Get 101 Activities for Teaching Creativity and Problem Solving PDF

By Arthur B. VanGundy

ISBN-10: 0787974021

ISBN-13: 9780787974022

Staff who own problem-solving abilities are hugely valued in today?s aggressive company surroundings. The query is how can staff learn how to deal in leading edge methods with new facts, tools, humans, and applied sciences? during this groundbreaking publication, Arthur VanGundy -- a pioneer within the box of thought iteration and challenge fixing -- has compiled one hundred and one staff actions that mix to make a distinct source for running shoes, facilitators, and human source pros. The ebook is stuffed with idea-generation actions that at the same time train the underlying problem-solving and creativity options concerned. all of the book?s one hundred and one enticing and thought-provoking actions contains facilitator notes and suggestion on whilst and the way to exploit the task. utilizing 101 actions for instructing Creativity and challenge Solving provide you with the data and instruments you want to:
* Generate artistic principles to resolve difficulties. * keep away from patterned and detrimental pondering. * have interaction in actions which are bound to spark principles. * Use confirmed thoughts for brainstorming with teams.
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Additional info for 101 Activities for Teaching Creativity and Problem Solving

Sample text

Through training and conditioning in school and at home, we have learned to criticize first and think later. It’s almost as if we have learned that it is better to reject something new outright than even to consider its potential value as a solution. An Exercise in Negative Thinking To illustrate this automatic no tendency, here’s a little exercise to do by yourself or use with a group: Take five minutes and write down every negative response you can think of to a new idea. When finished, compare your list with the following one.

Prior to a meeting, ask approximately one-half of a group to consult an expert on the problem topic. They could do this by contacting people they know as experts or get referrals from others. Local universities would be a source, as would the Internet. com to search for experts or written examples of their advice. Tell them to take written notes from their investigations. 2. Assemble the participants into small groups and have them compare notes with other group members. That is, have one person in each group report what he or she has learned, then have the next person do the same, and so forth (exclude any duplicate information).

Our system is too small for this. • We’ve always done it this way. • Our present method is time-tested and reliable. • It’s impractical. • It’s ahead of its time. • It’s behind the times. • We’re not ready for it yet. • We’ve had too much of this lately. • We can’t teach an old dog new tricks. • Our young, progressive group doesn’t need it. • It will require a heavy investment. • It will never pay for itself. • If no investment is required, how do we expect it to work? • It’s too radical. • It’s almost the same as what we’re doing now.

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101 Activities for Teaching Creativity and Problem Solving by Arthur B. VanGundy


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