11/5/2019

Brainstorming
Creative Pause
Focus
Creative CONTENT Challenge
Thinking Concepts and Concept Fan
& Problem Provocation
Solving Movement
UNGS 2010
Department of Fundamental and Interdisciplinary Studies | 2017 -2018

Brainstorming skill
5&6
• DEFINITION: Brainstorming is a
group technique by which efforts
are made to find a conclusion for a

BRAINSTORMING
specific problem by gathering a list
of ideas spontaneously
contributed by its member

 Set groups
 Present the problem
 Guide the discussion
 Use provocation and random input

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Example of Brainstorming Among the Sahabah

(1)“Criticism is ruled out.
(2) “Free-wheeling” is welcomed. Narrated by Ibn Umar

QUOTATION
_________________
Alex Osborn., 1953
__________________
4 rules
. (3) Quantity is wanted. “When the Muslims arrived at Medina, they used to
assemble for the prayer, and used to guess the time
(4) Combination and improvement for it. During those days, the practice of Adhan for
the prayers had not been introduced yet. Once they
are sought.”. (1963, p.156) discussed this problem regarding the call for prayer.
Some people suggested the use of a bell like the
Christians, others proposed a trumpet like the horn
used by the Jews, but 'Umar was the first to suggest
Ref. Osborn, A.F., 1953 (rev. 1957, 1963), Applied that a man should call (the people) for the prayer; so
Imagination: Principles and Procedures of Creative Problem- Allah's Apostle ordered Bilal to get up and
Solving (New York, Charles Scribner’s Sons). (1963, p.156) pronounce the Adhan for prayers”.
)
Ref. Sahih al-Bukhari, Volume 1, Book 11, Number 578

Format for brainstorming session

 Size: Applied Imagination

 Chairman:. Recommended

book
 Notetaker: By
 Time:
 Warm up: Alex F. Osborn
 Follow up:
 Evaluation: 1951
 Formulation of the problem:
Ref. Excerpt From: de Bono, Edward. “Lateral Thinking.” iBooks.

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PARALLEL THINKING 7&

8
SIX-THINKING
HATS

1
6 6
Tarbush
2

Tarbush 5
4
3

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Parallel Thinking I HAT-TOOL

Feelings, 1. Feeling Should be limited to 30 seconds or
emotions, 2. Intuition less as individual and 2 minutes in
Information (neutral) INFORMATION: Notes both views when there is
intuition, and 3. emotion groups.
[white paper] 1. Available. conflicting information.
hunches What are your feelings Gives us full permission to express
2. Needed. Assesses the relevance and
[fire & warm] now feelings, hunches, and intuition.
3. Missing. accuracy of the information.
Which solution is best Does not require us to justify or
4. How to get it. Separates facts from speculation.

Red
based on your feelings explain the reasons for our
Pinpoints action needed to fill
What are prejudices are feelings.

white gaps.
Reports on someone else's
feelings.
No proposals |no arguments
present
Do you have a gut
feeling
Can be used as part of the thinking
that leads to a decision.
Can be used after a decision has
What does you intuition been made.
tell you

Caution, What should you be Helps us make good

Risk assessment and cautious about decisions.
Points out difficulties.
criticism Of what should you be Explores why something
[Judge robes] carful may not work.
what are the difficulties Must give logical
reasons for concerns.
Why won’t this work
May sometimes offer
What are the risks information that also
appears under white
hat.
Is a powerful
Logical positive What is good about this Requires a deliberate
effort.
(optimism), looking in What would be positive
parallel for benefits and outcome It is less natural than the
black hat.
values Can this be made to
Complements the black
[sunshine] work hat.
How can make What do you like about
Reinforces creative

black assessment tool when

used after the yellow
hat. Yellow
something work

(Value sensitivities)
this
What can be the value of
this.
ideas and new
directions.
Must give reasons why
Supplies a road map for an idea is valuable or
improvement and might work.
problem solving when
used before the green It is a powerful
hat. assessment tool when
used with the black hat.

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Creative effort. It makes Can we find another way Encourages a search for Thinking about thinking Summary of everything It is usually the role of the
time and space for to do this new ideas and and managing the What is next facilitator.
deliberate creative How would you salve alternatives.
thinking process What is the action plan Can be worn by any
effort. Search for this problem Seeks to modify and
remove faults in existing (metacognition) Outcome of the meetings member of the group.
alternatives, new ides. What are other ideas. [blue sky] Are we asking the right Focuses and refocuses
Provocation, movement, possibilities are there Sets up a micro culture question thinking.
and specific processes of What are some other for creativity. What are our decisions Handles requests for
Green
Blue
lateral thinking approaches to this issue Makes time and space certain types of thinking.
(possibility). Can be this done in a for a creative "effort". Points out inappropriate
[vegetation, growing, more simple and Allows us to balance the comments.
branches and shots..] effective way natural dominance of Asks for a summary of the
the black hat.
thinking.
Makes or calls for the
group to make decisions.

Ways to use the HATS

OCCASIONAL USE
“The most frequent use of the
hats is the “occasional” use. This
means that you ask for one hat at
a time. This is to request a certain
type of thinking or to change out
of a certain type of thinking.
Before the use of the hat there is
a normal discussion and after the
use of the hat there is again
normal discussion. A single hat is
used as a convenient way to
switch thinking.”
SYSTEMATIC USE
“There are times when a group, or an
individual, wants a quick exploration of
a subject. This can be done by putting
together a formal sequence of the hats
and then going through them, one by
one, spending about four minutes on
each hat.
• THERE IS NO ONE CORRECT
SEQUENCE because the sequence will
vary with the subject, whether it has
been considered before, and who is
doing the thinking. There are some A quick Insight
formal guidelines that may help to
select the sequence.”

Ref. E. De Bono, Serious creativity, p. 83-84

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SCAMPER was first introduced

by Bob Eberle to address
targeted questions that help
solve problems or ignite
creativity during brainstorming
Background meetings.
of the The name SCAMPER is acronym
SCAMPER for seven techniques; (S)
substitute, (C) combine, (A)
adapt, (M) modify, (P) put to
another use, (E) eliminate and
(R) reverse. These keywords
represent the necessary
questions addressed during the
creative thinking meeting.

Processes Materials
Opposite Processes
Swap Rules
Reorganize Product

SCAMPER
Ingredients
Simplify
Reduce Ideas
Split Talents
parts Resources
Objective
Industry
Users
Products
Field Context
Recycle
Ideas
Emulation
Maximize Process
Extra Features
Minimize

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SUBSTITUTE COMBINE
• What part of the process can be • Can we merge two steps of the Adapt Modify
substituted without affecting the process? What would we need to change to reach How will modifying the process improve
whole project? • Can we apply two processes at the better results? results?
• Who or what can be substituted same time? What else could be done in this specific What if we had a double consumer base?
without affecting the process? • Can our company combine resources task? If the market was different, what would
• What part in the process can be with another partner in the market? How can we improve the existing the process look like?
replaced with better alternatives? • Can we mix two or more components process? Can we change the process to work more
• Can the project time or place be together? How can we adjust the existing product? efficiently?
replaced? • Can we combine X and Y How can we make the process more What if the product is double the current
• What will happen when we replace technologies? flexible? size?
part of the project with another?
• Where else could you sell the
product?
• Could we use another alternative of
X?
• Can we substitute the current device
with another better one?
• Can we replace the process with
simpler one?

Put to another Use Eliminate

What other parts in the company can use What would happened if we removed

2
the product?
What are the benefits for the product if
this part?
How can we achieve the same output
1. There is no sequential
used elsewhere? without specific part of the project?
flow to follow while
What if we target another market Do we need this specific part? moving from each of
segmentation for the current product? What would we do if we had to work the seven thinking
Can we add a specific step into the with half the resources? techniques.
process to replace another?
What are other ways can we use it? 2. Secondly, the
Can we recycle the waste for another principle of force
use? fitting should be
Basic adapted during the
Assumptions thinking sessions

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PONDOK: my cradle of of Learning

ADDITIONAL ACTIVITY
CREATIVITY HOME CREATIVE APPLIANCE
Class
Activity FIND A THING/TOOL FROM ANY PART
OF YOUR HOME, USE SCAMPER TO
CLASS ACTIVITY
PRODUCE NEW CREATIVE USEFUL
PRACTICAL PRODUCT.
Prepare Scamper on
How to reform PONDOK
To offer a quality Islamic
learning

9&
10 It is a technique used to generate ideas whereby

CONCEPT FAN
The person starts with a defined purpose (Objective).
What is Working Backwards: directions => concepts
The focus of this technique is: “who to get there”
CONCEPT FAN (direction) NOT description or analysis.
? It is a framework helping generating alternative ideas
By providing a succession of fixed points. It can also
Provide new focus points

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CONCEPTS & Ideas

• Concepts: general method involved.
• Idea: the practical way of doing something.
• For example: you are going to travel along a
certain road.
• The concept is “travel”, The idea is the specific
mode of travel and here is: walk, ride a bicycle,
drive a car, catch a bus.
• Example 2: you are going to reward your
salesman.
• what are the fixed points? The fixed point is the
expression of the concept.
Idea is a “mental construct”. Personal, less abstract. Organizes
It is the first step (it precedes concept). It is an
What
abstract archetype of a given thing
“Concept” a group of refined ideas put together
to express a higher more comprehensive level of Expands
thought (generalization of existing ideas). It is a
procedures made by the efforts of many people, it
is abstract in nature. It is the subsequent step.() it is
concept-FAN
Does?
used explicitly in some disciplines like philosophy,
literature, psychology and implicitly like in
mathematics. Concepts are disposed in long term
Relates
memory
Consider this example:

• The fixed point is the concept of concept of Friendship (concept) Generates

“motivate” Protecting the neighbor property (idea)

Objective

Elements & Direction Elements &

objective

STRUCTURE of STRUCTURE of
Direction

concept-FAN Fix Point (Focus)

concept-FAN
Concept

Ideas

Alternative
FIXED POINT | ALTERNATIVES

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EXAMPLE “Attaching something

to the ceiling”
Ideas
1. Ladder
a. Action Raising me off the
b. Fixed Point Fixed point 2. Standing on the table
ground 3. People lift me up
c. Alternative 4. Length my arm
d. Objective Task/Idea 5. The object move by
Reducing the itself
Alternative distance between
object& ceiling
Ref. E. De Bono, serious creativity, p. 129.

Concept Triangle & Fan Steps to using the fan

Step 1: To start a Concept Fan,

draw a circle on a large piece of
paper (A3 paper or White

EXAMPLE
Board), just right of centre. Write
the problem you are trying to
solve into it. To the right of it
radiate lines representing
possible solutions to the
problem.

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Steps to using the fan Steps to using the fan

Step 2: It may be that the first Step 3: Use this as the

ideas generated are
impractical, unremarkable, or starting point to radiate out
do not really solve the problem. new ideas.
If this is the case, take a 'step
back' for a broader view of the
problem. Do this by drawing a
circle to the left of the first
circle, and write the broader
definition into this new circle.
Link it with an arrow to show
that it comes from the first
circle.

Steps to using the fan

CREATIVITY

Step 4: If this does not ACTIVITY RELATED TO EDUCATION

give you the idea you
are looking for then
repeat the process and
take another step back CLASS ACTIVITY
as in the figure.

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CREATIVITY

ACTIVITY RELATED TO ISLAM How do you learn

Qur’an on daily basis?
Identify one problem
that slow-down
CLASS ACTIVITY Your leaning progress.
Use the technic of CONCEPT FAN
To solve it.

CREATIVITY CREATIVITY

ACTIVITY RELATED TO EDUCATION ACTIVITY RELATED TO TECHNICAL TOPIC

I need to make my home. I went to architect.

___
CLASS ACTIVITY CLASS ACTIVITY using concept FAN to explain the feature of
your desired home for the architect.

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• Feasibility
CREATIVITY • Simplicity
EVALUATION • Acceptability
Harvesting
ACTIVITY RELATED TO DAILY LIFE AFFAIRS
_______ • Practicality
which is the best and • Value (Usefulness)
SURVIVAL. Justify
CLASS ACTIVITY ___ • Resources
running out of gaz inside the Jungle.
• Novelty

11 • an interruption in the smooth flow of routine in

order to pay deliberate attention at some point for
no reason

What is • the main point of pause is to give attention to

CRATIVE PAUSE
something & to place that point in your mind as
being worthy of attention.

Creative • It is a the simplest of all creative techniques, but it

can also be powerful

Pause?
• The simplest way of making creative effort
• The pause is not in reaction to anything but it is the
result of your intention to pause
• As u become more skilled at creative thinking , even
a short pause may suggest a better way of doing
things

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Normal Activity of the Brain Creative Pause: A Proactive Thinking Habit

“UNLESS THERE IS some obstacle, gap, ““Creative attitudes and motivation

or hold-up, thinking and action flow
along smoothly. The brain works to
make life easy by making things routine.
We form patterns of thinking and
behavior and then we use these
patterns. This makes good survival sense
and the brain does an excellent job of
what it is supposed to do.”.
Ref. E. De Bono, serious creativity, p. 86
can be built up by exhortation, by
praising the wonderful results of
creativity, by showing examples, and
by general inspiration. Creative
QUOTATION attitudes can also be established in a QUOTATION
more reliable manner with such simple
techniques as the “creative pause”.
Ref. E. De Bono, serious creativity, p. 86

Creative Pause: AN ATTENTION Intention

“The pause is a way of building up a

Attention
creative attitude. The pause is a way of
turning creative attention into a habit.
The pause is a concrete way of showing
Elements of Efforts

creative effort, at least to yourself if not

to others. The creative pause is an QUOTATION Creative-Pause Motivation
investment in creativity and an
investment in the building up of
Questions
creative skills.”
Ref. E. De Bono, serious creativity, p. 90
Habits

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Creative Pause: AN ATTENTION

“There are some occasions when it is important CREATIVITY

to think quickly but there are also occasions
when it is much better to think slowly. Creativity
is one of the occasions where thinking slowly is
an advantage. As with driving slowly, you can ACTIVITY RELATED TO ISLAM
notice things, you can pay attention to things.
Instead of being obsessed only with the QUOTATION
ultimate destination, you can examine the way
you are getting there and note the possibility of CLASS ACTIVITY
different routes.”

Ref. E. De Bono, serious creativity, p. 88

CREATIVITY CREATIVITY

ACTIVITY RELATED TO EDUCATION ACTIVITY RELATED TO TECHNICAL TOPIC

I need to make my home. I went to architect.

___
CLASS ACTIVITY CLASS ACTIVITY using concept FAN to explain the feature of
your desired home for the architect.

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CREATIVITY

ACTIVITY RELATED TO DAILY LIFE AFFAIRS

SURVIVAL.
FOCUS
CLASS ACTIVITY ___
running out of gaz inside the Jungle.

PAUSE & FOCUS General (easy)

Simple
““The creative pause and the simple

FOCUS
SIMPLE Focus focus are not the same thing, but
Virgin Territory they do overlap. The creative pause Specific
is the willingness to pause during
INTENSE Focus some thinking or discussion to pay

types
creative attention. The simple focus Intense
Competitive Territory
is a deliberate effort to pick out a

Focus POINTS
new focus point. There may be no
ongoing thinking. What the two do
QUOTATION Multiple
have in common is the willingness to
SPECIFIC Focus think about things that do not Purposive
Defined creative task demand thinking. It is the choice of
the creative thinker to pause or
focus in this way.” Opportunity
Ref. E. De Bono, serious creativity, p. 92

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METHODS TO FOCUS OUR CREATIVITY

General (type I)
Broad Narrow
We want new ideas in We want new ideas of
the area of school. the application of
• Here are the two types of creative
Creative Focus on School Area (situation)
Purposeful (type II)
Improvement Problem Solving Task Opportunity
What can we do among the How we can teach the What should we do to What is the opportunity to
pupils and teachers to pupils to apply the good implant the manners teach the pupils the good

FOCUS
manners in school. improve the manners? manners between pupils among the students manners?
focus: • Show them good
and teachers? and teachers?
• Teachers can make a
General manners to people. • Teachers shall • Make quizzes to program on public
demonstrate to pupil test out their holiday, so students can
– Broad • Have courses to improve

types
how to show respect understanding in fulfil their times with
– Narrow the manners in such to them. good manners. benefits things.
activities.
Purposeful • Make a specific class • Tell them to apply • Teach them some good
– Improvement to teach them good not only in disciplines when they
manners. school, but also have committed to a
– Problem Solving apply in their wrongdoing.
– Task home.

– Opportunity

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CHALLENGE

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Challenging the uniqueness of “The creative challenge [or dissatisfaction]

does not set out to criticize, judge, or find
the way we do things or look fault. The creative challenge operates
at things in terms of outside of judgement. The creative
What is dominating concepts, What is challenge is a challenge to “uniqueness”.
No matter how excellent this may be, is it
Creative assumptions, reasons, Creative the only way of doing this?”

Challenge? avoidance factor or value Challenge?

(factors shaping our thinking). • Ref. Excerpt From: Edward De Bono. “Serious Creativity.” iBooks.

Habits

Will
1. Why is it done this way?
Questions 2. Why does it have to be done
What to Consciousness
of Creative this way? CHALLENGE? Assumptions
Challenge 3. Are there other ways of doing
it?” Problem
Ref. Edward De Bono. “Serious Creativity.” iBooks.
Routine

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CREATIVITY CREATIVITY

ACTIVITY RELATED TO ISLAM ACTIVITY RELATED TO EDUCATION

CLASS ACTIVITY CLASS ACTIVITY

CREATIVITY CREATIVITY

ACTIVITY RELATED TO TECHNICAL TOPIC ACTIVITY RELATED TO DAILY LIFE AFFAIRS

I need to make my home. I went to architect.

___ SURVIVAL.
CLASS ACTIVITY using concept FAN to explain the feature of CLASS ACTIVITY ___
your desired home for the architect. running out of gaz inside the Jungle.

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1.Why C (Cut) CREATIVITY

Types 2.Why B (Because)

of Creative ACTIVITY RELATED TO ISLAM

Challenge
3.Why A (Alternative) CLASS ACTIVITY

We start by identifying the

HOW existing mentioned items to
be challenged by asking
TO why? Then we say to
ourselves: this is not the
DO only way to do it or look at
it. By using the skill, we will
be able to generate new
IT? alternatives.
• Can we cut the idea/concept? Can
we do without it?
WHY -C • Either cut a part, a step, an item
and then modify the rest. Or cut
the whole thing and create
another system or new
procedure. It is good to look at
the historical factor.

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Look for possible

CREATIVITY
reasons/justifications
of doing something
ACTIVITY RELATED TO WHY-C WHY -B and try to satisfy the
requirement through
CLASS ACTIVITY different means.

Look for dominating

CREATIVITY concepts, dominating ideas,
values, assumptions,
avoidance factors and then
ACTIVITY RELATED TO WHY-B WHY -A challenge them. An
assumption could be a
CLASS ACTIVITY
dominating concept or idea.

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TIPS FOR CHALLENGING ASSUMPTIONS

CREATIVITY 1. Recognize that you and everyone else have ingrained

assumptions about every situation.
2. Ask plenty of basic questions in order to discover and
challenge those assumptions.
ACTIVITY RELATED TO WHY-A 3. Pretend you are a complete outsider and ask questions like
‘Why do we do it this way at all?’
4. Reduce a situation to its simplest components in order to
take it out of your environment.
CLASS ACTIVITY 5. Restate a problem in different terms.
6. Consider what the experts and professionals advise and
then consider doing the opposite.

Ref. PAUL SLOANE, The Leader’s Guide to Lateral Thinking Skills, p.42

The
• Are you
last creative?

Questi •Yes,
provide one creative
idea

on •No, Why?

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