions
opin
nions andd ca
ccan
n be
b more
freely creativ
ive, brainstorming
iv
creative, brainstor
o mi
m ng on your own w ill tend
will te
end
n to o produce
p oduce a wider
pr w der range of
wi o ideas than
wiith g
with gro
r up b
group rainstorming
brainstorming.g. However, you
yo mam
mayy not
no ot develop
deve
de v lo
op ideas as
a effectively as
as you
yo
ou do not
haave tthe
have he experience
exp
xperience of a group to help
xp h lp
he p yyou.
o .
ou

Group
Group Br
Brainstorming
rainstormin
ng
Group
Grouup brainstorming
brainssto
t rming canca
an be very effective
effecttiv
ive
e since
s nc
sin e it uses the exe
experience
peerien
e ce and ccreativity
r ativ
re ivitty of
o all
members
meemb
mberers of the
er h group.
the groupp. When individual m members
e bers reach
em c their
h irr limit
the mit on an
lim n iidea,
dea,
a a another
nother
no
member’s
m mb
me mberer’s
er creativity
’s cre ativity and
eat an experience
nd ex
e perience can taktake
ke tthe
he idea to
o thee next stage.
x sta t ge. Therefore,
Thereffor
Th e, group
ore, p
b ains
br n to
torm
rming te
rm
brainstorming end
n s to
tends o develop
dev
vel
e op ideas in more r depth
dep
e th than individual
indiivi
v dual
a bra rainstor
ra orm
orming
brainstorming. g.

B ai
Br a nsto
to
ormin
ing
in
Brainstorming g in a group
g cann be
b ri
risk
s y for
risky fo
or individuals.
indi
in diivi
v dualls.
s Valuable,
V luable, but strange,
Va strang
st ge, suggestions ns
maay appear
may appe
peear ttrivial
rivial att fi
firs
r t sight. Because
first Be off this,
s you
s, you need
need to chairr ssessions
e sion
es on
ns ti
ttightly
igh
ghtly so
gh o tthat
h t
ha
uncr
crea
cr ative p
uncreative eopl
eo
peopleple do not
pl ott ccrush
r sh these iideas
ru deas
de as and
and lleave
eave
ve group members
memmbe
bers
r feeling
feelililing
ng h umiliateted.
te
humiliated.

DD08 2-7
 Participant Guide

How to Use Brainstorming as a Tool

To run a group brainstorming session effectively, do the following:
„ Define the problem you want solved clearly, and lay out any criteria to be met.
„ Keep the session focused on the problem.
„ Ensure that no one criticizes or evaluates ideas during the session.
„ Criticism introduces an elem
element
em
emen entt of ris
rrisk
iskk fo
is forr gr
group
rou
oup
p me
memb
members
mb
ber
erss when
w en putting forward an idea.
wh
This stifles creativityy and
and cr
crip
ipples the free running nature of
ip
cripples of a good
go
ood brainstorming
session.
„ Encouragee an e
enthusiastic,
nthu
husiastic, unc
hu uncritical
cri
r ti
tica
call at
ca a
attitude
titu
titude
tu de a
among
mong
mong m
members
e be
em b rs of the gr
grou
group.
oup.
oup Try to get
p.
everyone
ne to
to cont
ntribu
nt bute
bu te and develop
contribute dev
evel
evelop
el o ideas, including the e qui
qu
uietest members
quietest sooff th
tthe
e group.
„ Let people
peop
pe o le have fu
fun
n br
b
brainstorming.
ainstormrm
min
ng.
g Encourage
En them
them tto
o co
ccome
me up
p with
with as manyy ideas
ide
deas as
de
po
oss
ssib
i le, from
possible, m solidly
sol
o id
dly pra
act
ctic
ical ones to wildly impractical on
ic
practical ones
es. Wel
es
ones. lco
come
Welcomem ccreativity.
me reativvitity.
y
y.
„ Ensure
E
En
nsure tha
that
at no train
nooff thought is followed for too long.
„ Encourage
E
En cour
u ag
ge peop
people
op
ple
e to develop other people’s ideas, or to use other id
ideas
deas to
o cre
ccreate
r atte new
w
oness.
ones.
„ Appo
Appoint
oin
intt on
o
onee pe
p
person
rson
n to nnote
ote down id
ideas
dea
eas that come
come ou
o
outt off the session.
ses
e sion
o . Ag good
o d wa
oo w
wayy of
doing this iss to use a fli
l p chart. This sho
flip ould be studied
should e and n eva aluat
a ed after
evaluated er the
er the session.

DD08 2-8
 Participant Guide

Exercise: Brainstorming for Solutions

Instructions:
This exercise will improve your brainstorming skills.

1. Form groups of four to five persons each. Each group will be provided one flipchart and
pen.

group
up leader.
2. Select a grou lead
leader.
ad

group
3. The g u leaderr will
roup
ro wil kick
kick off the
he activity.
th acti
act vi
tivity
ty.
ty

The goal
e gooal is to ccome
ome up ffor
om as
or a s many ideas as possible for new techn
technology
hnol
hno og
gy th
that
at will
revolutionize
revo l tionize the
volu
vo lu the banking
bankkin
ng industry.

Once you
On u have
hav
ave identified
e id
den fied your ideas, group
e tifi
fi them
u the
up em into
into similar
ssim
im a ideas.
millar ideas
s.

Then
T en as a grou
Th group
o p decide
ou ewwhich think
hich ideas you thi
ink
n aare
re the best.
bes
e t.

DD08 2-9
 Participant Guide

Six Thinking Hats

In Edward DeBono’s book Six Thinking Hats, he uses hats to represent ways of thinking.
Each “Thinking Hat” is a different style of thinking. When you put on different hats you think
in different ways. Each thinking hat is explained below.

White Hat
This hat focuses on the available da data,
ata
ta,, for
fo
or instance,
i stan
in an
nce
ce, past
pa trends or historical data. Look at
the information you have, andan nd seesee wh
what at you can
an
n llearn
earn
earn ffro
rom
rom it. Look for gaps in your
from
knowledge, and either try
try to
o ffill
illl them or ta
take account of them.

Red Hat
When you u use
se red
d hat
hat thinking
thi
h nking you
you use your intuition, gutt re reaction,
eac
a tion, and emotion.
emot otio
ot ion.
io n. You also
think about
outt how
abou
ou h w other
ho otheer people
peop
pe o le will react
re actt emotionally,
eac emot
emo io
iona y especially
alll y, esp
peci lly what the
ecia the intuitive
i responses
responses of
espo
po
peopleewwho
h do not
ho not fully
fullllllyy kknow
fu w your
now ourr reasoning will be.
yyou
ou

Black
Bla
ack Hat
As yyou
ou w
would
o ld
ou d guess
g
guess,
ss, when you’re doing black hat thinking, you look at things
ss t in
things pessimistically,
pes
essimi m st
mi s ic
cal
a ly
y,
cautiously
caut
ca y and
u iously
ly and defensively.
def
efen
ef s vely. You look at why
e si why something
som
omet
om e hi
et ng won’t
hing won’t work. You You lolook ffor
orr fflaws
laws in na
p
plan or course
plan cour
co urrse
s ofof action.
action
o . T hiss ki
This ind o
kind off th
hin
nki
king allows
thinking allllow
ow
ws yo
yyou
u to
t elimi m nate
te pro
eliminate obl
b ems,, alt
problems, a ltlter
alter er your
you ur
a
ap proach, or p
approach, re
epare ccontingency
prepare onti
tingency plans to co
ti ccounter
unnter proble ems
problems s tthat
hat ar
a ise.
e
arise.

Bono o ttells
e ls uss that, “Black
el c Hat thinking helps to make your y ur plans
yo pla
l ns 'to
t ug
gher' and m
'tougher' ore resilient.
more resi
re s lient.
It can also helph lp you to sp
he spot
o fatal flaws and ri rrisks
skks be
beffore
before e yyou
ou emb barkk on a cours
embark rse of action”.
rs
course
Bllac
ackk Hat th
Black tthinking
inking is on
ne of the real benefits
one benefiitst of this technique,
tec
echn
h ique, as
a many successful
succes
essful
es u people
peo
eople
geet so used
get d to thinking positively
posi
siiti
tive
v ly that
tha
hatt often
offte
t n theye cannot
cannno
n t see
se problems
prob
o leems in advance,
advanc
n e,, leaving
llea
eavi
ea v ng
them
em under-prepared
underr-p prepared for difficulties
s.
difficulties.

Yellow
Ye
ellow
w Ha
Hat
at
This
is hat
hat
a allows
allow
ow
ws you to see
see all the possibilities,
possibilities
es, benefits and
es and vvalues
a ue
al es of the dec
decision.
ecis
ec i ion.
n Ye
n. Yellow
Hat thinking
thin
nki
k ng helps
hel
e ps you to
to keep
k ep going when ev
ke e e ything looks
er
everything k glooom
gloomymy an
a
andd diffic
cul
ult.
difficult.

Green
Green H
Hat
at
The
T
Th e Gr
Green
ree
e n HaH
Hatt stan
stands
ands
and for cre
creativity.
eat
a ivititity.
y. Thiss is
is where
wh you
yo can
c n develop cr
ca crea
creative
eative
ea e ssolut
solutions
tions to
to a
problem.
pr
rob
oble freewheeling
l m. Itt iss a freewh
w eeling way
wh yo off thi
thinking,
inking, in w
king
king which
h ch
hic tthere criticism
h re is little cri
he riti
ritici
tic sm ooff id
ideas.
dea
as.

Blue
e Hat
Hat
The BlueeHHat
at sta
stands
taand
ds fo
fforr problem
m fa
faci
facilitation
cilililita
ci tatitiion or pr
ta proc
process
oces
oc ess
esss co
cont
control.
trol. For
For in
instance,
nst
stance, this
is iss the hat
to wear whhen you
when y chair
chair a meeting.
mee
e ting. If you run in iinto
to difficultie
es yo
difficulties yyou
u caan put on tthe
can he right hat—
crea
ea
ati
tive
v solutions
ve
Green for creative solutio ons or Bl
lac
a k fo
Black fforr pr p ep
paring
preparing g fo
or th
for he wo
the wors
worsese if an idea g oess wrong.
oe
goes

DD08 2 - 10
 Participant Guide

DD08 2 - 11
 Participant Guide

Exercise: Six Thinking Hats

In your groups you will each be given a different colored hat (if the group is larger or smaller
than 6, some people may be given more than one colored hat or more than one person may
have the same color hat).

You have 20 minutes to think about the following problem in your group, each person
thinking in the style of their hat:

You want to sell ice-creams

ice-cream
amss near
am nea the
the entrance to the pyram
mid
ds but
pyramids bu
ut need to be able to keep
them frozen so that they
they don’t
don’t melt before
re you sell them.

At the end off the

the 20 minutes
min
inutes review
revvie
ew as a group
gro
r up how
how ef ec
ff ecti
t ve
ely
effectivelyl you have th
thou
ough
oug t about the
thought
problem using
ussin
ingg the Six
Siix Th
Thin
i king H
Thinking atss.
at
Hats.

DD08 2 - 12
 Participant Guide

Summary
In this part, you learned how to:
„ List the six thinking hats
„ Define four thinking styles

DD08 2 - 13
 Mod
Module
dulle 19:
19
9:
Creativity
C re and
nd Innovation
eativity an Innovattio
on

Part 3:
Part
T ec
chniq
ques for Pr
Techniques romotin
ng Innovation
Promoting In
nnova
ation

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form
or by any means–electronic, mechanical, photocopying, recording or otherwise–without prior
permission of the Egyptian Banking Institute

© This document contains confidential information and is for the use of the Egyptian Banking Institute.
 Participant Guide

Table of Contents
Part 3: Techniques for Promoting Innovation
Importance ................................................................................................................................. 3
Learning Objectives ................................................................................................................... 3
Innovation and Creativity tools ............ ..................................................................................................
....
.. ....
.. . ..........................
....
... ........................................................ 4
SCAMPER .................................................................................................................................
................................................................................. ....
.. . ...........
. ......................................... 4
Mind Mapping ...........
...........................................................................................................................
...................................... ............................................ ....
.. . ...................................... 6
Drawing Basic Mi Mind n M Mapsaps ....................
........................................................................................................
.....
........
........
.. ......
.. ....
... ..
. ........
.........................
.. .. . .......
. ........................ 7
Using Mind Maps Map apss Effectively
Effeect c ively...... ....................................................................................................
. .........
. ............
.. . ....................
... ..
.. . .........
...............................
.. . .................. 9
Visual Exa
Example
amp
mple l .........
........................................................................................................................
. ........................... .............. . ..
. ..
....
....
.. ....
.......................................................
.. . ....
. ........... 10
Key Points
Poinints
in ts ................................................................................................................................
...................................................................................... ......
. ...................................... . ....
. ...... 10
TRIZZ ...
.........................................................................................................................................
.......................................................................................................... . ...........
.........
. ....................... 10
..
About
Abou
o t TRIZ.....
ou ..............................................................................................................................
. ........................................................................................ ............
. ..
. .....
....................... .... 11
Generalized
Gene
Ge n ralizedd So Solution
Solutions onss ..............................................................................................................
on ................................................................................... ....
. .................... . ......... 11
11
Eliminating
Elim
Eli inatin ing
in g Contradictions
Conttraadi
Co d cttions ......................................................................................................
......................... . ...........
................... ..................... . .........
. .......... . ............ 12 12
Some
S
So me of th thee TR
TRIZ IZ Too Tools ols ...
..........................................................................................................
.......................... . ........................................... . .............................. . .......... 112 2
Thee 40 Princip
T
Th Principles
iple
ip l s of Pro Problem
robllem Solving ...........
ro .....................................................................................
.......
. ....................... . ................................................ 13 3
Using
Usinng TR
T
TRIZ IZ ...............................................................................................................................
................................................................................................ . ................ ..............
. ........ 13
Summary ..................................................................................................................................
................................................................... . .......................... . ....................................... 14

DD08 3-2
 Participant Guide

Training for Employment

Module 19: Creativity and Innovation

Part 3: Techniques for Promoting Innovation

Importance
There are different types
tyype
pes of innovation
innovation to
tools which can make a tremendous
tre
eme
mend
n ous enhancement in
the performance and
a d the
an th satisfaction off individuals,
in
ndi
d vi
vidu
d al s, teams,
als, eams,, and
tea a d yo
an yyour entire
ur ent i e organization.
n ir
nt o ganization.
or

Learning
Learnin
ng Ob
Objectives
bjectives
Upon tthe
he complet
completion
etio
et ion
ion of
o this mo
modu
module,
dule
dul , you will be able to:
le
„ Define innov
De innovation
o at
ovation an
and
d creativity tools
„ Define
D
De fine sscamper
camp
cam er

DD08 3-3
 Participant Guide

Innovation and Creativity tools

Although creativity is a cognitive approach often based on imagination, different tools (for
example, idea generating sessions), can be used to enhance and assist it. However, tools
should not only focus on idea generation – measuring, monitoring and continuous
implementation of innovation and creativity should have their tools as well.

Tools for Creativity and Innovation

Creativity and innovation ca an be enhanced
can enh
nhan
ance
an c d in
ce i man ny wa
many ways
ys. As yyou have already learned, to
ys
ways.
cultivate both creativityy and
and innovation
in
inno
nn vation a att the workplace, certain
certa
tain
in leadership
leade
ership behaviors should
be practiced:
x Focus o n continuous
on co
contin
o nuous learnin ng
learning
x Have e an opepen at
pe
open atti
titude tow
ti
attitude war
ards
towardsd risk ta
ds ttaking
king
x Use s a
se nd sha
and are knowledge
share kno
nowledge a
no nd iinformation
and nffor
nfor
orma
mati
ma tion
tion
x Conduct
Con
o duct fair
fai
airr and
and inform mata iv
informativeive
e evaluations
x Reward
Reward crccreative
eative p
ea performance
erfo
erformance
fo

SCAMPER
SCAM
MPER
This is wh
This
T wher
where
erre cr
creative
e bra
brainstorming
ainstorming ttechniques
echn
ec niquees like S
SCAMPER
CAAMP
M ERR cann help.
p. This totool
o helps
ps
yyou
you generate iideas
d as forr new
de e products and se sservices
vices by encouraging
rv e co
en ng you
ouragin y u to tthink
yo h nk about how
hi w
could
you co
coul improve
u d impr existing
prove existi
pr t ng
g ones.

About the
e Tool
SC
SCAMPER
CAMAMPER iss a mnemonic th that
hatt standss fo
for:
or:
r
Su
ubsb ti
titut te.
Substitute.
Coomb bin
Combine. ine.
Adapt. t
t.
Moodi
dify
fy..
fy
Modify.
Put to another
ano
n ther
err u se.
use.
E
Elim
min
inatate.
at
Eliminate. e
Reverse.
Re
Y
Yo
You u us
use se thhe tool
the oll by
by asking
ng
g questions
queuest
stions about
st abo
bout
ut existing
existin
e ng pr roduccts
t , using
products, g each
e ch
ea h ooff th
tthe
e seve
v n
seven
pr
rom
ompts above.
prompts abov
ab ove. These
ov The ese
s questions ns help
hellp you
you come
co e up p with
wiith creative idea
eass for developing
ea
ideas d ve
de elo
l ping n e
ew
new
prod
oduc
oducts, and
uc
products, a d for
an fo improving
improv
ovin
ovi g current on
in nes
es..
ones.

Alex O sborn, credited

sb
Osborn, cre
edi
d ted
d by many
man
an
ny as
as the originator of brainstorming,
bra
ain
inst
stor
st orrming
g, originally
orrig
igin
inal
in a ly came e up
u with
many of the
t e questions
th q es
qu estiion
ons used
ussed
e in the technique.
tech
tech
chni
hniqu
que.
qu e. However,
How
Howev
owever
ever, it was Bob
er ob
b Eberle,
Ebeberle, a facilitator
be faci
fa c lilita
t tor and
author, whoo or
orga
g nized th
ga
organized hesse ques
these e tions into the SCAMPER m
questions n moni
ne
mnemonic.nic.
nic.

Note:

Remember that the word "products" doesn't only refer to physical goods.
goods Products can also
include processes, services, and even people. You can therefore adapt this technique to a
wide range of situations.
How to Use the Tool

SCAMPER is really easy to use.

DD08 3-4
 Participant Guide

First, take an existing product or service. This could be one that you want to improve, one
that you're currently having problems with, or one that you think could be a good starting
point for future development.

Then, ask questions about the product you identified, using the mnemonic to guide you.
Brainstorm as many questions and answers as you can. (We've included some example
questions, below.)
Finally, look at the answers that you came up with. Do any stand out as viable solutions?
Could you use any of them to cre eat
ate
create e a new
new product,
prod
od
duc
uct,
t oror develop
d velop an existing one? If any of
de
your ideas seem viable, then
e you
en youu ccan
an explore them furt the
her.
further.r

Example Ques
Questions
stions
Let's look at
at some
so o
off the
e qu
q
questions
estion
ns yyou
ou could ask for each lletter
ettte
ter of the mnemo
mnemonic:
oni
n c::

Substitute
Subs
stitute
Wh
What
hatt materials
materiaals or
o reso
resources
s ur
u ces can you substitute or swap to improve th thee pr
prod
product?
oduc
oduct?
uc t?
?
What
Wh a other product
pro
roductt or
or process could you use?
Whhat rules
What es could
cou
ould yyou
o ssubstitute?
ou ubstitute?
Can you us
Ca use
e this
iss p
produuct ssomewhere
product o ew
om e he
here
re else,
e o
else, orr as a ssubstitute
ubstitut
ub utte for so
ssomething
ometh
t ingge lse?
else??
W
Wh at will ha
What happ pen
happene if you u ch
hange your feelings
change feel
elings
el gs or attitude ttoward
owara d thisi pro
roduct?
ro
product? ?

Combine
Com
mbine
What
Wh a would
would dh happen
appen if you
o combined this product
pro
r duct w
ro with
itith an
another,
not
other, to ccreate
rea
e te somethi
something
hing
hin nnew?
ew?
ew ?
at ifif you
What
Wh u combined purposes
c mbined purpose
co ses orr o
se objectives?
bjec
bj e ti
tive
ves?
ve s
W
Wh at could
What could d yyou combine to maximi ize
maximize e the
he uuse
es of this prod
uses oduct?
od t?
product?
Ho
ow co
How could yo you combine e ta
alent and resou
talent o rc
r es
resources s to
o create a n ew a
new ppproac
approacha h to this pr
produc
uct?
uc
product?t?
?

Adapt
Ad
d a pt
How co
How
H could
oul
uld you ada
adapt
apt or o rea
readjust
eadjust this product
ea c to o serve anot
another
o he
er pu
purpose
urp
r ose
e or use
use?
se?
se
What
W
Wh at else is the product
e is r ductt like?
pro lik
ike?
e??
Who orr what
Wh whaat could d yo
you emul
emulatelat
ate to a
adapt thi
hiss pr
hi
this prod
o uct?
product? ?
What
Wh a elsee is llike
ike yoururr p
product?
Whhat
a other
What other
e context
con
ontetext could
te cou uld
d yyou
ou put yourr pr
prod
oduc
od uctt in
uc
product into
to?
to
into?
What
at other
oth
ther products
pro
rodud ct
ctss or ideas
ide
deeas ccould
ould you use
se ffor
or iins
n pi
ns p ration?
inspiration?

Modify
How could you ch
chan
change
ange
an g the sha
shape,
hape
ha pe, lo
pe look,
ook
ok,, or
o ffeel
ee
el of yyour
ou
ur pr
prod
product?
o uc
od uct?t?
What could you addd tto
o mo
modify thihis pr
hi
this prod
oduc
od u t?
product? ?
What could you emphasi
emphasizes ze o
si orr hi
h g light to create more value
gh
highlight value?e?
What element of this productt could
cou
ouldld yyou
ou sstrengthen
ou t en
tr e gtthe
hen t ccreate
n to reat
ate
at ssomething
e so mething new?

Put to Another Use

Can you use this product somewhere else, perhaps in another industry?
Who else could use this product?
How would this product behave differently in another setting?
Could you recycle the waste from this product to make something new?

DD08 3-5
 Participant Guide

Eliminate
How could you streamline or simplify this product?
What features, parts, or rules could you eliminate?
What could you understate or tone down?
How could you make it smaller, faster, lighter, or more fun?
What would happen if you took away part of this product? What would you have in its place?

Reverse
What would happen n if yyou
ou reversed this process
process or sequen
sequencednce
ced things g d
gs differently?
ififfe
ferently?
fe
What if you try to do
do the
t e exact opposite
th te ooff wh
what
hat yyou're
ou'r
ou're
'r trying
e tr
tryi
y ng
n too dod now?
What components
compo one
nent could
nts coul
nt substitute
ld you subs
b ti
titu
tut to change
ute chan
cha ge the o order
rder
rd tthis
er off th is product? ?
What roless could
cou
o ld you
ou
u rreverse
evver
e se or sw
swapa ?
swap?
How could
coulu d you reorga
ul gani
ga nize
ni
reorganize z this pr
p od
ducuct?
product? t?

Key
Ke
ey Point
Points
ts
SCAMPER
SCAMPE
SC ER he
help
helps
ps yo
yyou
u develop new prod
products
duc
u ts aand
nd services.
servi
vice
c s. Many
ce Manny of the
e questions
questtio
ons iitt us
uses
ses
w
were created
were creat
a ed
d by
by Alex
A ex O
Al sbor
o n, but Bob
Osborn, ob E
Ebe
berl
r e de
Eberle evelope
ped
pe
developedd the
e mnem
monic
i .
mnemonic.

SCAM AMPE
AM
SCAMPER P R stan
st
ta ds for:
stands
Subs sti
titu
t te.
Substitute.
Combine.
Ad dap
apt.
Adapt. t
Modi
Mo dify
di
Modify.fy.
fy
Pu
Putut to another
anothher
e use.
El lim
imin
nat
Eliminate.a e.
Revers
Reverse. se.
To u use
s SCA
se AMP
M ER, simp
SCAMPER, m ly ask questions rregarding
simply eggarding each
eac
ch elem
e en
e t. Remem
element. mbe
ber, n
Remember, ot e
not every
idea you ouu genner
e ate willllll be
generate e viable; however,
r you
you can tak
a e good
take g od
go d ideas
ide
d as and
d expplo
lore them
explore m
ffurther.
urthe
her.
he r..

Mind
Mind M
Mapping
apping
g

Mind MMapping
a ping
ap g is a us
u
useful
eful ttechnique
echn
echniq
hn que that helps
help
help
ps yo
yyou
u learn mo
more
ore effectively,
eff
ffective
elyy, improves
im
mpr
p oves s the
he way
that you record
u rec
ecord in
ec information,
info
form
form a ion, and
mat d ssupports
uppo
upport
po enhances
r s and enhanc e ccreative
nces
nces reat
re problem
a ive pr
prob
oble
oble
lem
em sossolving.
lving..

By using Mind Maps,

d Ma
M you
ps, yoou ca
can qu understand
quicklyy identify and under errst
s an the structure of a subject. You
and th
way
can see the wa ay th a piecess of information
that iinfor
orma
ormation
ma on ffit together,
itt tog
ogetthe
og her, as
r, a well as recording
s we reco
cord
co ing the raw facts
rdin
rd in
notes.
contained in normall no
n te
es.
s

More than this, Mind Maps help

heelp yyou
o rremember
ou emem
em embe
em er information,
in
nfo
f rm
rmat
atio
at on as they hold it in a format that
ion,
your mind finds easy to recall and quick to review.

About Mind Maps

Mind Maps were popularized by author and consultant, Tony Buzan. They use a two-
dimensional structure, instead of the list format conventionally used to take notes.

Mind Maps are more compact than conventional notes, often taking up one side of paper.
This helps you to make associations easily, and generate new ideas

DD08 3-6
 Participant Guide

. If you find out more information after you have drawn a Mind Map, then you can easily
integrate it with little disruption.

More than this, Mind Mapping helps you break large projects or topics down into
manageable chunks, so that you can plan effectively without getting overwhelmed and
without forgetting something important.

A good Mind Map shows the "shape" shape of the subject, the relative importance of individual
points, and the way in which fac facts
cts rrelate
e at
elate to o
one
eaanother.
anothth
her This
er. Th
T is means that they're very quick
to review, as you can often
ofteen refresh
refr
refres
fr esh
esh information in your mind
mind jjust
usst by
b glancing at one. In this
way, they can be effective
eff
ffec
ff ectiv mnemonics
tive s – remembering the he shapepe and
pe and structure of a Mind
Map can give you
ou tthe
he cues you need to o remember
re
eme
emb er the
mber the information
infor
o ma
or m ti o within
tion withi
hin
hin it.
itt.

When creat
created
atted using
ng colors
col
olor
olo s and images
imag
im ages or drawings,
ag g , a Mind Map
drawings Map can even rese
resemble
semb
m le a work
of art!

Uses
Use
es

Mind
M
Min Map
nd Maps
ps ar
are
re usef
useful
efful
u for:

x Brainstorming
Brai
Br ains
ain to
orm
rming
x Summ
Summarizing
mara izing in
information,
nfo
f rm
mation, and note ta taking
taking.
n .
x Consolidating
Conssol
olidating ininformation
nform
r ation individually
individually,y, an
and
nd as a ggroup
group.
p.
x From
md different
ifferent res
research
e ea
e rch sources.
x Thinking
Thin
nki
k ng through h com
complex
o plex problems.
x Presenting
Pres
sen
e ting informa
information
mation in a format tthat
ma h t sh
ha shows
how
owss the
t e overall
th o erall st
ov structure
tru
ucture of your
you
ur subject.
subj
bjec
ect.
ect.
x Studying
Stud
dyi
y ng and memorizing
memoriz i in
i g information.
info
f rm
r attio
on.
n

Drawing
Drawing
g Basic M
Mind
ind Map
Maps
ps
To
oddra
draw
r w a Mind
ra Mind Map
Map,
p, follow these steps
steps:
p :

1. W
1 Write
r te tthe title
ri tittle o
off the
e subj
subject
b ect you're exploring
explo
oringg in the center
ce enterr of the
t e page,
th pa and
an draw
drraw a circle
e
around it. T
ar This
his iss sshown
hown nbby
y th
thee circle markedd in ffigure below.
igure 1,, bel
low
o .

(Our
Ourr simple
(O simpl
ple
pl e example
e amplle shows
ex s ows someone
sh some
meone
me brainstorming
e br
brai
ains
ainsto
nst rm
to min actions
ng act ons needed tto
cti deliver
o delive
verr a succes
ve successful
essf
essfful
presentation.)
pres
esen
es entatiion
en o .))

Figure 1

DD08 3-7
 Participant Guide

2. As you come across major subdivisions or subheadings of the topic (or important facts
that relate to the subject) draw lines out from this circle. Label these lines with these
subdivisions or subheadings. (See figure 2, below.)

Figure 2

3. AsAs you "burrow"

yo "b u row" into
bur n o the subject and uncover
int unncover another
o herr level
anot v l of information
leve inforrma on ((further
m tion f rtherr
fu
ssubheadings,
su bh
hea dings, or
eadi
di or individual
d all ffacts)
individu acts) belonging to
t tthe
h subheadings,
he subhead
a ings draw
g , dr
d aw these
these as
as lines
es linked
line
ne lilink
n ed too
the
he subheading
th subh eading llines.
hea ines. These
in T es
Th se are shown in figfigure
guree 3.

Figu
Figure 3
gu
Figure

DD08 3-8
 Participant Guide

4. Then, for individual facts or ideas, draw lines out from the appropriate heading line and
label them. These are shown in Figure 4.

Figure 4

5. As
As yo
yyou
u co
come
ome across new information,
info
in f rm
mat
atio
ion, llink
io i k it in
in n to the M
Mind
ind
d Map ap
appropriately.
ppropriately.

complete
A co m lete Mind
comp M Map may
ma have main n topic
opic lines
to n s radiating
line radiatin directions
ng in all dir om the
rections from e center.
cennter.
Sub-topics
Sub-to
opi and
p cs an facts wil
nd will branch
i l br
b anch off these,
ese,, like
the k branches an and
a twigs
d twig trunk
gs from the trurunk of
ru of a tree.
You
Yo
ou do need
don't neeed worry
e to worr structure
r y about the structur produce,
u e you produc as
u e, a s this evolve
s will evol v of
o ve of its
itts own
accord.
accord
d.

Using
Using
g Mind
Mind M
Maps
aps E
Effectively
ffectively

On
Once
nce
e youu u
understand d hho
howw to take
tak
ke notes
n tes in Mind
no Min
ind
in d Ma
Map
ap format, you
u can
c n develop
ca develo
de op yourr o
own
w
wn
conventions
convven
ntions forr taking tthem
s fo hem
he m further. The ffollowing
ollo
ollowi
lo wing
wi g ssuggestions
u gestions can
ug can
n help
p yo
you draw
ud impactful
raw imp
m actful
Mind MMaps:
a s:
ap

x Us
Use
se Si
Single W Words
ords
ds
so or Simple Phrases
Phr
h ases – Many
Many word
words
ds in nor
normal
rmal writing
g are
ar padding,
as the
they ensure
ey en
e that
hatt facts
sure tha
ha f ctts are
fa e conveyed
c nv
co the
n eyyed in th correct
he co
orr ect context,
r ec co and in
in a format
f rmat that is
fo
pleasantt tto read.
o re
read
a .

In Mind Maps, single

siing e sstrong
ngle tron
tr ong
on g words and short, meaningful
mea
eani
ea ning
ni ful phrases can convey the
gfu
same meaning more potently.
pote
tent
te ntly
nt lyy. Excess
Exce
cess
ces wwords
ords
or just
st clutter
d jjus clut
clutte
ut t r the Mind Map.

x Print Words – Joined up or indistinct writing is more difficult to read.

x Use Color to Separate Different Ideas – This will help you to separate ideas where
necessary. It also helps you to visualize the Mind Map for recall. Color can help to
show the organization of the subject.
x Use Symbols and Images – Pictures can help you to remember information more
effectively than words, so, where a symbol or picture means something to you.

DD08 3-9
 Participant Guide

x Using Cross-Linkages – Information in one part of a Mind Map may relate to

another part. Here you can draw lines to show the cross-linkages. This helps you to
see how one part of the subject affects another.

Visual Example

Key
Key Po
Points
oints

Miind Map
Mind Mapping
apppi
p ng is an e extremely
xtremely eff
xt effective
ffec
ff ecti
ect ve metho
method
hod
hod of ttaking
a ing notes. Not
ak Not
o only
onl
nlyy do Mind
nl M Maps
Ma
showw ffacts,
a ts,, they
ac they also show
shhow the overall str
structure
truc
tr uctu
ucture of
tu of a subject andnd the
an t e relative
th re
ela
ative importance
tive ance of
importa
individu
dua
du al parts
individual par
arts
ar t o
ts off it. They
ey help
hel
h e p you to a ssociate ideas
ss
associate as,, th
as
ideas, think cr
crea
e tive
ea vely, and
ve
creatively, and make
connectition
tion
connections ns thatat you
ou mmight not otherwise
oth
ther
th erwi
er wise
se m
se ake.
make.

Mind Maps ar are

a e useful for
re for summarizing
ssum
u ma
um ari ng information,
r zing informa o , for
matititon
ma or consolidating
fo co g large
larg
large chunks of
rg
making
information, for m akkin
akin
ing connections,
g connec
ecti
ec tion
ti and
o s,, a
on or ccreative
nd for reat
a iv
ati e problem
prob
prob
blemm solving.
s lving.
so

To use Mind Maps effecti tive

tively
ve ly,
y ma
effectively, make
k sure you print your
ke ur w o ds
or ds, us
words, u e different colors to add
use
visual impact, and incorporate symbols
sym
ymbo
ym bols
bo ls and images
d images to ffurther
age urth
ur ther
the spur creative thinking.

TRIZ

TRIZ is a Creativity and problem solving methodology based on logic, data and research, not
intuition. It draws on the past knowledge and ingenuity of many thousands to accelerate the
project team's ability to solve problems creatively. As such, TRIZ brings repeatability,
predictability, and reliability to the problem-solving process with its structured approach.

DD08 3 - 10
 Participant Guide

About TRIZ

"TRIZ" is the (Russian) acronym for the "Theory of Inventive Problem Solving." G.S.
Altshuller and his colleagues in the former USSR developed the method between 1946 and
1985. TRIZ is an international science of creativity that relies on the study of the patterns of
problems and solutions, not on the spontaneous and intuitive creativity of individuals or
groups. More than three million patents have been analyzed to discover the patterns that
predict breakthrough solutions to problems, and these have been codified within TRIZ.

TRIZ is spreading into ccorporate

o po
or pora
rate
ra te use across severall pa
pararallel
ra
parallelel p aths – it is increasingly
paths
common in Six Sigm ma pr
Sigma proc
o esses, in pr
processes, roj
o ect management
project ntt and d rrisk
iskk ma
is management systems,
and in organizational
organizatiion
onal
a iinnovation
nnovation initiative
ves.
ve s
s.
initiatives.

Generalized
Generali
ized So
Solutions
olutio
o ns

TRIZ research
res
esearch began
beega
gan with h the
the hypothesis
hypothesis that there are universal
univeers
rsal
al princip
principles
iple
ip es of
o creat
creativity
tiv
i itty that
are the
th basis forf r creative
fo creati ve innovations, and that advance technology.
tive
ti technololog
ology.
og y TThe idea
he iide
ea was th that
a if
thes
ese
ese principles
these principl
ples
ples could ld be
be identified and codified, they could be taugh ht to peo
taught opl
ple
peoplee to
t mak
make ke the
th
he
p
pro ess of cre
oc
process eat
a ivitty more predictable. The short version of this is:
creativity

Somebody
So
S mebody dy ssomeplace
om mep
e lace ass already solved
e has sol
olve
olved
ved thiss problem
em (or
problem or one very
verry similar
simi ar to iit.)
mila
mi t ) Today,
t. y
ccreativity
cr eativity involves
invol
o ve
ol v s finding
findin tthat
ng th at solution and ad
adapting
a pting it to tthis
ap particular
his partic problem.
cularr problem
em
em.

The three
th primary
mary findings
prrim findin s of the last 65 year
ngs years
rs of research
o ressea
e rch are
h ar
a e as ffollows:
ollo
ows:

1.. Probl
1 Problems
blems and so
bl solutions
olu repeated
utions are reepe
p atted across
e acr osss industries
crros i du
in s ries and
ust n sciences. ByBy classifying
clas
assi
ass fy
fying
the "contradictions"
"c
contradictions" in each problem,
h pro
r bllem
m, yoyouou can predict
prred o ccreative
e icct good solutions
reative solu
utionss to that
problem.
probble
em.
Patterns
2 Patte
2. ern technical
niccal evolution ttend
r s of techn en
nd too be
be repeated acrosacross
o s industries
indu
d stries and sciences.
d scien
ences.
en
Creative
3.. C reat
ativ
at ive innovati
iv innovations
t onns often use sc scientific
scie n ifiic effects outside
i nt d the
outside e field where
whe r they
ere h y were
the
he w re
we
developed.
d
de veloope
p d.

Much
Mu
M chh of
of the
t e practice
th prrac
a ticee ofof TRIZ
T IZ consists of lea
TR learning these
arning thes repeating
se re
repeat
a ing patterns
g patter erns
ern o off pr
problems-
rob
oblems s-
solutions,
so patterns
s, p
pattern ns of technical
tecchn evolution
h iccal e volution aand
nd mmethods
ethods
s of using sscientific
g sc effects,
ientificc effec
cts and
ts,, an
a then
d thhen
applying
a
ap p ying
pl ng
g the
h g
he general
enereral
er a TRIZ pa patterns
t errns to
patt to the
he specific
th spec
spe ific situation
sitiua
ati confronts
t on that conf ronts the
fro th developer.
develope
de pe
er.
r
Figure
Fiigu
gurer 1, below,
belo
be low, descr
lo describes
c ib
cr process
i es this prroc
ocess grgraphically.
grap
aphi
ap h callly.
y

DD08 3 - 11
 Participant Guide

Here, you take the specific problem you face, and generalize it to one of the TRIZ general
problems. From the TRIZ general problems, you identify the TRIZ solutions to those general
problems, and then see how these can be applied to the specific problem you face.

Eliminating Contradictions

Another of the fundamental concepts behind TRIZ is that at the root of many problems is a
fundamental contradiction that causes itt ((we(we'll
w 'll give examples below.) In many cases, a
give
reliable way of solving a prob ble
lem
problemm is
is to
to eliminate
elim
elimin
im inate
in e these
th
hes
ese
e contradictions.
cont
ntra
ntradi
ra d ctions. TRIZ recognizes two
categories of contradict
tio
ions
n :
ns
contradictions:

Technica
1. Technicalcall co
ca c ntradictions are
contradictions re classical
cla
asssicical
al engineering
engngin
in
nee
eeri
riing
n ""trade-offs."
trade-offs."" The
tr Th desired state
can'tt be reached ed because s ssomething
se o ethiing else in the
om system
h ssysyste
te
em prevents it. t IIn other
n ot
o her words,
when
wh something
hen somet ethi
et h ng gets be better,
ett
t er something
e , some
so
ome
meth ng else
thin else automatically y ggets
e s worse.
get wors
rs e Classical
se.
examples
exam
exa ples include:
incclu
lude
de:
de
x Th Thehe product
productt ge
pr gets
ts stronger (good), but the weig weight
ght iincreases
n reas
nc ses ((bad).
bad)
ba d.
x Se Service
S r ice iss customized to each customer (good),
rv ) but
b thethe service
service d delivery
e iv
el ivery
ssystem
sy stem m gets
gets complicated (bad).
x TraiTraining
ini
ning
n is comprehensive (good), but keeps employees employee eess aw
ee away
way ffromr m th
ro thei
their
eir
ei
assignments
as sii m nts (bad).
ssignme
Physical
2. Ph
Phys
yssical contradictions,
al cont tradicictions, also
ic also called
cal l d "inherent"
alle "iinh
her e t" contradictions,
eren contrada iction
o s, a are
r situations
re sittua
uatitions in
ti i
which an objecobject ct oro system suffers contradictory,
contn radictory, y opposite
opp
p ositte re equirem mene ts. Everydayy
requirements.
exammplples aboun
examples abound: nd:
x Software e sho
should
h uld be complex (to o have e many nyy features),
features) s , but should
shouould be
ou e sissimple
mple
(to be easy a y to learn).
eas
x Coffee sho should
houlu d be hot for enjoyable
enj
n oyable d
nj drinking,
rink
nkin
nk ing,
in g but ccoldold
d to prevent nt bburning
urrni
ningng tthe
he
customer.
customer r.
x Training should take e a lon
long
ong
on g time
me ((to to be thorough),
thor
orough
or g ), but
gh but not take an any
ny time
time.
me.
me

Some
e of tthe
he TRIZ T
Tools
oo
ols

The "G
The
T "General
Gen
eneral TRIZ
TRIZ Solutions"
So olution
o s" referred to in Fi
Figure
igure 1 have
havve be
been
een dev
developed
vel
e oped o over
ver the
the course
e
o the
of he 65 yyears
65 ye arss of
o TRIZ
TRIIZ research,
s arch, and have bee
rese been organized
en organize
z d in many
i man different
a y di
d fferen
entt ways
en ways.
ys. So
ys Some ooff
these
thes
th are
e e ar analytic
re an
a alytic methods
icc m etho such
ods suc
uch
uc h as:

x Th
The
he Ideal
I eal Final
Id Fina
al Result
R sult and
Re d IIdeality.
dealitty.
de
x Functional
Func
ncti
nc tion
tiona
on al Model
Modeling,
elin
eling,
ing,
g Analysis anand
nd TrTrim
Trimming.
immi
im m ng
g.
x Locating
L
Loocatiing the
he Zones of of Conflict.
Conflict. (This
Co (Thiis iss more
mor
o e familiar tto
o Si
Sixx Sigm
Sigma
gm
ma pr
p
problem
ob
oble
bl m so
solvers
olvver
e s as
"Roo
"R o t Cause
oo
"Root Ca
aus
use
e Analysis.")
A alysis."))
An

more
ore prescriptive
Some are mo
or p escrip
pr ve ssuch
ptitive ucch as::

x The 40 Inventive
Inven
nti
tive
ve Principles
Principles of Problem
Pro
robl
blem S
bl Solving.
o vi
olv ng
n .
x The Separation PPrinciples.
rinc
rin ip
iple
les.
le s
x Laws of Technical Evol
Evolution
lut
utio
ion
ion an
andd Te
Tech
Technology
c nolo
no
olo
logy
gyy F
Forecasting.
orrec
ecas
astitng.
as
x 76 Standard Solutions.

In the course of solving any one technical problem, one tool or many can be used.

One of these tools, "The 40 Principles of Problem Solving" is the most accessible "tool" of
TRIZ.

DD08 3 - 12
 Participant Guide

The 40 Principles of Problem Solving

These 40 Principles are the ones that were found to repeat across many fields, as solutions
to many general contradictions, which are at the heart of many problems. A list of all 40
Principles of Problem Solving can be found at http://www.triz-
journal.com/archives/1997/07/b/index.html.

Here are just a few of the Principles andd ex

e
examples
am
mplp es of how they could have been used to
create products that were once
ce
en ew and
new and inn
nnov
nno attiv
ive:
e:
innovative:

Using TRIZ

The best w way

ay tto
o learn
leear
a n an
a
and
d expl
explore
plor
plore
or e TRIZ is to identify a pr problem
rob
o lem that you hhaven't
aven't solved
av
satisfactorily
satisfacto
ori
rily
ly and try y it.
it Use
Use List
s the Lisisst of the
he 40
the 40 Principles
Prin
Pr in
nci
cipl
ples
plessooff Problem Solving
Solv
So l ing tooll tthat
hat can be
ha
found at
a www.triz-journal.com
www.triz izz-j
-jou
ourn
ournal.com
rn m to
to help
he you through the proce process.
cess
ce ss.
ss

DD08 3 - 13
 Participant Guide

Summary
In this part, you learned how to:
„ Define innovation and creativity tools
„ Define scamper

DD08 3 - 14
 


Presentation 






















 
   




 
 
 

© This document contains confidential information and is for the use of the Egyptian Banking Institute.
 Module 19:
Creativity
y and Innovation


1 © This document contains confidential information and is for the use of the Egyptian Banking Institute.

Module
Mo
odu
dule Objective
Objectives
ve
es

ƒ Define
Deefine innovation
inn
nov
ovaation andd ccreativity
reativity and iidentify
den
ntify the components
off creativity
ƒ Describe
Describe how to create
creaate
te the right envirronment for innovation
environment
ƒ Explore
Explorre the
the idea
id generation
genneration process
ƒ Employ
Employ variety
oy a var creative
ariety of crreative thinking techniques
te q es in the
echniqu
workplace
workpl pllac
ace
e
ƒ Discover
Discovver tthe
heeppower
ower o off opposite thinking
thinkinng
ƒ Develop
Develop an operational
ope
p rationnal plan to enhance
enhannce innovation
innovation

2 © This document
documen
umentt conta
umen contains
ins confidential
all information
info
in
inf rmation and
nd is
i for the use of the Egyptian Banking Institute.

Part
Pa r 1:
Inn
nnov
ovat
ov a ion att Work
Creativity and Innovation Wor
Wo k

1
Part Objectives

ƒ Explain behaviors needed to be innovative

ƒ Define what is creativity and Innovation
ƒ Clarify why workplace needs creativity

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Exercise:
Exe
erci
cise: Behavior
Behaviors
ors needed
or ne
eed
eded to be
be In
Innovative
nnovative

ƒ Instructions:
In
nstructioons
ns::
On tthe
On he below figure writee down
down the behav
viors needed
behaviors needed to be
in
nnoovative Ex.: Flexible, P
innovative roactive ….
Proactive

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2
Exercise: What is creativity and Innovation?

ƒ Instructions:
In groups write a definition for the innovation and another for the
creativity then draw a picture that represent your definition of both
(Flipchart)

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What
Wh
hat iiss creativity
yaand
nd Innovation?
IIn
nnovatio
on?

ƒ Creativity
Crreativity y Is:
Is::
Th
he act of turning new
The new and imagin nativve ideas into reality.
imaginative
C reaativity is characterized
Creativity characterize
zed by the abilityy tto
ze o perceive the world in
new
newww ways, find
ayys, to fi
fin hidden
nd hidd
den make
e patterns, to ma ake connections between
seemingly
se
eeminglly unr unrelated
u nre
nr elated pphenomena,
henomena, and d to o ggenerate
ener
enerrat
ate ssolutions.
e sololut
ol utionss.
ut
C re
eativity in
Creativity nvo
volves two
involves o processes:
processes: thinking,
thinkin
ng, then
th producing
th prod
oduc
ducin
ing
in g

ƒ Innovation
In
nnova ati
tion
on Is
IIs:
s:
The
he iimplementation
Th mplemen nta
tati new
t on of a n significantly
ew or significa product,
antly improved productt,
service
ser process
rvicce or p roce
rocess
ce ss that cr
creates
rea
eates value for bbusiness,
usiness, government or
society.
soc
cietty.
y

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Why workplace ne
needs
eeds
ed
ds creativity?
creati
tivity?
ti

ƒ Creative business ideas set or

orga
organizations
g ni
ga niza
z tions apar
apart
rt fr
from
om one e
another. Without creativity andd innovation,
innova
in vati
va organization
t on, every or
orga
g ni
nizzati
tioon
on
would follow the same patterns in ma marketing/promotion,
mark
r ettin
ing/
g/promotion,
g/
technique, or even the goods and services es they
h y may
the may be selling

ƒ Creativity and innovation within a well-run organizations have

always
l been recognized
b d as a sure path
h to success

ƒ Creativity improves the process of solving problems

ƒ Creative ideas and innovative approaches can come from

almost anywhere- from your partners, customers, target
groups, employees.
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3
Summary

ƒ Discover the behaviors needed to be innovative

ƒ Define creativity and innovation
ƒ Recognize the importance of creativity at workplace

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4
 Module 19:
Creativity and Innovation
Part 2:
E l i the
Exploring th Idea
Id G Generatio
tion
Generation
Process

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Objectives
Obj
jecctives

ƒ List
Lisst the sixx tthinking
hin
hinking hats
haats
ƒ Define
Define four thinking styles
styles
ty

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Exercise - Spaghe
Spaghetti
ett
ttii Towers
To s

ƒ In small groups you will be gi

give
given
v n a pa
p
packet
cket of sp
spag
spaghetti
ag
ghe
hetti an
andd
some packets of marshmallows. Yo ttask
Your tas
ask as a group is to b
as build
uilld
ui
one unsupported (free standing) towe
tower
we using
er us
u in
ing only
ng on
o nly the
spaghetti and marshmallows. The winning team team is the
the one
one
whose tower is still standing unsupported at the end nddooff 20
minutes (or however long the trainer gives you to complete the
task).
ƒ After you have built your tower the trainer will lead a discussion
about the activity.

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1
Brainstorming

ƒ Purpose of Brainstorming
The purpose of brainstorming is to generate a large number of
ideas in a short period of time.

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Brainstorming
Bra
ainsstorming – Cont.
Con
o t..

Ru
Rules
uless for Brainstorming
Brrainsstorming g
ƒ There
Thhere are five rules associated
ass
sso
ssociated with brra storming.
rains
brainstorming.
ƒ The
The more ideas the b etter! Everyone tthinks
better! hin
nks freely and adds as
many iideas
many deas
de as asa possible,
possib
ble, regardless of how
how crazy they may seem.
ƒ No
No discussions
disscu
cuss
ssio
ss ons during
durin
ng brainstorming—keep
brainstorming——ke eep the
the thoughts
tho
houg
ug
ught
ght
htss
coming
coming! g!
ƒ No
No idea
ideea is a bad
b idea—no
idea—
a—no criticizing, groaning
a— groaaning or making funfu off
other people’s
other peop
pe ople
ople le’’s ideas.
ƒ Hitchhike
Hitchhike orr p
Hi piggyba
piggybackack on one another’s
anotheer’s ideas.
ƒ Display
Diisplayy al
alll id
idea
eas for ev
ea
ideas ver
eryo
y ne to see. R
everyone ecording ideas on a
Recording
flip
pchart works best.
flipchart

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Brainstorming and
an
nd Lateral
La T
Th
Thinking
inking
ng
g

ƒ Individual Brainstorming

ƒ Group Brainstorming

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2
How to Use Brainstorming as a Tool

To run a group brainstorming session effectively,

do the following:
ƒ Define the problem you want solved clearly, and lay out any
criteria to be met.
ƒ Keep the session focused on the problem.
ƒ Ensure that no one criticizes or evaluates ideas during
as du
d uring
g th
thee
session.
ƒ Criticism introduces an elementt of ris
risk
sk fo
for group members
when putting forward an idea.ea. This
idea
ea Thi
his stifles creativity and
cripples the free running
gnnature
atu
ture of a go
tu good
g brainstorming
od brainstormi
miing
session.

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How
w tto
o Use Brain
Brainstorming
stormi
st
t mi
ming as a Tool
Tool - Cont’d

To
o run
run a gro
group
roup
ro up brain
brainstorming
nst
storming sess
session
sion
n effectively, do
the
he following:
th
ƒ Encourage
Encourage an enthusiastic,
enthusiaaststic, uncritical attitude
attittudee among members of the
group.
group. TryTry too get
g everyone
everyr one to contribute and and develop ideas,
in
ncluding
ing
includingng ththe
e quietest
q tm embers of the gro
members oup
group. p.
p.
ƒ Let
Let people have fun brainstorming.
braainstorming. Encourage
Encou urage
g th
ge them come
em to com
co up
eu p
with
with as m many
any ideas
ny id possible,
eas as po
p ssible, from solidly practical
practical ones to
o wildly
wildly
ly
impractical
im
mpracctic ones.
tical one
ti Welcome
n s. Welco come creativity.
co
ƒ Ensure
Ensure that
e th
tha at no train off thought
th
hought is followed d for
fo
or too long.
ƒ Encourage
En
ncourage pe people
eopl
o e to d develop
ev lop other peop
eve people’s
ple’s ideas, or to use otherr
ideas
ide
deeas to create
create new oneones.
es.
es
ƒ Appoint
App one
o ne person
per note
to no t down ideas tthat
ote hatt come out of the session.
good way of doing
go
A good doin
o g this is tot use a flip chart.
chartt. This should be studied
an
nd e
nd
and valuate
ated
ate
evaluated d aafte
fter the ses
fte
after ssio
ion.
session.

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Exercise: Brainstor
Brainstorming
ormi
orming forr Solutions
mi Solutio
ons

Instructions:
ƒ This exercise will improve your brai
aiins
nsto
torm
rm
min
brainstorminging
g skills.
ƒ Form groups of four to five persons each
each. Each
h. EEac
ach gr
ac group
rou
oup p will be
provided one flipchart and pen.
ƒ Select a group leader.
ƒ The group leader will kick off the activity.
ƒ The goal is to come up for as many ideas as possible for new
technology that will revolutionize the banking industry.
ƒ Once you have identified your ideas, group them into similar ideas.
ƒ Then as a group decide which ideas you think are the best.

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3
Six Thinking Hats

ƒ White Hat
ƒ Red Hat
ƒ Black Hat
ƒ Yellow Hat
ƒ Green Hat
ƒ Blue Hat

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7KLQN
7K
 6L[7K

 L LQJ+DWV

 
 6L[7KLQNLQJ+DWV
   
 

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Exercise: Six Thinking

Thin
nki
k ng Hats

ƒ In your groups you will eachhbbee gi

give
given
v n a differen
different
entt co
en colored
olored
d ha
hatt (i
(if
the group is larger or smaller than
han 6,
th 6, some
som people mayy be
given more than one colored hat or m more
ore th
or than one
an o ne person may
have the same color hat).
ƒ You have 20 minutes to think about the following problem
prob
obblem in
lem
your group, each person thinking in the style of their hat:
ƒ You want to sell ice-creams near the entrance to the pyramids
but need to be able to keep them frozen so that they don’t
melt before you sell them.
ƒ At the end of the 20 minutes review as a group how effectively
you have thought about the problem using the Six Thinking
Hats.

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4
Summary

ƒ List the six thinking hats

ƒ Define four thinking styles

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5
 Module 19:
Creativity and Innovation
Part 3:
Techniques
T h i for
f Promoting
P i g
Innovation n

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Objectives
Obj
jecctives

ƒ Define
De
efine innovation
inn
nov
ovaation and
d creativity
creativity toolss
ƒ Define
Define scamper

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Innovation and Creativity

Cre
reat
ativ
ati ity tools
to
ools

Tools for Creativity and Innov

Innovation
vat
a io
on
Creativity and innovation can be enh
nhan
nh a ce
an
enhanceded in
i many ways. A Ass you
ou
have already learned, to cultivate both crea
eati
eativity
tyy and
creativity and
n innovation
at the workplace, certain leadership behaviors sho
should
houl
ho uld be
ul b
practiced:
ƒ Focus on continuous learning
ƒ Have an open attitude towards risk taking
ƒ Use and share knowledge and information
ƒ Conduct fair and informative evaluations
ƒ Reward creative performance

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1
SCAMPER

About the Tool

SCAMPER is a mnemonic that stands for:
ƒ Substitute
ƒ Combine
ƒ Adapt
ƒ Modify
ƒ Put to another use
ƒ Eliminate
ƒ Reverse

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Example
Exam
ampl
amp e Question
Questions
ons on
on n SCAMPER
S
SCAMPE
ER

Lett's lo
Let's look
ook at som
some
me of tthehe questio
questions
ons you could ask ffor
or each
eacch letter of the mnemonic:
Su
ubsttitute
Substitute
ƒ W hat materials or resource
What es can
resources can you substitute oorr swap
sw
wap to improve the product?
ƒ W hat other product or process
What proce
ocess could you use?
oce
ƒ W hat rule
What ule
les could
le
rules d yyou
ou sub
bsti
stitute?
substitute?
ƒ C an you
Can uu se thi
use thiss p roduct so
product omewhere else, or as a substitute
somewhere subbstitute for something g else?
else?
ƒ W hat w
What ill happen
will happe
ha ppen if you cha
ppe change your feelings or attitude
attitu
t de
tude toward
to ard
tow rd this
t iss product?
th produ
pr du
uct?

C
Com
ombine
Combine
ƒ W hat w
What ould
oul
would dh app
p en if you
happen u ccombined
ombined this produc
productct w ith another, to create
with
so
omething
somethinging ne w?
new?
ƒ W hat if you combined
What combin
b ed purpo
poses or objectives?
po
purposes
ƒ Whhat could you
What ou
u combine
co bine to
com o maximize
m of this
the uses of th
his product?
ƒ Hoow could
ow
How d yo
yyouu combine
c talen
entt aand
en
talent nd resources to
o creaate a new approach to this
create
p
prod t?
duc
product?

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Example Question
Questions
on
ns on SCAMPER
SCA
AMPER – Cont’d
Cont
Con ’d

Adapt
ƒ How could you adapt or readjust tthis
hi pr
hi
his rodu
od ct to serve an
product anothe
her
he
another
purpose or use?
ƒ What else is the product like?
ƒ Who or what could you emulate to adapt this product?
prod
oduct
od uct?
uct
ƒ What else is like your product?
ƒ What other context could you put your product into?
ƒ What other products or ideas could you use for inspiration?
Modify
ƒ How could you change the shape, look, or feel of your product?
ƒ What could you add to modify this product?
ƒ What could you emphasize or highlight to create more value?
ƒ What element of this product could you strengthen to create
something new?

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2
Example Questions on SCAMPER – Cont’d

Put to Another Use

ƒ Can you use this product somewhere else, perhaps in another industry?
ƒ Who else could use this product?
ƒ How would this product behave differently in another setting?
ƒ Could you recycle the waste from this product to make something new?
Eliminate
ƒ How could you streamline or simplify this product?
ƒ What features, parts, or rules could you eliminate?
ƒ What could you understate or tone down?
ƒ How could you make it smaller, faster, lighter, or more fun?
ƒ What would happen if you took away part of this product? ct? What
W woould you have in its
would
place?
Reverse
ƒ What would happen if you reversed this proc process or sequenced
s things differently?
ƒ What if you try to do the exact opposite te of
o wha
what
hat you're trying to do now?
ƒ What components could you substitute
substi
tittute
ti tu to change tthe
he o
h rder of this product??
order
ƒ What roles could you reverse orr swap
swap??
ƒ How could you reorganize this
thi
hiss product?
hi prod
prod
oduct?

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Mind
Min
nd Mapping
nd M

Ab
About
bout
ouu Mind d Map
Ma
M ap
ƒ Mind
Mind Maps were po opupularized by author
popularized autthorr and consultant, Tony
Buzan. They use a two-dimensional
Buzan. tw
wo-dimensional structure,
sttructu
t re, instead of the list
format
formatt conventionally
conv
co entionalllyy used to take notes.
nve
nv nootes..

ƒ Mind
Mind Ma
Mapspss are
a e more
ar morre compact than cconventional
on notes,
nventional note
tes,
te often
s, of
ften
n
taa g up
taking u oneone side
sid
de of
of paper. This
Th
his helps you to make makke
associat
atio
ationss easily,
io
associations easily, and
nd generate new iideas
de
eas

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Uses of Mind Maps

ps

Mind Maps are useful for:

ƒ Brainstorming
ƒ Summarizing information, and note taki
taking
king
ki ng
ƒ Consolidating information individually, and as a g
group
roup
ro up
ƒ From different research sources
ƒ Thinking through complex problems
ƒ Presenting information in a format that shows the overall
structure of your subject
ƒ Studying and memorizing information

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3
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Using
Usin
ing
ing Mind Mapss Effectively
Effe
ect
ctiively

ƒ Us
Use
se Single W
se Words
ordds or Simp
Simple
plee Phrases – Manyy wo words
ords in normal writing are
padding,
pa adding, as thethey
h y ensure thathat conveyed
hat facts are convey
ha n the correct context, and
yed in
in pleasant
n a format that is pleasan nt tto
o read.
ƒ Inn Mind Maps, single strong ong words and short, mea
on meaningful
aningful phrases can
cconvey
onvey thethe same
samm meaning ng more potently. ExcessExceess words
words just clutter the Mind
MMap.
ap.
ƒ PPrint
rint Words
Wo ds – Joined
Wo
Wor JJoined up p or
o indistinct writing is more difficult to read.
ƒ UUse
se Coloror to
t Separate
S
Seeparate Different
Diffferent Ideas – This willl help you to separate
Di sepa
paarat
rate idideas
de s
deas
wwhere
here necessary.
ne essary
nec ary. It also helps
ary he you to visualize the Mind Map for recall. Color
recalll. C
Coolorr
a help
can p to show
lp shoow thethe organization
org
gannization of the subje
subject.
ect.
ƒ UUse
se Symbols
Symbo b ls and Image
Imageses – Pictures can help p you information
u to remember informa ation
more
mo effectively
ore effectivelelyy tthan
el words,
rds, so, where a symbol
han words
rds symb orr picture means
bol o
something
som
ommething ng to yo
you.
ƒ Usi
Using n Cross-Linkages
Crooss-Lin
Li kages
ka – Information
Information in one part
nfor part of a Mind Map may relate
to another
ano
n ther part. H Here
e you ca
er
ere can draw
an dra
an d w lines to show
show thtthe
e cross-linkages. This
helps
hel
he pss you too se
see how one par
e how partrt o
rt off the subjec
subject affects
ct affec
cts another.

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Visual Example

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4
TRIZ

ƒ About TRIZ
"TRIZ" is the (Russian) acronym for the "Theory of Inventive
Problem Solving." G.S. Altshuller and his colleagues in the former
USSR developed the method between 1946 and 1985. TRIZ is an
international science of creativity that relies on the study of the
patterns of problems and solutions, not on the spontaneous
spontan neo
eous
us aand
nd
d
More
intuitive creativity of individuals or groups. Mor
ore
or than tthree
e th hree
hree
million patents have been analyzed to discover
disc
discover
sc er the
the patterns thatat
predict breakthrough solutions to problems,
pro
roblems, and these have been
blem
em en
codified within TRIZ.

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Using TRIZ

ƒ The best way to learn and explore

expl
ex p or
ore
e TRIZ
TRIZ is to identify
ide
dent
nttiffy a problem
p ob
proble le
em
that you haven't solved satisfac
satisfactorily
cto
torilyy an
and try it. Use th the
he LList
isst of
the 40 Principles of Problem Solvin
Solving
in and the
ng and th Contradiction
Matrix tool that can be found at www.triz -jjou
ournr all.ccom to help
www.triz-journal.com
you through the process.

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5
Summary

ƒ Define innovation and creativity tools

ƒ Define scamper

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