Thinking

C re a t i v e

skills
Thinking
& P ro b l e m
Solving
UNGS 2010
Department of Fundamental and Interdisciplinary Studies | 2017-2018
 Brainstorming
Creative Pause
Focus
CONTENT Challenge
Concepts and Concept Fan
Provocation
Movement
BRAINSTORMING
Brainstorming skill

• DEFINITION: Brainstorming is a
group technique by which efforts
are made to find a conclusion for a
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
 (1)“Criticism is ruled out.
(2) “Free-wheeling” is welcomed.
. (3) Quantity is wanted.
QUOTATION
_________________ (4) Combination and improvement
Alex Osborn., 1953 are sought.”. (1963, p.156)
__________________
4 rules
Ref. Osborn, A.F., 1953 (rev. 1957, 1963), Applied
Imagination: Principles and Procedures of Creative Problem-
Solving (New York, Charles Scribner’s Sons). (1963, p.156)
)
Example of Brainstorming Among the Sahabah

Narrated by Ibn Umar

“When the Muslims arrived at Medina, they used to
assemble for the prayer, and used to guess the time for it.
During those days, the practice of Adhan for the prayers had
not been introduced yet. Once they 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
that a man should call (the people) for the prayer; so Allah's
Apostle ordered Bilal to get up and pronounce the Adhan for
prayers”.
Ref. Sahih al-Bukhari, Volume 1, Book 11, Number 578
Format for brainstorming session

 Size:
 Chairman:.
 Notetaker:
 Time:
 Warm up:
 Follow up:
 Evaluation:
 Formulation of the problem:

Ref. Excerpt From: de Bono, Edward. “Lateral Thinking.” iBooks.

Recommended Applied Imagination
By
book Alex F. Osborn
1951
 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 for
SCAMPER 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.
SCAMPER
 Processes Materials
Opposite Processes
Swap Rules
Reorganize Product
Ingredients
Simplify
Reduce Ideas
Split Talents
parts Resources
Objective
Industry
Users Products
Field
Context
Recycle
Ideas
Emulation
Maximize Process
Extra Features
Minimize
 SUBSTITUTE COMBINE
• What part of the process can be • Can we merge two steps of the
substituted without affecting the process?
whole project? • Can we apply two processes at the
• Who or what can be substituted same time?
without affecting the process? • Can our company combine resources
• What part in the process can be with another partner in the market?
replaced with better alternatives? • Can we mix two or more components
• Can the project time or place be together?
replaced? • Can we combine X and Y
• What will happen when we replace technologies?
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?
Adapt
What would we need to change to reach
better results?
What else could be done in this specific
task?
How can we improve the existing
process?
How can we adjust the existing product?
How can we make the process more
flexible?
Modify
How will modifying the process improve
results?
What if we had a double consumer base?
If the market was different, what would
the process look like?
Can we change the process to work more
efficiently?
What if the product is double the current
size?
Put to another Use
What other parts in the company can use
the product?
What are the benefits for the product if
used elsewhere?
What if we target another market
segmentation for the current product?
Can we add a specific step into the
process to replace another?
What are other ways can we use it?
Can we recycle the waste for another
use?
Eliminate
What would happened if we removed
this part?
How can we achieve the same output
without specific part of the project?
Do we need this specific part?
What would we do if we had to work
with half the resources?
 1. There is no sequential
flow to follow while

2
moving from each of the
seven thinking
techniques. 
2. Secondly, the principle of
force fitting should be
adapted during the
Basic thinking sessions
Assumptions
 PONDOK: my cradle of of Learning

CREATIVITY

Class
Activity

CLASS ACTIVITY

Prepare Scamper on
How to reform PONDOK
To offer a quality Islamic
learning
CONCEPT FAN
 It is a technique used to generate ideas whereby
The person starts with a defined purpose (Objective).
What is Working Backwards: directions => concepts
CONCEPT FAN The focus of this technique is: “who to get there”
(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
 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.
• The fixed point is the concept of concept of
“motivate”
Idea is a “mental construct”. Personal, less
abstract. It is the first step (it precedes concept). It
is an abstract archetype of a given thing
“Concept” a group of refined ideas put together to
express a higher more comprehensive level of
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 used explicitly in some disciplines like
philosophy, literature, psychology and implicitly
like in mathematics. Concepts are disposed in
long term memory
Consider this example:
Friendship (concept)
Protecting the neighbor property (idea)
 Re
lat e Organizes
e a t
e r
en
What G
Expands
concept-FAN
Does? Exp Relates
an
an i ze d
Org Generates
 Objective

Elements & Direction

STRUCTURE of
concept-FAN Fix Point (Focus)

Alternative
Elements &
objective

STRUCTURE of
Direction

Concept
concept-FAN Ideas

FIXED POINT | ALTERNATIVES

EXAMPLE

a. Action
b. Fixed Point
c. Alternative
d. Objective

Ref. E. De Bono, serious creativity, p. 129.

 “Attaching
something to the
ceiling”
Ideas
1. Ladder
Raising me off the 2. Standing on the
Fixed point
ground table
3. People left me up
Task/Idea 4. Length my arm
5. The object move by
Reducing the itself
Alternative distance between
object& ceiling
 Concept Triangle & Fan

EXAMPLE
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 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.
Steps to using the fan

Step 2: It may be that the first ideas

generated are impractical,
unremarkable, or do not really
solve the problem. 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

Step 3: Use this as the

starting point to radiate out
new ideas.
Steps to using the fan

Step 4: If this does not

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

ACTIVITY RELATED TO EDUCATION

CLASS ACTIVITY
CREATIVITY

ACTIVITY RELATED TO ISLAM

CLASS ACTIVITY
 Qur’ How do you learn
Qur’an on daily basis?

an
Identify one problem
that slow-down
Your leaning progress.
Use the technic of CONCEPT FAN
To solve it.
Qur’an, 13: 11
And
CREATIVITY

ACTIVITY RELATED TO EDUCATION

CLASS ACTIVITY
CREATIVITY

ACTIVITY RELATED TO TECHNICAL TOPIC

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

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

ACTIVITY RELATED TO DAILY LIFE AFFAIRS

SURVIVAL.
CLASS ACTIVITY ___
running out of gaz inside the Jungle.
 • Feasibility
• Simplicity
EVALUATION • Acceptability
Harvesting
_______ • Practicality
which is the best and • Value (Usefulness)
Justify
• Resources
• Novelty
CHALLENGE
 Challenging the uniqueness of
the way we do things or look at
things in terms of dominating
What is concepts, assumptions, reasons,
Creative avoidance factor or value
Challenge? (factors shaping our thinking).
 “The creative challenge [or dissatisfaction] does
not set out to criticize, judge, or find fault. The
creative challenge operates outside of judgement.
The creative challenge is a challenge to
What is “uniqueness”. No matter how excellent this may
be, is it the only way of doing this?”
Creative
Challenge? • Ref. Excerpt From: Edward De Bono. “Serious Creativity.” iBooks.
Questions 1. Why is it done this way?
2. Why does it have to be done
of Creative this way?
Challenge 3. Are there other ways of doing
it?”
Ref. Edward De Bono. “Serious Creativity.” iBooks.
 Habits

Will
What to Consciousness
CHALLENGE? Assumptions

Problem

Routine
CREATIVITY

ACTIVITY RELATED TO ISLAM

CLASS ACTIVITY
CREATIVITY

ACTIVITY RELATED TO EDUCATION

CLASS ACTIVITY
CREATIVITY

ACTIVITY RELATED TO TECHNICAL TOPIC

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

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

ACTIVITY RELATED TO DAILY LIFE AFFAIRS

SURVIVAL.
CLASS ACTIVITY ___
running out of gaz inside the Jungle.
 1.Why C (Cut)
Types
of Creative 2.Why B (Because)
Challenge

3.Why A (Alternative)
CREATIVITY

ACTIVITY RELATED TO ISLAM

CLASS ACTIVITY
HOW We start by identifying the
existing mentioned items to be
TO challenged by asking why?
Then we say to ourselves: this
DO is not the only way to do it or
look at it. By using the skill, we
IT? will be able to generate new
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.
CREATIVITY

ACTIVITY RELATED TO WHY-C

CLASS ACTIVITY
 Look for possible
reasons/justifications of
doing something and try
WHY -B
to satisfy the requirement
through different means.
CREATIVITY

ACTIVITY RELATED TO WHY-B

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

ACTIVITY RELATED TO WHY-A

CLASS ACTIVITY
TIPS FOR CHALLENGING ASSUMPTIONS

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.
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.
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
CRATIVE PAUSE
 • an interruption in the smooth flow of routine in order
to pay deliberate attention at some point for no reason
• the main point of pause is to give attention to
What is something & to place that point in your mind as being
worthy of attention.
• It is a the simplest of all creative techniques, but it can
Creative also be powerful
• The simplest way of making creative effort

Pause? • 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
Normal Activity of the Brain

“UNLESS THERE IS some obstacle, gap, 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 QUOTATION
the brain does an excellent job of what it is
supposed to do.”.

Ref. E. De Bono, serious creativity, p. 86

Creative Pause: A Proactive Thinking Habit

““Creative attitudes and motivation can be built

up by exhortation, by praising the wonderful
results of creativity, by showing examples, and
by general inspiration. Creative attitudes can
also be established in a more reliable manner
with such simple techniques as the “creative QUOTATION
pause”.

Ref. E. De Bono, serious creativity, p. 86

Creative Pause: AN ATTENTION

“The pause is a way of building up a creative

attitude. The pause is a way of turning creative
attention into a habit. The pause is a concrete
way of showing creative effort, at least to
yourself if not to others. The creative pause is
an investment in creativity and an investment in QUOTATION
the building up of creative skills.”

Ref. E. De Bono, serious creativity, p. 90

 Intention

Attention

Elements of Efforts

Creative-Pause Motivation

Questions

Habits
Creative Pause: AN ATTENTION

“There are some occasions when it is important 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 notice things, you can pay attention to
things. Instead of being obsessed only with the ultimate
destination, you can examine the way you are getting QUOTATION
there and note the possibility of different routes.”

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

CREATIVITY

ACTIVITY RELATED TO ISLAM

CLASS ACTIVITY
CREATIVITY

ACTIVITY RELATED TO EDUCATION

CLASS ACTIVITY
CREATIVITY

ACTIVITY RELATED TO TECHNICAL TOPIC

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

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

ACTIVITY RELATED TO DAILY LIFE AFFAIRS

SURVIVAL.
CLASS ACTIVITY ___
running out of gaz inside the Jungle.
FOCUS
PAUSE & FOCUS
““The creative pause and the simple focus
SIMPLE Focus are not the same thing, but they do overlap.
Virgin Territory The creative pause is the willingness to
pause during some thinking or discussion to
INTENSE Focus pay creative attention. The simple focus is a
deliberate effort to pick out a new focus
Competitive Territory
point. There may be no ongoing thinking.

Focus POINTS
What the two do have in common is the
willingness to think about things that do not
QUOTATION
demand thinking. It is the choice of the
SPECIFIC Focus creative thinker to pause or focus in this
Defined creative task way.”

Ref. E. De Bono, serious creativity, p. 92

 General (easy)

Simple

FOCUS Specific

Intense

types Multiple

Purposive

Opportunity
 • Here are the two types of creative

FOCUS focus:
General
– Broad

types
– Narrow
Purposeful
– Improvement
– Problem Solving
– Task
– Opportunity
 METHODS TO FOCUS OUR CREATIVITY
Creative Focus on School Area (situation)
General (type I) Purposeful (type II)
Broad Narrow Improvement Problem Solving Task Opportunity
We want new ideas in We want new ideas of What can we do among the How we can teach the What should we do to What is the opportunity to
the area of school. the application of pupils and teachers to pupils to apply the good implant the manners teach the pupils the good
manners in school. improve the manners? manners between pupils among the students manners?
and teachers? and teachers?
• Show them good • Teachers can make a
manners to people. • Teachers shall • Make quizzes to program on public
demonstrate to pupil test out their holiday, so students can
• Have courses to improve how to show respect understanding in fulfil their times with
the manners in such to them. good manners. benefits things.
activities.
• Make a specific class to • Tell them to apply • Teach them some good
teach them good not only in disciplines when they
manners. school, but also have committed to a
apply in their wrongdoing.
home.
SIX-HATS
 1
6 6
Tarbush
2

Tarbush 5
4
3
 Parallel Thinking I HAT-TOOL

Information (neutral) INFORMATION: Notes both views when there is

[white paper] 1. Available. conflicting information.
2. Needed. Assesses the relevance and
3. Missing. accuracy of the information.
4. How to get it. Separates facts from speculation.
Pinpoints action needed to fill
gaps.

white Reports on someone else's

feelings.
No proposals |no arguments
 Feelings, 1. Feeling Should be limited to 30 seconds or
emotions, 2. Intuition less as individual and 2 minutes in
intuition, and 3. emotion groups.
hunches What are your feelings Gives us full permission to express
[fire & warm] now feelings, hunches, and intuition.
Which solution is best Does not require us to justify or
based on your feelings explain the reasons for our

Red
What are prejudices are feelings.
present Can be used as part of the thinking
Do you have a gut that leads to a decision.
feeling 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
Why won’t this work reasons for concerns.
May sometimes offer
What are the risks information that also
appears under white
hat.
Is a powerful
assessment tool when
used after the yellow
black hat.
Supplies a road map for
improvement and
problem solving when
used before the green
hat.
 Logical positive What is good about this Requires a deliberate
(optimism), looking in What would be positive effort.
parallel for benefits and outcome It is less natural than the
values Can this be made to black hat.
[sunshine] work Complements the black
hat.
How can make What do you like about Reinforces creative
something work this ideas and new
What can be the value of directions.
Yellow (Value sensitivities) this. Must give reasons why
an idea is valuable or
might work.
It is a powerful
assessment tool when
used with the black hat.
 Creative effort. It makes Can we find another way Encourages a search for
time and space for to do this new ideas and
deliberate creative How would you salve alternatives.
effort. Search for this problem Seeks to modify and
alternatives, new ides. What are other remove faults in existing
ideas.
Provocation, movement, possibilities are there Sets up a micro culture
and specific processes of What are some other for creativity.
lateral thinking approaches to this issue Makes time and space

Green (possibility).
[vegetation, growing,
branches and shots..]
Can be this done in a
more simple and
effective way
for a creative "effort".
Allows us to balance the
natural dominance of
the black hat.
 Thinking about thinking Summary of everything It is usually the role of the
and managing the What is next facilitator.
thinking process What is the action plan Can be worn by any
(metacognition) Outcome of the meetings member of the group.
[blue sky] Are we asking the right Focuses and refocuses
question thinking.
What are our decisions Handles requests for
certain types of thinking.

Blue
Points out inappropriate
comments.
Asks for a summary of the
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 formal
guidelines that may help to select the
sequence.”
Ref. E. De Bono, Serious creativity, p. 83-84
A quick Insight
 • Are you
creative?
The last
Questio •Yes, provide
one creative idea

n •No, Why?