Storms and Maps and Post-Its, O My!

1. Storms and Maps and Post-Its, O My! Techniques for Brainstorming A workshop at the 2012 National Women’s Conference Led by Rev. Sandra Hasenauer

2. What’s Wrong with Brainstorming? • “Brainstorming” was developed by a Madison Avenue advertising executive, Alex Osborn, in the 1950s. • Since then, many researchers have studied the technique. • It has its benefits but also has some problems.

3. Brainstorming 101 • Typically done in groups • Relaxed, informal • Looking at issue from many angles • Raises more possibilities of solutions, helps identify problem more clearly • Ideas are only evaluated when brainstorming is complete

4. Types of Brainstorming Individual Brings creativity, experience, perspective of all members of group to an issue When one person gets stuck, others can carry idea forward Can develop ideas more in-depth than individually Can be risky for individuals—judgment, “silly idea,” introverts Can allow dominance by the loudest voice Problematic group behaviors can occur Individuals can be paying too close attention to other’s ideas to share, or forget theirs while waiting to speak Studies have shown that when individuals brainstorm on their own, they come up with more ideas than in groups Don’t have to worry about others’ egos or opinions, able to be more free and creative without fear of judgment Allows for wider degree of input from all members Can be very effective time-management Don’t have wider experience and creativity of other group members to draw upon. Group

5. Combo Platter • Do a combination of individual and group brainstorming. • Start by clearly defining problem and laying out criteria • Have people work individually first—give them plenty of time • Invite everyone to share their ideas in some manner that gives everyone an opportunity to contribute • Encourage participants to then develop other’s ideas or generate additional ideas • Same guidelines for brainstorming apply: no judgment or critique, have fun, don’t worry about impracticality at this stage • Make sure no single idea is developed for too long. Primary objective during brainstorming is quantity of ideas.

6. Methods of Brainstorming • Stepladder Overview • Encourages all members to contribute on an individual level before being influenced by anyone else. • Wider variety of ideas • Prevents people from “hiding” within the group because sharing is done in smaller format • Helps avoid people being overpowered by others

7. Methods of Brainstorming • Stepladder “How To” • Before coming together, present issue to all members. Give everyone time to formulate their own opinions first (from a few hours to 15-30 mins) • Form group of two. Have them discuss problemfor designated period of time (ie., 10 mins) • Add third member to core group. That person presents her ideas to the first two members beforehearing any ideas already discussed (#1 and #2 stay quiet until she’s done). Once she has presented, then all three discussfor designated time. • Add 4th member, with same format, and so on. • Reach final decision only after all members have eventually been included and heard. • 4-7 members best for this technique.

8. Methods of Brainstorming • Brainwriting Overview • Everyone sits at a table together to simultaneously address an issue; each participant brainstorms ideas individually in writing with no verbal interaction. • Large amount of ideas generated • Cross-pollination of ideas can still occur • No dominant voices, everyone on equal level

9. Methods of Brainstorming • Brainwriting “How To” • Everyone sits around a table. Each person gets one sheet of paper with the same problem statement (issue/question) written at the top, or statement is projected or otherwise in view of everyone. • At moderator’s signal, each person has 3 minutes to write down 3 ideas on the paper. No editing allowed! • Participants then pass sheet of paper in one direction around the table. • Each person now reads 3 ideas already written and new 3-minute round starts; each person now must come up with 3 new ideas. Can use previously written ideas as triggers, or ignore them altogether. • Repeat as desired, perhaps until papers have made full circuit. • Ideas are now read, discussed, and consolidated.

10. Methods of Brainstorming • Reverse Brainstorming Overview • To use this technique, you start with one of two “reverse” questions: • Instead of asking, “How do I solve or prevent this problem?”, ask, “How could I possibly cause this problem?” • Instead of asking, “How do I achieve these results?”, ask, “How could I possibly achieve the opposite effect?” • Helps break out of pre-formed patterns of thinking • Brings honesty to discussion in a more entertaining way • Brings an element of silliness or fun to process, particularly helpful with more difficult topics

11. Methods of Brainstorming • Reverse Brainstorming “How To” • Reverse the problem or challenge by asking “how could I possibly cause the problem,” or “how could I possibly achieve the opposite effect?” • Brainstorm the reverse problem to generate “reverse solution” ideas. Usual brainstorming rules apply. • Once you’ve finished brainstorming, now reverse the solutions back into actual solution ideas for the original (positively stated) problem or challenge. • Evaluation solution ideas as you typically would.

12. Methods of Brainstorming • Charette Procedure Overview (best for large groups) • Break a large group down into smaller groups, each of which brainstorms ideas one after the other until everyone involved has had a chance to contribute fully. You take ideas generated by one group over to the next group to be built upon, refined, and prioritized. • Many issues can be discussed at the same time • Many people can be involved (more buy-in) • Most popular ideas are polished with each round of discussion • Elimination of stalled discussion as new people move issues forward on each round.

13. Methods of Brainstorming • Charette Procedure “How To” • Agree on issues to be discussed. • Divide into small groups conducive to brainstorming (4-7). Try for a good mix of background, skills, experience in each group. • Appoint as many recorders as groups. The recorders will move from group to group. • Assign an issue to each group. (If there are more groups than issues, assign an issue to more than one group.) • Allow time for each group to brainstorm their issue using the regular method.

14. Charette Procedure cont’d • When time is up, the recorder moves to the next group. The recorder reviews the issues and current brainstorming list (generated by last group) with the new group. • Brainstorming begins again, with each group now discussing a new idea or issue. New group builds on the existing ideas and generates new ones. • Repeat until each group has discussed each issue at least once. • In final session, allow time to organize and draw together lists into key ideas or themes. Recorders present lists to entire plenary group. Now prioritize and so forth.

15. Mind-mapping Brainstorming Graphically

16. Mind-mapping • A technique for reminding ourselves few problems are linear. • Mind maps have a natural organizational structure radiating from the center and using lines, symbols, words, colors, and pictures. • A mind map can quickly identify relationships between ideas, people, issues.

17. Mind-mapping • Mind-mapping in ministry brainstorming example: • Start with central question/issue/problem in center. Ex: “Christmas tea” • Begin with brainstorming relevant questions (What, where, when, why, who, etc.). Place each question radiating from center. • Brainstorm each section—as people’s minds leap from one to the other making connections, you can easily keep up by jotting notes in appropriate section of mind map.

18. Mind-mapping

19. Post-Its • As a tool, post-its provide a convenient way for people to write individually then add to a master list on newsprint or chalkboard • Because they are easily repositionable, ideas can be organized and reorganized quickly to better identify action plans or related concepts. (*Based on Rapid Problem-Solving with Post-It Notes by David Straker; see handout)

20. Post-Its Guidelines • Each note contains only a single piece of information or idea. • Use four to five words, not paragraphs. Notes must be clear and concise. • Most models start with the “Post-Up.”

21. Post-Its • The Post-Up • Issue is presented clearly • Each piece of information is written on a post-it note (1 piece to 1 note), then the note is stuck on the wall with everyone else’s. (Similar to other written brainstorming techniques.) • Allows efficient use of time, effective data collection, fair play, relative anonymity. • Minimize talking during this step. • Can always leave post-its in place and allow for an incubation period, during which other notes might be added. • Participants can review other notes to help spur their own new ideas.

22. Post-its Start with post-up! • Swap sort (for prioritization) • Best for short lists (10 or fewer). • Before starting, must agree on criteria: “What makes one item more important than another?” • Compare a pair of notes on the list, and swap them if they are in the wrong positions. Then go to next pair, and swap again. Done over and over until all notes are ranked. • Comparing notes in pairs makes it easier to determine priority, rather than looking at all simultaneously.

23. Swap Sort Example What are our criteria?

24. Post-Its Start with post-up! • Trees • Top Down (Hierarchical) • By sorting post-its into order by hierarchical relationships, you unfold the problem one level at a time. • You can break a large task down into pieces easily assigned and managed • Repeatedly asking a well-defined question helps create the branches. (“How do we do that,” “Why does that happen,” etc.) • Post-its are added in silence, rearranged as needed. • Tree can be vertical, horizontal, etc., depending on preference and space available.

25. Top Down Tree Example Why is this happening? Why is this happening? How could we fix this?

26. Post-Its Start with post-up! • Trees • Bottom Up (Grouping) • This is a great method for discovering how a collection of individual information pieces fit together. (Ex: defining leadership roles in a ministry) • Useful when individuals can’t agree on what the real problem is. Group works on shared data and reaches joint conclusions. • Organizes information pieces into families. Families are grouped into larger families, and so on. • When main problem is vague, word objective in general terms to encourage more creative ideas to be generated

27. Relationships Business mtgs Costs Logistics Why is attendance declining? Bottom Up Tree Example Start with post-up!

28. Post-Its Start with post-up! • Maps (Complex issues) • Just like mind-maps, only sticky—rearrange them as often as needed • Shows complex relationships between information pieces • Many problems have a messy, complex structure • To identify all possible relationships, use consistent approach (i.e., a standard question) • Draw arrows between notes to identify relationships: sources, sinks, chains, bottlenecks • Ask, “what directly causes this,” “what does this lead to,” “who does this,” etc.

29. Map Example Chain Bottleneck Source Sink Map is started with one or more “root” Notes

30. Resources Rapid Problem-Solving with Post-It Notes, by David Straker (De Capo Press, 1997) Available in paperback, Kindle, Nook Mindtools website: www.mindtools.com (Some information available for free, some you need to be a paid subscriber to access. However, you can find terms and methods on mindtools and then use an Internet search engine to find additional information through other free sources.) Information on pros and cons of brainstorming and the brainwriting technique may also be found at http://litemind.com/brainwriting