Creativity

We cannot solve our problems with the same thinking

we used when we created them.
– Albert Einstein

Understanding Creativity
Creativity is the first and most critical stage of the innovation process. When
we think about creativity, we often imagine artists, musicians, actors,
scientists and inventors. But creativity is in every one of us. It’s in the way
we communicate, the food we cook, the way we make choices, the way we
live.

The words creativity and innovation are often used together, but they are not
the same thing.
Innovation starts with creative ideas but creativity only becomes innovation
when those ideas become useful. So whilst creativity may add to the areas of
innovation and entrepreneurship, its primary use is in idea generation. While
Creativity has to do with Idea Exploration Innovation basically is about Idea
Exploitation.

Children are experts when it comes to creativity. That’s because they are
unhindered by conformity. But as we grow older, we’re increasingly asked,
and sometimes forced, to do things in certain ways. It may start with our
parents, continue in school and get reinforced in the workplace. But
creativity doesn’t disappear with childhood. We can all be creative … it’s
just that we often don’t bring our creative skills to work. When we do, we
can channel our creativity towards business challenges, problem solving and
idea generation.
Edward De Bono differentiated what he termed Idea Creativity and Artistic
Creativity and focused his work on Idea Creativity and Lateral Thinking.
Idea Creativity can be described as a skill that every one can learn, practice
and use (De Bono, 1990 and 2008).
DEFINITIONS OF CREATIVITY
There is no universally accepted definition of creativity despite extensive
publication and academic research over many years.

Creativity could be defined as:

“…the production of novel, appropriate ideas in any realm of
human activity, from science, to the arts, to education, to business,
to everyday life. The ideas must be novel –different from what’s
been done before – but they can’t be simply bizarre; they must be
appropriate to the problem or opportunity presented.”

Creativity is the first step in Innovation which is the successful

implementation of these novel, appropriate ideas. Many authors have used
other terms to describe creativity which include ‘productive thinking’,
‘divergent thinking’, ‘originality’,’ imagination’, ‘dissociation’ and ‘lateral
thinking’.
Creativity is the mental and social process—fuelled by conscious or
unconscious insight—of generating ideas, concepts, and associations.
Innovation is the successful exploitation of new ideas: it is a profitable
outcome of the creative process, which involves generating and applying in
a specific context products, services, procedures and processes that are
desirable and viable. Naturally, people who create and people who innovate
can have different attributes and perspectives.

Some other DEFINITIONS OF CREATIVITY

Wertheimer…’restructuring our knowledge’
Kelly and Rogers…’understanding how we think’
Maslow…’primary versus secondary’
Rickards…’personal discovery process’
Gilliam…’making new connections’
Amabile…’novel and useful ideas’
‘Being creative is seeing the same thing as everyone else, but thinking of
something different’

-Charles Cave
PEOPLE WHO EXHIBIT CREATIVE BEHAVIOUR
Challenge the status quo
Confront assumptions
Exhibit curiosity
Like to investigate new possibilities
Take the initiative
Are highly imaginative
Are future oriented
Tend to think visually
See possibilities
Are not afraid to take risks
Are prepared to make mistakes
Are adaptable to different environments
Are adaptable to changing circumstances
See relationships between seemingly disconnected elements
Distil unusual ideas down to their underlying principles
Synthesise diverse elements
Are able to spot underlying patterns in events
Are able to cope with paradoxes
Look beyond the first ‘right idea’
 Make juxtapositions between dissimilar subjects.
Think productively rather than reproductively.

The Challenge
It follows, then, that innovation begins with creativity. In the world of
organizations, be they private or public, lack of either leads to stagnation,
and leaves an organization unable to perform or meet change. However,
Creative thinking cannot be turned on and off at the flick of a switch. And
innovation does not occur in a vacuum; it requires effective strategies and
frameworks, among which incentives are paramount.
Creativity flourishes in organizations that support open ideas: these
organizations create environments that inspire personnel and maintain
innovative workplaces; those that fail are large organizations that stifle
creativity with rules and provide no slack for change. There is a role for
management in the creative process: but it is not to manage it; it is
to manage for it.

Creativity plays a critical role in the innovation process and innovation that
markets value is a creator and sustainer of performance and change. In
organizations stimulants and obstacles to creativity drive or impede
enterprise.
Creativity is a talent that we all possess. It consists of a set of skills that can
be learned, developed and used. You can think creatively in any situation.
Research shows that creative people believe they are creative, whilst less
creative people believe they are not. In other words, your creative ability
depends very much on your self-belief, and you can influence your brain to
be more creative. Creativity involves looking beyond the boundaries of our
normal thinking. It is "the ability to keep an open mind and see new
perspectives and to generate / develop different ideas" This ability is
learnable. Creativity includes conscious efforts to see things differently, to
break out of habits and out-dated beliefs to find new ways of thinking, doing
and being. Creativity is a natural, normal aspect of healthy human beings. It
is any act, idea, or product that changes an existing domain, or that
transforms an existing domain into a new one...What counts is whether the
novelty he or she produces is accepted for inclusion in the domain."

Connect all nine dots with four (4) straight continuous lines
without your pen (or pencil) leaving the paper.

● ● ●

● ● ●

● ● ●
What are the learning points of this non dots puzzle
write at least two learning points-

Activity ---BECOMING A MORE CREATIVE Individual

It is useful to know about some of your inclinations that may affect your
ability to be creative in dealing with problems and opportunities.
Based on various studies, creative people are likely to have certain
characteristics and do certain things. As you review this list, check which
describe you and which you might not do, but would like to consider and
perhaps try.

I….
Often Sometimes Never

_____ _____ _____ 1. Feel comfortable dealing with new, untested ideas
_____ _____ _____ 2. Persevere despite obstacles and opposition
_____ _____ _____ 3. Can analyze my own ideas quite objectively
_____ _____ _____ 4. Have many hobbies and interests
_____ _____ _____ 5. Can open up to new ideas and abandon defenses
_____ _____ _____ 6. Feel I have untapped potential
_____ _____ _____ 7. Enjoy working with people who are visionaries
_____ _____ _____ 8. Am not upset when I am called unrealistic or
impractical
_____ _____ _____ 9. Am willing to stand alone if integrity demands it
_____ _____ _____ 10. Do not make excuses for, but learn from, failures
_____ _____ _____ 11. Am not afraid to ask questions when I “don’t know”
_____ _____ _____ 12. Move toward solutions using intuition
_______ _____ _____ 13. Am not afraid or ashamed of being wrong
ACTIVITY-- Why don’t we think creatively more often?
What are the barriers that get in our way?
(write at least five reasons and barriers to Creative Thinking)

• Thinking of different, creative ways to do things takes too much time.

We just have to get the job done.
• The way we have always done things seems to work just fine, why change?
• We don’t need to be creative for most of what we do.
− For instance, we don’t need to be creative when we are waiting in line
at the Post Office, or driving our car or doing routine chores.
• When it comes to dealing with the day-to-day busy aspects of our
lives, we are creatures of habit. We get dressed, read the paper,
wash the dishes, clean the house the same way.
• Having a routine helps us do many of the things we need to do
Without having to really think about them.
• We have not been taught to be creative. Many of us have been
taught to think that the best ideas are in someone else’s head.
Individual and Individual Creativity

Amabile described a three component model of Creativity for an individual.

The three key drivers were identified as:
Expertise/Domain Knowledge – this is about the individual’s memory,
experience and factual knowledge as well as their technical skill and talents
Motivation – a passion from the individual to solve a problem or address an
issue. While extrinsic factors such as reward may help drive motivation, the
intrinsic factors, such as interest or curiosity, are more conducive to
creativity
Creative Thinking Skills – a cognitive style favorable to taking new
perspectives on problems, an application of techniques for the exploration of
new cognitive pathways and a working style conducive to persistent
energetic pursuit of one’s work.
Bringing these three components of creativity together enhances the ability
of the individual to be creative. For instance, a subject matter expert with the
motivation to come up with fresh ideas and the creative skills to develop
those ideas is more likely to produce creative outputs than the individual
lacking one of more of these components. In sum, within the three main
components of the sources of creativity in individuals it appears that the
following are key to individual creativity:
o Knowledge: the balance between breadth and depth of knowledge.
o Thinking: a strong ability to generate novel ideas by combining
previously disparate elements. This “synergistic” thinking must be combined
with analytical and practical thinking.
o Personal motivation: the appropriate levels of intrinsic motivation and
passion for one’s work combined with appropriate synergistic motivators
and self-confidence.
o Environment: a non-threatening, non-controlling climate conducive to
idea combination and recombination.
o An explicit decision to be creative along with a meta-cognitive awareness
of the creative process can go a long way in enhancing long-term creative
results.

“Genius is 1% inspiration, and 99% perspiration.

I make more mistakes than anyone else I know, and
sooner or later, I patent most of them”.
-Thomas Edison, Leader of Innovation
HOW IDEAS ARISE
Generating ideas is not a chance process.
Ideas appear to arise when people are actually looking for them.
It happens to people who are
Curious or inquiring.
Engaged in a search for opportunities, possibilities, answers or inventions.

Creativity and the Brain

When children are being creative they feed the ultimate creative tool – the
brain. This is why children are so good at being creative (witness the child
who can discard the expensive gift in five minutes and spend the afternoon
playing with the cardboard box it came in). Their brains are free of tradition,
experience, fear, conformity and boundaries.
De Bono described the human brain as being designed to set up routine
patterns and behaviors and to make sure that we don’t deviate from them.
This often means that we use judgement, which can prevent creativity.
Creativity will be encouraged when we suspend, defer or delay judgement.
His description of the brain as active information handling system (De Bono,
1995) which changes its response to information over time explains why we
sometimes overlook opportunities. The way we respond to information we
receive is frequently shaped by our past experiences, determining how we
perceive and act upon it. These natural processes can inhibit our creativity,
particularly as we get older and begin to use judgement more.

The left side of the brain is the one we use the most. Typically, the left
brain is far better at performing logical, analytical and mathematical tasks,
particularly those involving linear and sequential processing.
In contrast, the right brain is much better at non-verbal ideation, intuition,
holistic and synthesizing activities, particularly those involving spatial,
visual and simultaneous processing. Our creativity can be encouraged by
accessing our right brain capacity more and trying to diminish the
judgments being offered by our left brain.

PARADIGM SHIFTS
The need for creative thinking often becomes paramount when a paradigm
shift occurs or is likely to occur.
A paradigm is a set of rules and regulations that guide our actions when
solving problems.
Transport – train, airplane, spaceship
ACTIVITY ------- WHY IS CREATIVITY A RELEVANTBUSINESS ISSUE
FOR OUR ORGANIZATION?
Directions: In groups, generate answers to the question below. Pick a leader/
facilitator who will brief their ideas to the whole group .You will have about 5 minutes.

Why is creativity important to our organization?

Corporate Creativity

In 2008 IBM interviewed more than 1,000 Chief Executive Officers (CEOs)
and public sector leaders from across the world to get an opinion of the
characteristics of the enterprise of the future (IBM, 2008). The survey
indicated that organisations are experiencing an accelerating pace of change
and that many are struggling to keep up. Eight out of ten CEOs see
significant change ahead, and yet the gap between expected change and the
ability to manage it has tripled since the last survey was conducted by IBM
in 2006.
An accelerating pace of change leads to corresponding rate of obsolescence.
The result being that an increasing number of the challenges that we face
today have few or no precedents. This in turn decreases the number of
opportunities to solve them effectively in familiar ways, requiring the
application of more novel and creative approaches.
Creativity is important not just in terms of developing new products and
services, but in addressing business challenges, solving problems, removing
barriers and finding new ways of doing things. Whilst creativity techniques
do not replace the traditional management judgements made in decision
making, the application of creativity techniques do have the potential to
improve the quality and quantity of ideas that are reviewed before a
particular course of action is determined. This diversity of thought can have
significant impact through the subsequent innovation and entrepreneurial
stages of development of the idea.
Many managers underestimate the creative potential of their teams and they
themselves can be responsible for establishing the culture and norms which
can encourage or suppress creative behaviours. The factors affecting
creativity in the workplace have been studied by Amabile and found to be—

Alignment – employees must understand the organisation’s goals so that

their interests and actions are directed toward those goals and interests. The
employees will then recognize and respond positively to a potentially useful
idea, reducing the chances of resistance and accelerating its adoption
Self-Initiated Activity – promoting or supporting employees to pursue
creative solutions to problems. This results in self-motivation on the part of
the employee and increasing the probability of success

Unofficial Activity – the ability to nurture a fledgling idea to a sufficient

level to overcome internal resistance and demonstrate its viability
Serendipity – finding things when they are not sought! Accidental
discoveries can occur particularly when in the presence of those individuals
or groups with a keen insight

Diverse Stimuli – these are often some form of communication such as a

meeting, conference or discussion which provides some fresh insight into
something which a person has set out to do

Within Company Communication – communications, particularly within

large companies can be limited, often isolating pockets of creativity or skills
Connecting people and sharing information can facilitate creativity.

Many of the organisations perceived as ‘the world’s leading innovators’

demonstrate these elements through their cultures, behaviours and business
practices. In practical terms, many of the most innovative companies have
many common attributes:
They credit their success to hiring and developing the right people – self
motivated, Professional, challenging people who passionately care about
what they do.
They give their people the freedom to enjoy what they do best – for instance,
Google and 3Mencourage their staff to pursue pet projects, even if outside
their normal responsibilities.
They have a compelling vision that is meaningful to everyone.
They have a clear sense of customer and product focus in all they do -
Toyota’s approach to creativity is captured in one word “oobeya” - Japanese
for “big open office”. Everyone is encouraged to network and share ideas.
To change the way they create a product, they change when, how and with
whom they share information
They have leaders that show the way and who people will follow - Google
directors hold regular ‘open office hours’, where employees can talk through
their ideas.
They offer their people a framework to be creative within. Genentech uses
minimal guidelines and procedures to give their employees freedom, within
company goals, to apply their skills, knowledge and initiative.
They move fast when they see an idea that looks promising.
They know that some things will fail, but they are prepared to take a risk
They recognise the power of communication and engagement – IBM shaped
its corporate culture via a global online forum on their Intranet. Online
brainstorming is now regularly used internally and externally. Microsoft
holds “Technology Fair” events to give their product teams a sense of what’s
happening on the research side. Through this collaborative culture
connections are made which often result in new products or features.
Managers have a key part to play in establishing a creative environment
beyond simply the recruitment of creative individuals.
Particularly important is the role of leadership in establishing and
maintaining a culture which supports creativity and encourages the processes
and practices that encourage and nurture it. A number of companies are
actively exploring and utilising Open Innovation techniques to enhance the
number of ideas generated in addition to collecting diverse views and
opinions in solving real business challenges (Reid, 2009). Such activities
frequently necessitate leadership support and appropriate resources to filter
and act upon suggestions and feedback.

Components of Innovation Systems

Components of an effective innovation system include
Clarity in mission statements and goals, which invariably feature a
commitment from senior managers to assume responsibility for the risk of
failure.

An organizational culture that values innovation, where there is

encouragement for personnel to think differently, take calculated risks, and
challenge the status quo. Major forces such as leadership, attitudes to risk,
budgeting, audit, performance measurement, recruitment, and open
innovation are aligned in support.

A systems approach to management that understands innovation as one part

of a wider context, appreciates interconnections, and can conduct systematic
analyses of how a problem interacts with other problems, parts of the
organization, projects, etc. Management fosters coordination across these
interconnections and stresses integration rather than compartmentalization.

The adequate resourcing of innovation in line with strategy.

The placing of responsibility for innovation on all staff.

Understanding that creativity is desirable but insufficient. Innovation

ambassadors must still take responsibility for follow-through.

An enriched physical workplace that enhances creativity by providing

accessible, casual meeting spots; physical stimuli; space for quiet reflection;
a variety of communication tools, e.g., white boards, bulletin boards; contact
space for clients, audiences, and partners; and room for individual
expression, among others.

Human resource systems that ensure staff have diverse thinking (or learning)
styles, giving them a variety of perspectives on single problems
.
Team setups that avoid groupthink and balance the beginner’s mind with
experience, freedom with discipline, play with professionalism, and
improvisation with planning. Teams embody divergent and convergent
thinking, diverse thinking styles, and diversity of skills; and handle conflict.

High levels of decentralization and functional differentiation and a range of

specialized areas within the organization.
Honed knowledge management systems and processes that constantly bring
new ideas, concepts, data, information, and knowledge into the organization.
Numerous and empowered members of relevant communities and networks
of practice.

Processes and methodologies that identify and share good practice

A performance measurement system that measures the innovative pulse of

the organization; ensures monitoring and evaluation of inputs, activities,
outputs, outcomes, and impacts; and feeds lessons back to
the system.
product development.
Many companies, however, now realize that creative thinking is important
for all their personnel.
In competitive market, technological advances, shorter production cycles,
global trade possibilities, changing consumer demographics dictate the need
for creative approaches to business. But the giant barrier in many companies
is internal politics battles, poor communication networks; bureaucratic
structures prevent businesses from being creative.

Business creativity is all the more important it has a bottom –line to all the
companies because, in the long term, greater creativity will mean better
products, greater sales, and larger profits at lower cost

ACTIVITY - CREATIVE WORK ENVIRONMENT

Directions: In small groups, discuss the following question and generate as many
responses as possible. You will have about 5 minutes.

What elements are necessary to support creativity in our organization?

ACTIVITY-- WHAT IS THE STATE OF CREATIVITYIN OUR
ORGANIZATION?
Directions: you discuss your answers as a team, you may take notes on the other group’s
responses in the space provided.

What factors in our What factors inhibit

Organization support creativity? creativity?

Understanding our Mental Blocks to Enhance Creative thinking Skills

Mental blocks
Definition:
Mental blocks are reasons (attitudes) why we don’t .think something different... Most of
us have certain attitudes that keep us thinking the same way (blocks our thinking).
There are 10 main mental blocks.

MENTAL BLOCKS

1. The Right Answer.

Throughout our school years we have all been taught to look for the right answer. What
happens is that if we think there is only one right. answer then we will stop looking as
soon as we find it. Our creative thinking process stops with that one right answer..
When we allow ourselves to use our imagination we are able to discover many answers.

For example: Tests in schools that are multiple choice and true/false
Questions look for only one right answer

.
2. That’s not Logical.
We have been taught throughout life to look at things as right or wrong, as works or
does not work or as black or white. That type of logic implies there is a definite right and
wrong answer. We often do not look at the gray because it is not logical. Looking at the
gray can be playful, funny and creative. When we think only of what is right or wrong or
black or white our focus may be so narrow we miss out on some good ideas.

For example: What do a cat and a refrigerator have in common? Logical thinking would
say NOTHING. However, creative thinking may see a number of things a cat and
refrigerator have in common :they both have a place to put fish, they both have tails,
they both come in a variety of colors, they both purr, they both have a lifetime of about
fifteen years, etc.

3. Follow the Rules.

We are under a lot of pressure to .follow the rules.. We are taught this from the time we
are children. Often, challenging the rules is good creative thinking strategy. Also, if we
never challenge the rules, we may get locked into one approach or method without
seeing other approaches that may also work.

Here is an important reason why rules should be challenged:

1. We make rules based on reasons that make a lot of sense.
2. We follow these rules.
3. Time passes, and things change.
4. The original reasons for the generation of these rules may no longer exist, but
because the rules are still in place, we continue to follow them
.
4. Be Practical.
We so often focus on what is practical, on what we already know works. When people
look at new ideas, they tend to be critical and focus on what is out of the ordinary.
Often the comments made are negative, for instance, .that won’t work.. We have been
trained to respond to the unusual by saying .that’s not practical, instead of –hey ,that
sounds like a neat idea..
For example: Just imagine the creative ideas we would have if we were to look at the
way things were and asked .what if., .what if we did it differently.. ..What if we ate
dinner for breakfast and breakfast for dinner?. What if…

5. Play is Frivolous.

Ask the question - .When do you get your best ideas?

Some people will respond by saying:
.When I have a problem..
.When something breaks down and I have to fix it..
.When I have a deadline..
These are common responses and are quite acceptable to most people.
These types of responses indicate we are creative when it is necessary
for us to be creative.

There are other times, however, when we are creative. Other people
may respond to the same question along these lines:
.When I’m just playing around..
.When I’m not taking myself too seriously..
.When I’m doing something else..
Many people come up with their best ideas when they are playing
around.
For example: Play is often seen as something frivolous, an activity for
which we don’t have time. It is important that we recognize there are
many ways of getting good ideas. Some of the best ideas come when we
are playing around with our thoughts

6. That’s Not My Area.

The type of work people do is becoming more and more specialized. Our focus is
becoming narrower. For instance, the days of an auto mechanic working on all kinds of
cars or two wheelers are gone. Auto mechanics typically specialize on one type of car,
for instance Japanese cars or Maruti cars or in two wheelers-hero Hondas or Honda
activas. With specialization, people begin to think they do not have anything to offer
outside their area of specialization. It is important to realize that very few problems are
related to just one area. Most problems are related to many different areas. Just
because it is not our area, does not mean we don’t have something to offer.

For example: Think of yourself as an explorer. Wherever you go, there

are new ideas waiting for you to discover.

7. Avoid Ambiguity.
Generally, people do not like ambiguous statements or situations because they can be
confusing and many cause problems communicating. At times, it is important to be
unambiguous, yet there are other times when it may limit our thinking. There are times
when ambiguity can stir our imagination. Ambiguity helps us ask questions like:
• .What’s going on here?.
• .What does this mean?.
• How else could someone view this?.
These are special questions that can be asked when you are looking for new ideas. So,
looking at things ambiguously is one way look for new ideas.

8. Be a Conformist- Don’t Be Foolish.

We have learned that the best way to get along is to go along with the crowd. We tend
to conform so that we do not look foolish. If you don’t conform, you might look like you
don’t know what you are doing. The problem is that when we try to conform to our
thinking, we end up thinking like everyone else. Our creativity and imagination gets
stifled. We begin to look at an idea in the same way.

For example: To be creative, sometimes we have to take a risk and allow ourselves to
look at things differently. Try it, you just may find that people appreciate another
viewpoint and your creative idea may help someone out.

9. To Err Is Wrong.
Many people are not comfortable with errors. Our educational system has taught us to
look for the .right answers.. From an early age we are taught that right answers are
good and incorrect answers are bad. From this we learn to be right as often as possible,
to make as few mistakes as possible. In other words, we learn that .to err is wrong. The
sad part of this line of thinking is that it does not allow us to learn from our mistakes.
When we do not allow ourselves to make mistakes we are not allowing ourselves to
think creatively. Mistakes are not
bad, they are a learning experience. At the very least, we learn what does not work and
from there, we very well may learn what does work. Errors are a sign that you are
breaking new ground and are trying new things. Remember, if you do fail you learn what
doesn’t work. The failure gives you an opportunity to try a new approach.

For example: The comedian& film director, Woody Allen, once said, If you are not failing
every now and again it’s a sign you’re not trying anything very innovative...

10. I’m Not Creative

If we see ourselves as not creative, then we will not be creative. People who do not
think they are creative never put themselves in a position where they can use their
creativity. Because they do not think they are creative, their creativity stays locked
away.
For example: A major difference between creative people and lesser creative people is
that creative people give themselves a chance to pay attention to their ideas. They allow
themselves to play with their small ideas. Even if the idea is small, they know that a
small idea may lead to a big breakthrough and they believe they are capable of making it
happen.

(Adapted from: von Oech, R. (1983). A Whack on The Side of The Head.)

How can we be more creative

Write down your thoughts as to the ways in which we can be more creative

Golden rules of creative thinking.

1. Start small trying to discover new ways to be creative, but start.
2. Give yourself permission to abandon the old, obsolete ways of doing
things and to explore new ways.
3. It is not possible to change the way we think about everything. Target specific
areas in which you would like to try creative thinking techniques.
4. Understand that creative thinking requires time, but it is worth it!!
5. Remember that creative thinking is both hard work and fun!!!!
6. Focus on what you can reasonably do.
7. Practice creative thinking for today as well as tomorrow.
8. Include other people in the creative thinking process with you.
Collaboration fosters creative thinking.
9. Include new and different. in your creative thinking process aswell as
better and more..
10. Keep innovating.
1. 10 QUESTIONS TO ENCOURAGE IDEAS.
Questions that can be asked to get the thinking process started and to keep it going.:
1. What if...?
2. How can we improve...?
3. How will the company/stakeholder/customerbenefit?
4. Are we forgetting anything?
5. What’s the next step?
6. What can we do better?
7. What do you think about...?
8. What should we add?
9. What should we eliminate?
10. What other ideas do you have...?
Increasing Your Creativity – Methods

“What would happen if”….. -

Unusual uses for common objects –

Brainstorming –

Internal visualization –

Fantasy –

Practice asking questions –

Problem defining –

“Scamper” method –

List what is good, what is bad –

Building Creative Capability

How do we build creative capability? The key, according to De Bono
(1995), lies in employing techniques that cut across the normal behaviour of
the brain. These techniques can be learned, practiced and used deliberately.
Creative thinking skills can be developed by individuals and encouraged by
others (e.g. managers and leaders).
A number of methods, tools and frameworks have been developed to build
creativity and enhance creative techniques and behaviors. Several of these
are described below.

BRAINSTORMING

Purpose is to generate a large number of ideas in a short period of time.

Rules for Brainstorming

1. The more ideas the better! Everyone thinks freely and adds as many ideas as possible,
regardless of how crazy they may seem.
2. No discussion during brainstorming - keep the thoughts coming!
3. No idea is a bad idea – no evaluation at all at this stage, 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).

Practice Exercise:
− What are the uses of a paper clip?

Brainstorming may also be used as a basis to make decisions.

This technique was developed in the 1940s by advertising executive Alex
Osborn. Many variations of the technique (Rickards, 1999) have been
developed over time, including nominal brainstorming (which is carried out
individually) and electronic brainstorming (jams). Nominal brainstorming
has been shown to generate more ideas but without building on the thoughts
of others which is a very positive attribute of the technique.
Participants in an effective brainstorm are asked to suspend judgment on the
ideas being presented. They are encouraged to understand and nurture them,
building on the suggestions of others. Evaluation should be avoided at the
session and handled separately to maximize the number and quality of ideas
generated.
Reward Activity
You have Rs.50/- total to reward your 10 employees.
How do you do it? - Brainstorm

SCAMPER
This technique is useful when facing a creative block, allowing you to
manipulate data and ideas to generate new ideas. Osborne suggested the
original questions and Eberle (1997) reorganized them into a mnemonic:
S – Substitute - materials, people or components
C – Combine - mix, with other assemblies or services
A – Adapt – alter, change, use part of something else
M – Modify – increase or reduce in scale, change shape, modify attributes
P – Put – to another use
E – Eliminate – remove elements, simplify, reduce to core functionality
R – Reverse – turn inside out or upside down, also use reversal

Random Words
This technique described by De Bono (1995, 2008) is one of the simplest
techniques. He suggests when you have a need for a new idea you simply
introduce a random word. The random word is unconnected to any subject
and so any word would work for any subject. In passive information system,
this would make no sense. However, in an active patterning system,such as
the human brain, the random word provides a new entry point and we
increase the chance of using patterns we would never have used if we had
worked outward from the subject area.
Systematic Inventive Thinking (SIT)
This novel approach to idea creation and innovation has been developed
from earlier work on TRIZ (a Russian theory for inventive problem solving)
and subsequently refined by wide spread use across a number of companies
and sectors. The systematic process is based on five creativity patterns or
‘templates for innovation’
Subtraction – the taking away of a component or function from a product
to stimulate new ideas
Multiplication – adding existing elements of the product but changing the
role of the copied elements
Division – breaking down an existing product or function into component
parts
Task Unification – making one component serve two or more functions
Attribute Dependence Change – looking for dependencies between
elements or attributes of a product and its environment.
The 4Rs
The techniques are sometimes referred to as the 4R’s and are detailed as
follows:
Random Links
To use this technique you select a random stimulus which is not connected
with the business challenge. The stimulus provides surprise and freshness.
You must then find a connection between the stimulus and the challenge.
The harder this process is the more likely the link isto be unique.
Re-expression
This is about looking at a challenge or problem from different perspectives
and considering if the insights gained offer an alternative approach. Even
using a new way to describe an existing issue might lead to different
thoughts and solutions, not previously considered.
Revolution
Identify the constraints or rules that operate in a given setting and then take
each one in turn and ask yourself or others what would happen if you broke
it.
Related Worlds
Ask the group, or yourself, who else has faced a challenge similar to the one
you have and review how they have solved it. Consider how different
industries have tackled the same problem.
The use of techniques such as those described above help to provide the
brain with a new starting point for a challenge, enabling it to use a different
route or pattern to solve or analyse the challenge. . 3. MULTIVOTING
Purpose:
To help a group of people make a decision with which they
are all comfortable.

Definition:
A way to vote to select the most important or popular
items (alternatives) from a list.

Steps:
1. Generate a list of items and number each item. (You may use your list of
brainstorming results.)
2. If two or more items seem similar, they may be combined. (However, it is
important that the group agrees.)
3. If necessary, renumber the items.
4. Have each member write down on a sheet of paper the numbers of items
they feel is the major cause of the problem. (Allow each participant a
number of items equal to at least one third of the total number of items on
the list. For
example: 48 item list = 16 choices; 37 item list = 13choices.)

5. After all the participants have made their selections and recorded them on
notepaper; you may have them share their votes. Call out the item numbers,
members vote by a show of hands.
6. Eliminate those items with the fewest votes. If you are working with a
small group (5 or fewer) you may only need to eliminate items with 1 or 2
votes. (If you are working with a medium group (6-15) eliminate items with
3 or fewer votes. If the group is large (more than15) eliminate items with 4
votes or less.)
7. Repeat steps 3 through 6 on the list of remaining items. Continue this
process until only a few items remain. If a clear favorite does not emerge,
have thegroup discuss the items listed and make a choice.(Each participant
has one vote.)
Adapted from: Scholtes, Peter R. (1988). The Team Handbook

MIND MAPPING
A visual picture of a group of ideas, concepts or issues.
Purpose:
• Helps us unblock our thinking.
• Enables us to see an entire idea or several ideas on one sheet of paper.
• Helps us to see how ideas relate to one another.
• Allows us to look at things in a new and different way.
• Enables us to look at an idea in depth.

Initial Tumble of Ideas:

• Start with an over-sized blank sheet of paper - aflipchart is ideal.
• Select a single word, phrase or problemstatement (focal point) that
will serve as a focus for the discussion.
• Write it in the middle of the paper. Enclose it in a box or oval.
• Let a word pop out of your mind that relates tote focus point. write it
anywhere on the paper.
• Underline it & connect the line with the focus point (main phrase or idea).

• Record the next idea and connect it to either the original focus point or the
prior thought.
• Continue Writing and connecting words as they come into your mind.
Don’t be afraid to think freely!!

Helpful Hints
• Keep your Writing large and easy to read.
• Feel free to use symbols and or pictures.
• Have some fun using different colors.

Completed Map
• Look for clusters of similar thoughts associated with the main focus point
key phrase or word).Draw over each of these words with a highlighter pen.
Use a different color highlighter with each cluster of words.
• Seeing the ways in which ideas relate to one another gives people a better
Understanding of the focus issue.

Reframing
The Reframing Matrix is a formal technique used to look at problems from
different perspectives. It helps to expand the number of options open for
solving a problem.
You draw up a reframing matrix by posing a question in a box in the middle
of a piece of paper. You then draw a grid around it. Each cell contains
approaches to the problem, seen from one perspective.
One way of using the technique is the “4 P’s” approach. This looks at the
problem from the following viewpoints :
Product,
Planning,
Potential
People.

Another set of perspectives is to ask yourself how different professionals

would approach the problem. Useful professions to consider would be
medical doctors, engineers, systems analysts, sales managers, etc

Reframing Matrix example - New Product not selling well

Problem: New product not selling well.

Product Perspective:
- Untried product
- Is it technically correct?
- Is it attractive?
- Is it well priced?

Potential Perspective:
- How would we raise sales?

People Perspective:
- How do customers see the product?
- Are they convinced that it is reliable?
- Why are they choosing other products?

creative problem solving process

Step 1: State what appears to be the problem.

The real problem may not surface until facts have been gathered and analyzed.
Therefore, start with what you assume to be the problem that can later be confirmed or
corrected.
Step 2: Gather facts, feelings and opinions.
• What happened?
• Where, when and how did it occur?
• What is its. size, scope and severity?
• Who and what is affected?
• Is it likely to happen again?
• Does it need to be corrected?
• Time and expense may require problem solvers to think through what they need, and
assign priorities to the more critical elements.

Step 3: Restate the problem.

The facts help make this possible and provide supporting data. The actual problem may,
or may not, be the same as stated in Step 1.

Step 4: Identify alternative solutions.

Generate ideas. Do not eliminate any possible solutions
until several have been discussed.

Step 5: Evaluate alternatives.

• Which will provide the optimum solution?
• What are the risks?
• Are costs in keeping with the benefits?
• Will the solution create new problems?

Step 6: Implement the decision.

• Who must be involved?
• To what extent?
• How, when and where?
• Who will the decision impact?
• What might go wrong?
• How will results be reported and verified?

Step 7: Evaluate the results.

Test the solution against the desired results.
Make revisions if necessary.

SixThinking Hats
Propounded by Edward De Bono

Benefits of The Six Thinking Hat Framework

parallel thinking --
At any moment everyone is looking in the same direction.

So the six hats are…?

Six colors of hats for six types of thinking
Each hat identifies a type of thinking
Hats are directions of thinking
Hats help a group use parallel thinking
You can “put on” and “take off” a hat

Uses for Six Hats

Problem solving
Strategic planning
Running meetings

Six colors…
White: neutral, objective
Red: emotional, angry
Black: serious, somber
Yellow: sunny, positive
Green: growth, fertility
Blue: cool, sky above

six hats are…

White: objective facts & figures
Red: emotions & feelings
Black: cautious & careful
Yellow: hope, positive & speculative
Green: creativity, ideas & lateral thinking
Blue: control & organization of thinking

General hat issues

Direction, not description

•Set out to think in a certain direction
Not categories of people
Everyone can and should use all the hats
A constructive form of showing off
Show off by being a better thinker
Not destructive right vs. wrong argument
Use in whole or in part
Benefits of Six Thinking Hats
Provides a common language
Experience & intelligence of each person (Diversity of thought)
Use more of our brains
Helps people work against type, preference
Removal of ego (reduce confrontation)
Save time Focus (one thing at a time)
Create, evaluate & implement action plans

The Basics
There are six different imaginary hats that you can put on or take off.
Think of the “hats” as thinking icons.
Each hat is a different color and represents a different type or mode of thinking.
We all wear the same hat (do the same type of thinking) at the same time.
When we change hats - we change our thinking.

Using the hats

Use any hat, as often as needed
Sequence can be preset or evolving
Not necessary to use every hat
Time under each hat: generally, short
Requires discipline from each person
While using it, stay in the idiom
Adds an element of play, play along
Can be used by individuals and groups

The blue hat

Thinking about thinking
Instructions for thinking
The organization of thinking
Control of the other hats
Discipline and focus
The blue hat role
Control of thinking & the process
Begin & end session with blue hat
Facilitator, session leader’s role
open, sequence, close
Focus: what should we be thinking about
Asking the right questions
Defining & clarifying the problem
Setting the thinking tasks
Open with the blue hat…
Why we are here &what we are thinking about
definition of the situation or problem &alternative definitions
what we want to achieve &where we want to end up
the background to the thinking
a plan for the sequence of hats
…and close with the blue hat
What we have achieved-outcome
Conclusion
Solution
Next steps

White Hat Thinking

Neutral, objective information
Facts & figures
Questions: what we know, what don’t we know, what do we need to know
Excludes opinions, hunches, judgements
Removes feelings & impressions
Two tiers of facts-Believed Facts &Checked Facts

Red Hat Thinking

Emotions & feelings
Hunches, intuitions, impressions
Doesn’t have to be logical or consistent
No justifications, reasons or basis

Yellow Hat Thinking

Positive & speculative
Positive thinking, optimism, opportunity
Benefits
Best-case scenarios
Exploration

Green Hat Thinking

New ideas, concepts, perceptions
Deliberate creation of new ideas
Alternatives and more alternatives
New approaches to problems
Creative & lateral thinking

Black Hat Thinking

Cautious and careful
Logical negative – why it won’t work
Critical judgement, pessimistic view
Separates logical negative from emotional
Focus on errors, evidence, conclusions
Logical & truthful, but not necessarily fair

Brain-writing technique.
Related to brainstorming, which is characterised by verbal communication,
is also the hand-written communication as a brain-writing technique. The
process is that ideas generated by individuals are written down on a piece of
paper, and then exchanged and combined with those of the other individuals
in the group. Written ideas are circulated and read by the other participants
in the group each of whom, in turn, write down new ideas.
A variation of this hand-written communication is the6-3-5 method in
which each of the 6 participants in the group generates and writes 3 ideas
related to the problem on apiece of paper in 5 minutes. After 5 minutes, each
participant passes the piece of paper to the person on the right, who reads it
and adds 3 new ideas in 5 minutes. The process continues until each
participant gets the original piece of paper back.

Story boarding

It is a creativity technique for strategic and scenario planning based on

brainstorming and used mainly by groups. It requires a leader, a secretary
and takes place in a group of 8-12people. The leader arranges the ideas
generated by brainstorming in a logical order on a white board creating a
story. This technique allows identify the interconnections of ideas.

Lotus Blossom

This technique can also be used in scenario planning and is very useful for
forecasting strategic scenarios. It is designed for groups and is used to
provide a more in-depth look at various solutions to problems. It begins with
a central core idea surrounded by eight empty boxes or circles. Using
brainstorming, eight additional ideas (solutions or issues)are written in these
boxes. In the next step, each of these eight ideas becomes the core of another
set of eight surrounding empty boxes, which are filled in by new ideas using
brain storming. The process continues until a satisfactory solution or a
sufficient number of ideas have emerged.
Checklists

This creative technique is used mainly for product improvement or

modification. It involves applying a series of words, verbs, adjectives or
phrases contained in checklists or tables to an existing product or service or
its attributes.

Osborn’s Checklist is the best known and includes the verbs: put to other
uses, adapt, modify, magnify, minify,substitute, rearrange, reverse and
combine.
Each verb contains also an expanded definition in the form of questions. For
example, the description of the verb substitute is: Who else instead? What
else instead? Other ingredient? Other material? Other process? Other power?
Other place? Other approach? Other tone of voice? (Osborn 1963). The
method is to apply each of the verbs and its expanded description to a
product or service

ACQUIRING CREATIVE SKILLS

Fluency - ability to produce many ideas

Flexibility - ability to produce a varied mix of ideas
Elaboration - ability to add detail, depth, mixtures of viewpoints or
perspectives
Originality - uniqueness, novelty, newness

ACTIVITY: CREATIVITY & THE FUTURE OF OURORGANIZATION

Directions: Once the whole group is divided two Teams will answer the first question
and the other two will answer the second question. Select a spokesperson for your group
You will have 5 minutes.

To encourage and support creativity in our organization:

1. What steps do leaders/managers need to take?

2. What steps do employees need to take?

Idea Squelching Phrases

As a manager, work hard to never use these phrases. They will diminish
motivation and creativity and promptly halt all fun at work.

 We’ve never done it before.

 We’ve already tried that before.
 It can’t be done.
 It won’t work.
 No way.
 Are you nuts?
 It’s a waste of time.
 I’m telling you, it just won’t work.
 What will other people think?
 Somebody would have suggested it before if it were any good.
 It is too _____ (modern, old fashioned, expensive, cheap, flashy,
boring, etc.)
 Let’s discuss it at some other time.
 You’ve got to be kidding.
  You ask too many questions.
 It’s not in the budget.
 It has limited possibilities.
 Let’s form a committee.
 Don’t forget the chain of command.
 We don’t want to step on any toes.

 ________________________________________________________

 ________________________________________________________

Break into groups and come up with 3 or four very creative idea squelchers

Types and Sources of Innovation

The main types of innovation are divided into product innovations, service
innovations, and organizational(procedural or process) innovations.
The most common are market-led or market-push innovation; others are
technology-led innovations (for which markets must be developed).
All can be classified depending on the degree of their impact, viz.,
incremental, radical, or systemic.

Peter Drucker identified seven sources of innovation:

(i) unexpected occurrences

(ii) incongruities of various kinds,
(iii) process needs,
(iv) changes in an industry or market,
(v) demographic changes,
(vi) changes interceptions, and
(vii) new knowledge.
These seven sources overlap, and the potential for innovation may lie in
more than one area at a time. He explained that purposeful, systematic
innovation begins with the analysis of the sources of new opportunities.
However, he emphasized that in seeking opportunities, innovative
organizations need to look for simple, focused solutions to real problems.
That takes diligence, persistence, ingenuity, and knowledge.

Leveraging Enterprise
Creativity in products, services, procedures, and processes is now more
important than ever. It is needed equally in the established enterprise, the
public sector organization, and the new venture. However, many
organizations unwittingly carry out managerial practices that destroy it. With
exceptions, most managers do not stifle creativity on purpose. Yet, in the
pursuit of productivity, efficiency, and control, they often undermine it.
creative-thinking skills are one part of creativity but that expertise and
motivation are also essential. Managers can influence the first two, but doing
so is costly and takes time. They can make a more effective difference by
boosting the intrinsic motivation of personnel. To manage for creativity and
innovation in ways that keep clients, audiences, and partners satisfied, they
have five levers:

i) the amount of challenge they give to personnel to stimulate minds,

ii) the degree of freedom they grant around procedures and processes to
minimize hassle,
iii)the way they design work groups to tap ideas from all ranks,
iv)the encouragement and incentives they give, which should include
rewards and recognition, and
v) the nature of organizational support. Needless to say, managers must
themselves be motivated.

Preventing innovation can secure control over a workforce, be it by

centralizing authority in a particular department or person, limiting
possibilities for action, or reducing the need for human capital. A further
explanation for aversion to risk in the public sector might be that the costs of
failure remain so high—both politically and professionally—that managers
shy away from innovation as a feature of everyday practice. Another might
be that there are few financial or career incentives to think outside the box.
Monopolistic structures, “adhocism,” tight budgets, and heavy workloads
can also hinder the long-term investment and commitment that is needed to
truly embed a culture of innovation. Paradoxically, the need to keep up
sometimes also means that new technologies or ways of working are adopted
before a prior innovation takes root.
Innovation Myths

- Myth 1: Innovation is easy

Innovation involves coming up with exciting ideas, the fun of discovery and
creativity and enjoying the rewards of a successful commercialisation of the
new product or implementation of a new process
Making progress and solving frustrating problems can be exhilarating. In
many innovation projects there can be long periods in which little
worthwhile seems to be happening, and the daily grind of thinking,
discussing, testing and running meetings

- Myth 2: Innovation can be planned as a logical step by step activity

It is virtually impossible to plan an innovation project in fine detail
You are moving through unfamiliar territory
Employees must be accountable for their time and keep in mind that a
business is not a social club
Broad guidelines and objectives need to be put into place

- Myth 3: Innovation depends totally on new technology

Innovation can be the combination of existing technologies
Innovation can be the restructuring of a system or process

-Myth 4: Innovation involves making big changes

Some innovations are based on significant technological or scientific
breakthroughs, but most innovations come from small changes
Small improvements to work methods can cut costs
Small changes are less risky

- Myth 5: Creativity and innovation depend on dreamers

All creativity begins as an intellectual activity but having a vision is not
what creativity is all about – you have to bring it to fruition
You need focus, leadership and resources to transform an idea into a reality

- Myth 6: Most Innovation has an unacceptably long lead time

Some forms of innovation take a long time, but most innovations are the
outcome of small projects to improve existing projects
If the business has achieved an innovative culture, it will take less time to
implement innovations within the business
- Myth 7: Innovation is too risky for small firms
Refusing to change is far riskier than changing
Making many small innovations, rather than large innovations, reduces the
risks involved

- Myth 8: No business can have too much innovation

Innovation must have a defined and predetermined purpose – innovation for
innovations sake is worthless and can be detrimental
Innovations must result from strategic decisions to make specific changes

- Myth 9: Innovation is really only appropriate for manufacturers

Innovation stems from knowledge so a change in a company’s knowledge,
be it a manufacture, service or retail business can be considered an
innovation

- Myth 10: Innovation really only needs money

Sometimes there is a financial cost involved in innovation, but there are
some resources needed for innovation that money can’t buy – praise for
workers, non-financial incentives etc

The Innovation Process

Most innovations seem to follow these steps:

It starts with a need to act – an awareness of a problem which needs to be
solved or an opportunity which is worth exploring
Careful analysis and diagnosis must follow so that the problem or
opportunity is accurately understood before any action is taken
Ideas must be generated
The most appropriate idea must be chosen & a broad plan of action worked
out
The decision to go ahead
Careful thought to how the problem of change resistance might be avoided
or overcome
Initiation of the project
Results must be monitored and evaluated at each step. During the
implementation stage, it is highly likely that a number of procedural
problems will occur and these may require review and reconsideration of
earlier stages in the whole process.
Depending on the nature of the actual innovation, the whole process may
take as little as a few weeks and cost a few hundred or need as long as a year
or more and cost many thousands
Most innovations that fail, do so because of problems that occur during the
implementation stage

Product innovation: new and improved products

Service innovation: New and Improved Services
Technical Innovations: New and improved machines, tools and engineering

Innovation opens up new vistas of knowledge and new dimensions to

our imagination to make everyday life more meaningful and richer in
depth and content”.
- Dr APJ Abdul Kalam

Activity-- ARE YOU Different?

YES/ NO

____ ____ 1. Do you frequently feel like you don’t “fit in” at work—that
you are different in some fundamental way?

____ ____ 2. Do you get criticized for being different, odd, out of step?

____ ____ 3. Do you feel pressured by your boss or others to change in

some significant way in order to fit in?

____ ____ 4. Do you sometimes feel “left out of the loop” of information
and decision making?

____ ____ 5. Are you unable to identify with anyone as a role model at the
top of your organization ?
____ ____ 6. Are your ideas and suggestions routinely rejected as “not the
way we do things here?”

____ ____ 7. Do you often feel under- or un-appreciated for your talent and
skill?

____ ____ 8. Do you often try to figure out “why do I seem so different?”

____ ____ 9. Do you feel stifled, stuck, frustrated by some unseen

“system?”

____ ____ 10. Are you frequently ignored, interrupted, or discounted when
you make helpful comments or suggestions at meetings?

____ ____ TOTALS

Scoring
If you answered yes to 6 or more of these questions, you are definitely
someone distinct and different in your organization!

If you answered yes to 4 or 5 of these questions, you are probably somewhat

ambivalent about where you are working. In some ways you fit, and in other
ways you struggle.

If you answered yes to 3 or fewer questions, you might be an exotic bird in

the Land of opportunity, or you might be a penguin in the Land of Penguins.
The point is, you are probably a pretty good fit in your organization.

To quote Picasso "Every child is an artist. The problem is how to remain an

artist after growing up". The same is the case with creativity.
 Thinker’s Keys

The Reverse Listing Key

o Place words such as cannot, never or not in a sentence.
o Eg. Name 10 things that you could not eat.

The What If Key

o You can pose virtually any "What If" question.
o Eg. What If all dogs turned into mice?
What if the sun stopped shining?

The Disadvantages Key

o Select any item and list its disadvantages. Then brainstorm
various ways of correcting or eliminating the disadvantages.
o Eg. A computer, a chair, a pencil, a television

The Combination Key

o List the attributes of two dissimilar or unrelated objects (e.g. newspaper
and swimming goggles). Then combine the attributes into a single object.
o Eg. A sandshoe and a lamp.

The BAR Key

o Make an item BIGGER, ADD something to it, REPLACE something on
it
o Eg. A mouse trap, an umbrella, a freezer, a tent.

The Variations Key

o Start each question with “How many ways can you…” Brainstorm
different solutions or ways to meet the challenge.
o Eg. How many ways can you: make new friends; wash a giraffe, catch a
lion?
The Picture Key
o Draw a simple diagram, sketch or drawing to work out ways to link it to
the current issue

The Prediction Key

respond to a situation or circumstance by predicting a series of possibilities.
o Eg. predict what forms of entertainment we will have in 100 years.

The Different Uses Key

o List some different uses for items from their topic or theme (with an
emphasis on reusing and recycling).
o Eg. Find 10 uses for empty plastic yoghurt containers, an old shoe, a
broken radio.

The Ridiculous Key

o Make a ridiculous statement that would be virtually impossible to
implement. Then attempt to substantiate, justify the idea by developing a
case to support it.
o Eg. Every child should be required to pay a tax on their birthday gifts

The Commonality Key

o Decide on 2 objects which would normally have nothing in common, and
try to find common points between them.
o Eg. School and a circus.
 The Brainstorming Key
o State a problem which needs to be solved. brainstorm a list of practical,
creative or innovative solutions.

The Brick Wall Key

o Make a statement which could not generally be questioned or disputed,
and then try to "break down the wall" by outlining other ways of dealing
with the situation.
o Eg. Every child needs to go to school to get a good education
.
The Forced Relationships Key
o Develop a solution to a problem using 3 totally dissimilar objects. One
cannot use the objects in the way they were intended to be used.
o Eg. You need to catch a cat with a kite, a marble and a rubber band.

The Alternative Key

o think of a number of ways to complete a task without the normal tools or
equipment.
o Eg. Work out three ways to take a photograph without a camera, rake up
leaves without a rake, see clearly underwater without goggles.

The Interpretation Key

o Describe an unusual situation. think of different ways to explain that
situation.
o Eg. The clown is standing in the middle of the empty school auditorium.

- Researched and developed by

P.JAGADISH UPADHYA
H.R.CONSULTANT & CORPORATE TRAINER
[email protected]
09885657080