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.Get crazy, get zany, get ridiculous.View your problems with new eyes anduse the steps that follow to help produce this same effect within the participants.Objectives" To help participants generate as many creative ideas as possible" To help participants learn how to use the activities to generate ideasParticipantsSmall groups of four to seven people eachMaterials, Supplies, and Equipment" For each group: markers, two flip charts, and masking tape for posting flip-chartsheets" For each participant: one sheet each of three different colors of sticking dots(1D 2 diameter) and one pad of 4 x 6 Post-it® NotesHandout" Get Crazy HandoutTime101 Activities for Teaching Creativity and Problem Solving.Copyright © 2005 by John Wiley &Sons, Inc.Reproduced by permission of Pfeiffer, an Imprint of Wiley.www.pfeiffer.com45 minutes101 Activities for Teaching Creativity and Problem Solving52TLFeBOOK 04 VG 39-76b 10/5/04 5:31 PM Page 53Related Activities" What If.? [49]Procedure1.Distribute copies of the Get Crazy Handout to each participant.2.Work through the sample exercise on the handout with the large group andanswer any questions.3.Have the participants write down the most crazy, ridiculous problem solutionsthey can think of.The crazier the better.4.After about 15 to 20 minutes, tell them to forget about being crazy and zoom backto normality and get on with solving their problems and be practical.5.Tell them to examine each of their crazy ideas to see what more practical solutionit may suggest.They may not think of one for each crazy idea, but do the bestthey can.6.Tell them to write down any ideas on Post-it® Notes (one idea per note) and placethem on flip charts for evaluation.Debrief/DiscussionAsk the groups to consider the following questions:" What is a crazy idea? How does it differ from normal ideas?" Is any idea really crazy ?" What effect does the type of problem have on deciding whether or not an idea iscrazy?" Would more difficult problems be more easily resolved using crazy ideas?" What are the advantages of using crazy ideas? Disadvantages?Also consider having participants debrief using the following questions:" What was most helpful about this exercise?" What was most challenging?" What can we apply?" How would you rate the value of this exercise to helping us with this issue?" Will this exercise be helpful in the future for other sessions?" What did you learn?" What will we be able to use from this exercise?" What ideas were generated, and which ones were most interesting?101 Activities for Teaching Creativity and Problem Solving.Copyright © 2005 by John Wiley &Sons, Inc.Reproduced by permission of Pfeiffer, an Imprint of Wiley.www.pfeiffer.comBasic Idea Generation: No-Brainers 53TLFeBOOK 04 VG 39-76b 10/5/04 5:31 PM Page 54Get Crazy HandoutChallenge: How might we get people to buy more of our product? First, get crazy and gen-erate some ridiculous ideas such as the following:" Threaten people with a long vacation if they don t buy your products." Pay them $1 million for every dollar they spend on your products." Promise them three magic wishes." Attach a subliminal advertising device to their televisions." Have your cousin Vinnie pay them a visit." Send your product to every home in the world as a holiday gift and invoice the home-owners.O.K., those are pretty ridiculous.Now use each one to stimulate a more practical idea.Some examples:" Offer free or partially funded vacations to people who place large orders." Develop a list of magic wishes with a lottery for customers to select one of the wish-es; for instance, one wish might be to win one dollar every day for ten years." Offer discounts to people who pay with cash." Offer family discounts." Create a new product with a holiday theme.101 Activities for Teaching Creativity and Problem Solving.Copyright © 2005 by John Wiley &Sons, Inc.Reproduced by permission of Pfeiffer, an Imprint of Wiley.www.pfeiffer.com101 Activities for Teaching Creativity and Problem Solving54TLFeBOOK 04 VG 39-76b 10/5/04 5:31 PM Page 556IDEA DIARYBackgroundIdeas are fleeting creatures.Sometimes they dart by and we capturethem easily; other times they are more elusive and slip away intonothingness.Now they re here, now they re not.The mind works in mysterious ways.We often think of ideas atthe darndest times in the shower, right before we fall asleep, rightafter we wake up, while driving, while talking with a friend, oreven when working on an unrelated problem.Trouble arises whenwe can t remember these ideas.One solution to this problem is tobegin an idea diary a book or journal designed solely to recordrandom ideas.Objectives" To help participants generate as many creative ideas as possible" To help participants learn how to use the activities to generate ideasParticipantsSmall groups of four to seven people eachMaterials, Supplies, and Equipment" For each group: markers, two flip charts, and masking tape for posting flip-chartsheets" For each participant: one sheet each of three different colors of sticking dots(1D 2 diameter) and one pad of 4 x 6 Post-it® Notes" One small notebook and pen or pencil for each participant" (Optional) PDA, computer, voice recorder, Internet group idea-capturing websites (forexample, www.groups.yahoo.com), or other devices to record ideas101 Activities for Teaching Creativity and Problem Solving.Copyright © 2005 by John Wiley &TimeSons, Inc.Reproduced by permission of Pfeiffer, an Imprint of Wiley.www.pfeiffer.com45 minutesBasic Idea Generation: No-Brainers 55TLFeBOOK 04 VG 39-76b 10/5/04 5:31 PM Page 56Related Activities" Organizational Brainstorms [87]Procedure1.In advance of an idea generation session, tell participants to use a small notebookor other recording medium (such as a voice recorder or PDA) and write downideas to the challenge.Have them start this process at least one week prior to thesession.2.Stress that they should write down ideas whenever they think of them and keeptheir diaries easily accessible.3.Assemble the participants into small groups of four to seven and have them com-pare notes.That is, have one person in each group report what he or she learned,then have the next person do the same, but exclude any duplicate information.4.After all ideas have been reported, instruct the groups to select what they thinkare the best three responses and report those to the large group.5.Have all of the groups discuss the answers they have heard and select the topthree of those.6
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