UNIT-1

Creativity and innovation management:Definition:- (Innovation).

Innovation:- Innovation is the implementation of new idea at the individual, group or
organization level. Creativity:- Creativity is the development of ideas about the products,
practices , services or procedures that are novel and potentially useful to the organization.
Objectives :o Describe the creative process.
o Explain the personality traits of creative people.
o Explain the how the four cognitive creativity skills are promoted by creativity techniques.
o List the five categories of characteristics that distinguish creative people form non
creative people.
o Describe the creative process.
Individual creativity.
1. The creative persons:

Personality traits.

Cognitive creativity skills.

Domain specific knowledge.

Intrinsic motivation.

2. Cognitive creativity skills:

Think creativity.

Generate alternatives.

Engage in divergent thinking.

3. Creative enhance:

Workforce diversity external and internal intraction.

Diverse teams skilled at working together.

Supportive climate.

Organizational culture the promotes innovation.

Flexible flat structure.

Close intraction and relationship with customers.

4. Management style of creativity:

Encourage risk taking.

Provide autonomy.

Encourage productivity.

Supportive supervision, climate and work group.

Participative leadership.

Process of creativity (or) stages:

Preparation.,Reparation,Verification,Incuvation.,llumination.

Group creativity:

brain storming.,Production blanking.,Nominal technic (group).,Delphio

technic.,Entrepreneurs.,Intrepreneurs.

1. Brain storming:Manager meet face to face to generate and debt many alternatives. Group members are not
allowed to evaluate alternatives, until all alternatives are listed. When are listed then the bores
consumers of each are discuss of a short listed created.
2. Production blanking:Accurse because group members cannot make sense of all the alternatives being generated think
up additional alternatives of remember what they are thinking.
3. Nominal group technic:-

Provides a more structure way to generate alternatives and gives each manager time of
opportunities to come up with quetinal solution. Useful when issue is control of when different
managers might be expected to champion different course of acton.
4. Delphic technic: Written approach to creativity problem solving.
Group leader wrights a statement of the problem to which manager response.
Questionnaire is send to manager to generate solution.
Team of manager summarize the response of resulted send were to the
participation.
5. Entrepreneurs:Individual to notice opportunities of take the responsibility for mobilizing the resource necessary
to produce new of improve goods and services.
6. Intrapreneurs:-Individuals, (managers , scientist or researcher) who work inside of
exciting organization of notice on opportunities for product improvements and are
responsible for managing the product development process.
Convergent thinking:Definition:- Problem solving technique in which idea from different field or participation are
brought together to find a single optimal solution to a clearly defined problem.
Meaning:- An excisting technology or solution to a problem in one field is used to provide a
new idea for a solution in another. Convergent thinking is used when a person attempt to give the
one correct answer to a problem.
Divergent thinking;-Definition: Idea generation technique (such as brain storming) in which an
idea is followed in several directions to lead to one or more new ideas, which internal lead to
steal more ideas. In contrast to convergent thinking (which aim at solving a specific problem)
divergent thinking is creativity, open ended thinking aim at generating fresh view of novel
solution.
Brain storming:-Using creativity ability to produce a wild arrange of possible solution to a
problem.
Two types:

Understanding of right

Left brain function.

1. Right:The right side of brain controls your creativity visual, of concept the left.
2. Left:The left side of brain control youre logical of mathematical, judgment, analytical
activities.
Rules for brain storming:

Put judgment of evaluation a site temporary.

Turn imagination loose of start offer in result.

Think of as many ideas as you can.

Seek compensation as improvement.

Record all ideas in full view.

Evaluate of at a letter session.

Alternatives brain storming techniques:Scamper system: S- Substitute.

C- Combine.
A- Adopt.
M- Modify.
P- Put to another use.
E- Eliminate.
R- reverse.
Creativity thinking techniques:o Express, Non- evaluation.,Quantity.,Building.
Technique of brain storming:-

1. Situation.
2. Problem
3. Needs
4. Objectives
5. Strategies.

Ideas

Ideas

Ideas

Ideas

Ideas

Convergent thinking types: Answer:

Facts

Facts

Facts

Facts

Facts

E.g., doctors, lawyer, mathematics, scientist, engineers, athletes.

Technique brain storming:Ideas:-The ideas you want to develop should flow from the strategies. You identify to achieve
the objectives. Ideas can be all over the place to develop ideas efficiently you need the strategies
that address the identify problem. Objectives:- Objectives is what you want to achieve.
Strategies:-Strategies is out you purpose to achieve the objectives.
Divergent thinking process:Blooms include higher level question skill: Evaluation, Synthesis, Analysis, Application, Understanding, Knowledge.
Toward gardeners multiple intelligences of each person:-

 Word smart ,Logic smart, Picture smart, Nature smart, Body smart, Music
smart, People smart, Self smart.

Unit-3:
What is a creativity exercise?
For our purposes, anything that changes your way of thinking about a problem (or
opportunity).
Especially techniques to cultivate new ideas.
Applicable at any stage of the process.
What is that good for?
Analysis is not a very good means of generating ideas.
Intuition is, by definition, not responsive to systemization.
What cannot be commanded might still be coaxed.
Things you may already do ?
Many activities change what parts of your brain are working, and encourage other
parts to relax.
Identifying these triggers and exploiting them on purpose can be powerful.
Not usually a great thing for groups, though.
Things you may already do
Examples:
1. Exercise 2. Change of scenery 3. Driving 4. Showering 5. Toys 6. Sleep 7. Music
Effective Brainstorming
The best way to get a good idea is to get a lot of ideas.
Randomization Exercises
Select a theme, element, or piece of advice from some random source.
Get you past a blank slate.
Encourage very unexpected thought patterns.
Six thinking Hats:
1. Knowledge possessed or needed.
2. Type of thinking being used.
3. Risks, drawbacks, criticism.
4. Opportunities, possibilities alternatives.
5. Advantages, benefits.
6. Feelings, intuition.
MIND GYM
The mind messes up more shots than the body.
Mind can focus on thing at a time.

 Rather than suppress what you dont want to happen, you must focus on what you
do want or on some neutral thought.
learn to use your mind:
Or your mind will use you.
Actions follow our thoughts and images.
Dont look where you dont want to go.
Power of visualization and mental rehearsal.
Create your own Mind Gym
o Mental practice
o Confidence comes from knowing you are mentally and physically prepared.
Studies show that within a group of athletes of equal ability, those who receive
mental training outperform those who dont.
Competitive:
A competitor finds a way to win.
Take bad breaks and use them to drive themselves harder.
o Quitters take bad breaks and use them as reasons to give up.
Confident:
Every time I play, in my own mind Im the favorite-Tiger Woods.
Can do attitude.
Belief they can handle whatever comes their way.
Almost never fall victim to self-defeating thoughts.
Control:
Successful athletes are able to control their emotions and behavior.
They focus on what they can control and dont allow things that are out of their
control to affect them.
Maintain poise, concentration, and emotional control under the greatest pressure
and the most challenging situations.
Committed:
Focus time and energy on their goals and dreams.
Self directed and highly motivated.
A.C.T.
A:o Accept your present state.
o Understand your strength and weaknesses.
C:-

o
o
o
o
T :o
o

Create your desired state.

Whats your dream?
See yourself exactly the way you want to be.
Write down what this desired state would look like.
Take action steps to get you there.
Success is a journey of one step at a time, and the journey begins with the
first step.

S.M.A.R.T
Specific
Measurable
Achievable
Realistic
Time-bound
Accomplishment date.
How the brain works :
what makes us think differently?
What makes a person a wolf?
Revelation experience in god:
Now standing inside the cloud.
Bible is no longer a source of confusion.
Writings of apostles make sense.
Writings of Church fathers make little to no sense.
Problem!:
Brain is dirty with doctrine
And do not be conformed to this world, but be transformed by the renewing of
your mind. So that you may prove what the will of God is, that which is good and
acceptable and perfect.
The way The Mind Works:
1. The mind as a pattern-making system.
2. Self organizing system.
3. Limited attention span.
4. Sequence of arrival of information (self-maximizing systems)
-even though one had been correct at each stage one would
still have to restructure the situation before being able to
proceed.
5. The arrangement of information is always less than the best possible
arrangement.
The purpose of lateral thinking is to overcome the limitations by providing a means for
restructuring, for escaping from clich patterns, for putting information together in new
ways to give new ideas.

Lateral thinking:
Challenge the labels.
Try and do without them.
Establish new label.
Challenging the labels.
Difference between lateral and vertical thinking:
1. Vertical thinking is selective, lateral thinking is generative.
2. Rightness is what matters in vertical thinking. Richness is what matters in lateral
thinking.
3. Vertical thinking is analytical, lateral thinking is provocative.
4. Vertical thinking is sequential, lateral thinking can make jumps. One may jump
ahead to a new point and then fill in the gap afterwards.
5. It may be necessary to be on top of the mountain in order to find the best way up.
6. With vertical thinking one has to be correct at every step, with lateral thinking one
does not have to be.
7. With vertical thinking one uses the negative in order to block off certain pathways.
With lateral thinking there is no negative.
8. With vertical thinking one concentrates and excludes what is irrelevant, with
lateral thinking one welcomes chance intrusions.
9. With vertical thinking categories, classifications and labels are fixed, with lateral
thinking they are not.
10. Vertical thinking follows the most likely paths , lateral thinking explores the least
likely.
11. Vertical thinking is a finite process; lateral thinking is a probabilistic one.
12. With lateral thinking there may not be any answer at all. With vertical thinking
one uses information for its own sake in order to move forward to a solution. With
lateral thinking one uses information not for its own sake but provocatively in
order to bring about re patterning.
Attitudes towards lateral thinking:
Insight is brought about by alteration in pattern sequence brought about by
provocative stimulation and lateral thinking provides such stimulation.
Lateral thinking is like the reverse gear in a car. One would never try to drive
along in reverse gear the whole time. On the other hand once needs to have it and
know how to use it for maneuverability and to get out of a blind alley.
Basic nature of lateral thinking:
Lateral thinking is concerned with changing patterns.
In a self-maximizing system with a memory the arrangement of information must
always be less than the best possible arrangement.
The rearrangement of information into another pattern is insight restructuring. The
purpose of the rearrangement is to find a better and more effective pattern. A
particular way of looking at things may have developed gradually. An idea that was

very useful at one time may no longer be so useful today and yet the current idea
has developed from that old and outmoded idea.
Lateral thinking is also a particular way of using information in order to bring
about pattern restricting.
The uses of lateral thinking;
New Ideas: There are jobs that demand a continual flow of new ides (research,
design, advertising, architecture, etc).
Problem Solving: A problem is simply the difference between what one has and what
one wants.
Three types of problems:1. The first type of problem requires for its solution more information or better
techniques for handling information.
2. The second type of problem requires no new information but a rearrangement of
information already available- and insight restructuring.
3. The third type of problem is the problem of no problem. The present arrangement
is causing a block.
4. Processing perceptual choice.
The generation of alternatives:
The most basic principle of LT is that any particular way of looking at things is
only one from among many other possible ways.
Anti arrogance. Relaxation. Reexamination of a concept. Rethinking.
Restructuring. Indicating an awareness of the possibility of clichs or a rigid point of
view.
Quota: A minimum number of desired alternatives.
CHALLENGING ASSUMPTIONS
Clichs are stereotyped phrases. Basic ideas are themselves patterns that can be
restructured and broken down.
In problem solving, one always assumes certain boundaries. These limits are often self
imposed, so step outside the limits.
In challenging assumptions one challenges the necessity of boundaries and limits and one
challenges the validity of individual concepts.
The why technique . Like a child, constantly ask why.
INNOVATION
Up to now we have covered two fundamental aspects; The deliberate generation of alternative ways of looking at things.
The challenging of assumptions.
UNIT-3
UNDERSTANDING HOW THE BRAIN WORKS:

Its important to understand the complexity of the human brain. The human brain
weighs only three pounds but is estimated to have about 100 billion cells. It is hard to
get a handle on a number that large (or connections that small). Lets try to get an
understanding of this complexity by comparing it with something humans have
created the entire phone system for the planet. If we took all the phones in the world
and all the wires (there are over four billion people on the planet), the number of
connections and the trillions of messages per day would NOT equal the complexity
or activity of a single human brain. Now lets take a small problembreak every
phone in Michigan and cut every wire in the state. How long would it take for the
entire state (about 15 million people) to get phone service back? A week, a month, or
several years?. If you guessed several years, you are now beginning to see the
complexity of recovering from a head injury. In the example I used, Michigan
residents would be without phone service while the rest of the world had phone
service that worked fine. This is also true with people who have a head injury. Some
parts of the brain will work fine while others are in need of repair or are slowly being
reconnected.
An electrical and chemical machine:
Lets start looking at the building blocks of the brain. As previously stated, the brain
consists of about 100 billion cells. Most of these cells are called neurons. A neuron is
basically an on/off switch just like the one you use to control the lights in your home.
It is either in a resting state (off) or it is shooting an electrical impulse down a wire
(on). It has a cell body, a long little wire (the wire is called an axon), and at the
very end it has a little part that shoots out a chemical. This chemical goes across a
gap (synapse) where it triggers another neuron to send a message. There are a lot of
these neurons sending messages down a wire (axon). By the way, each of these
billions of axons is generating a small amount of electrical charge; this total power
has been estimated to equal a 60 watt bulb. Doctors have learned that measuring this
electrical activity in the brain is called an EEG (electroencephalograph).
Each of the billions of neurons split out chemicals that trigger other neurons.
Different neurons use different types of chemicals. These chemicals are called
transmitters and are given names like epinephrine, nor epinephrine, or dopamine.
Pretty simple, right? Well, no. Even in the simplified model that Im presenting, it
gets more complex.
Is the brain one big computer?
Is the brain like a big phone system (because it has a lot of connections) or is it one
big computer with ON or OFF states (likes the zeros and ones in a computer)?
Neither of the above is correct.
Lets look at the brain using a different model. Lets look at the brain as an
orchestra. In an orchestra, you have different musical sections. There is a percussion
section, a string section, a woodwind section, and so on. Each has its own job to do
and must work closely with the other sections. When playing music, each section
waits for the conductor. The conductor raises a baton and all the members of the

orchestra begin playing at the same time playing on the same note. If the drum
section hasnt been practicing, they dont play as well as the rest of the orchestra.
The overall sound of the music seems off or plays poorly at certain times. This is
a better model of how the brain works. We used to think of the brain as a big
computer, but its really like millions of little computers all working together.
Getting information in and out of the brain:
How does information come into the brain? A lot of information comes in through
the spinal cord at the base of the brain. Think of a spinal cord as a thick phone
cable with thousands of phone lines. If you cut that spinal cord, you wont be able
to move or feel anything in your body. Information goes OUT from the brain to
make body parts (arms and legs) do their job. There is also a great deal of
INCOMING information (hot, cold, pain, joint sensation, etc.). Vision and hearing
do not go through the spinal cord but go directly into the brain. Thats why people
can be completely paralyzed (unable to move their arms and legs) but still see and
hears with no problems.
Information enters from the spinal cord and comes up the middle of the brain. It
branches out like a tree and goes to the surface of the brain. The surface of the
brain. The surface of the brain is gray due to the color of the cell bodies (thats why
its called the gray matter). The wires or axons have a coating on them thats
colored white (called white matter).
Two brainsleft and right hemisphere:
We have two eyes, two hands, and two legs, so why not two brains?. The brain is
divided in half, a right and left hemisphere. The right hemisphere does a different
job than the left. The right hemisphere deals more with visual activities and plays a
role in putting things together. For example, it takes visual information, puts it
together, and says I recognize thatthats a chair, or thats car or thats a
house. It organizes or groups information together. The left hemisphere tends to be
the more analytical part; it analyzes information collected by the right. It takes
information from the right hemisphere and applies language to it. The right
hemisphere sees a house, but the left hemisphere says, oh yeah, I know whose
house that is its Uncle Bobs house.
So what happens if one side of the brain is injured?. People who have an injury to
the right side of the brain dont put things together and fail to process important
information. As a result, they often develop a denial syndrome and say theres
nothing wrong with me. For example, I treated a person with an injury to the right
side of the brainspecifically, the back part of the right brain that deals with visual
informationand he lost half of his vision. Because the right side of the brain was
injured, it failed to collect information, so the brain did not realize that something
was missing. Essentially, this person was blind on one side but did not know it.
What was scary was that this person had driven his car to my office. After seeing the
results of the tests that I gave him, I asked, Do you have a lot of dents on the left
side of your car? He was amazed that I magically knew this without seeing his car.

Unfortunately, I had to ask him not to drive until his problems got better. But you
can see how the right side puts things together.
The left side of the brain deals more with language and helps to analyze information
given to the brain. If you injure the left side of the brain, youre aware that things
arent working (the right hemisphere is doing its job) but are unable to solve
complex problems or do a complex activity. People with left hemisphere injuries
tend to be more depressed, have more organizational problems, and have problems
using language.
VISIONHOW WE SEE THINGS:
Information from our eyes goes to areas at the very back of the brain. Weve all
seen cartoons where the rabbit gets hit on the head and the rabbit sees stars. This can
actually happen in human beings (trust me, not a good thing to do at home!). If you take a
hard enough blow to the back of the head, this brain area bangs against back of your
skull. This stimulates it and you can see stars and flashing lights. Remember those two
hemispheres? Each hemisphere processes half the visual information. Visual information
that we see on the left gets processed by the right hemisphere. Information on the right
gets processed by the left hemisphere. Remember, wires that bring in information to the
brain are crossedvisual information from the left goes to the right brain.
MOVEMENT:
The area of the brain that controls movement is in a very narrow strip that goes
from near the top of the head right down along where your ear is located. Its called the
motor strip. If I injure that area, Ill have problems controlling half of my body. If I have
a stroke in the left hemisphere of my brain, the right side of the body will stop working. If
I have an injury to my right hemisphere in this area, the left side of my body stops
working (remember, we have two brains). This is why one half of the face may droop
when a person has had a stroke.
HEARING AND LANGUAGE:
In the general population, 95 percent of people are right-handed, which means that the
left hemisphere is the dominant hemisphere. (For you left-handers, the right
hemisphere is dominant). With right-handed people, the ability to understand and
express language is in this left temporal lobe. If I were to take a metal probe, and
charge it with just a bit of electricity, and put it on the primary area of my left
temporal lobe, I might say hey, I hear a tone. If I move this probe to a more
complex area of the temporal lobe, I might hear a word being said. If I move the
electrical probe to an even more complex area, I might hear the voice of somebody I
recognize; I hear Uncle Bobs voice. We have simple areas of the temporal lobe
that deal with basic sounds and other areas of the temporal lobe that look at more
complex hearing information.
The right temporal lobe also deals with hearing. However, its job is to process musical
information or help in the identification of noises. If this area is damaged, we might
not be able to appreciate music or be able to sing. Because we tend to think and
express in terms of language, the left temporal lobe is more critical for day-to-day
functioning.

 The vision areas and the hearing areas of the brain have a boundary area where they
interact. This is the area of the brain that does reading. We take the visual images and
convert them into sounds. So if you injure this area (or it doesnt develop when you
are very young), you get something called dyslexia. People who have dyslexia have
problems that may include seeing letters backwards or have problems understanding
what written words mean.
SKIN SENSATION:
If something lands on my left hand, this information will be transmitted to the
right side of my brain. It goes to the area of the brain next to the area that deals with
movement. The tactile area of the brain deals with physical sensation. Movement and
feeling are closely related, so it makes sense that they are next to each other in the brain.
Because movement and tactile areas are located close to each other, it is not uncommon
for people with brain injuries to lose both movement and feeling in parts of their body.
Remembertactile information from the left side of the body goes to the right brain, just
like movement and vision.
FRONTAL LOBES Planning, organizing, controlling.
The biggest and most advanced part of the brain is the frontal lobe. (Its called the
frontal lobe because its in the front part of brain). One job of the frontal lobe is
planning. You have probably heard of frontal lobotomies. At the turn of the century,
this surgery was done on people who were very violent or who were in a psychiatric
hospital, because they were very agitated. Doctors used surgery to damage this area of
the brain. Following this surgery, people became very passive and less violent. At
first, scientists saw this as a great thing. Neurosurgery could stop behavioral problems
such as violence. The problem was that the patients stopped doing a lot of other
things. They didnt take care of themselves and they stopped many activities of daily
living. They basically sat there. In head injury, individuals with frontal lobe
impairment seem to lack motivation and have difficulty doing any task that requires
multiple steps (eg, fixing a car or planning a meal). They have problems with
planning.
The frontal lobe is also involved in organizing. For a lot of activities, we need to do
step A, then step B, then step C. We have to do things in order. Thats what the frontal
lobes help us do. when the frontal lobe is injured, there is a breakdown in the ability
to sequence and organize. A common example is people who cook and leave out a
step in the sequence. They forget to add an important ingredient or they dont turn the
stove off. Ive met a lot of patients whove burned or melted a lot of pans.
Additionally, the frontal lobes also play a very important role in controlling emotions.
Deep in the middle of the brain are sections that control emotions. Theyre very
primitive emotions that deal with hunger, aggression, and sexual drive. These areas
send messages to other parts of the brain to DO SOMETHING. If youre mad, hit
something or someone. If youre hungry, grab something and eat it. The frontal lobes
manage emotions in general, the frontal lobe has a NO or STOP function. If your
emotions tell you to punch your boss. Its the frontal lobes that say STOP or you are

going to lose your job. People have often said to me a little thing will set me off and
Im really mad. The frontal lobes failed to stop or turn off the emotional system.
On the other hand, we have talked about how the frontal lobes plan activities. The
frontal lobes may fail to plan for some types of emotion. For example, sexual interest
involves some level of planning or preparation. Without this planning, there is a lack
of sexual interest. A lack of planning can also affect the expression of anger. Ive had
some family members say you know, the head injury actually improved him, hes
not such a hot-head anymore. If you listen very carefully, youre also going to hear
hes not as motivated anymore. Remember, the frontal lobe plans activities as well
as controls emotions.

Unit-4:What is innovation?
Innovation is the process and outcome of creating something new, which is also of
value. Innovation involves the whole process from opportunity identification,
ideation or invention to development, prototyping, production marketing and sales,
while entrepreneurship only needs to involve commercialization (Schumpeter).
Schumpeter argues that innovation comes about through new combinations made
by an entrepreneur, resulting in:A new product, a new process, opening of new market, new way of organizing the
business, new sources of supply.
New conditions for innovation:Small start-up entrepreneurs increasingly depend on large firms:
As suppliers or customers, for venture finance, for exit opportunities, for knowledge
(production, markets and R&D), and for opening new markets.
Distinguishing between creativity and innovation:-

Creativity is typically used to refer to the act of producing new ideas, approaches or
actions.
Innovation is the process of both generating and applying such creative ideas in
some specific context.
Innovation begins with creative ideas..,
creativity by individuals and teams is a starting point for innovation; the first is a
necessary but not sufficient condition for the second.
Suspended judgement:The purpose of thinking is not to be right but to be effective.
The need to be right all the time is the biggest bar there is to new ideas.
Judgement is suspended during the generative stage of thinking in order to be
applied during the selective stage.
One does not rush to judge or evaluate an ideaone prefers exploration.
Design:Eg., of the apple picking machine.
Emphasis on the different ways of doing things.
Dominant ideas and crucial factors:Example of picking the dominant ideas from a newspaper article.
Get into the habit of picking out the dominant ideas.
A dominant idea is the organizing theme in a way of looking at a situation. It is often
present but undefined and one tries to define it in order to escape from it. A crucial
factor is some element in the situation which must always be included no matter
how one looks at the situation.
The purpose of isolating crucial factors is to examine them.
Fractionation .
The aim of lateral thinking is to look at different ways to restructure patterns, to
generate alternatives.
If one takes any situation and breaks it down into fractions one can then restructure
the situation by putting the fractions together in a new way.
Tow unit division-an artificial technique of division into units or fractions.

The aim is restructuring not explanation. The purpose of the technique is to escape
from the inhibiting unity of a fixed pattern to the more generative situation of
several fractions.
The reversal method:Unless one is going to sit around waiting for inspiration the most practical way to
get moving is to work on what one has. In the reversal method, one takes things as
they are and then turn them around, inside out, upside down and back to front. In
LT one is not looking for the right answer but for a different arrangement of
information which will provoke a different way of looking at the situation.
One uses the reversal method in order to escape from the absoluter necessity to
look at the situation in the standard way.
Brainstorming:Cross stimulation suspended judgment formality of the session time limit
Format:

Size6 to 12

Chairman

Note taker

Time limit30 minutes.

Warm up.

Follow up.

at the end of the evaluation session there should be three lists.

Ideas of immediate usefulness

Areas for further exploration

New approaches to the problem.

Analogies
The two problems of lateral thinking are:
1. To get going, to get some movement, to start a train of thought.
2. To escape the natural, obvious, clich train of thought.

Choosing an analogy- the analogy does not have to fit. Sometimes

it is better if it does not fit! Be aware of becoming trapped by the
obvious.
Choice of entry point and attention area:Rotation of attention.
Random stimulation:Choose a word at random from the dictionary.
The effect of random stimulation.
Normally if there are two unconnected inputs one of them would be ignored and the
other would be attended to. But if both are deliberately held in attention then a
connection may be made.
A random input can bring about a new entry point to the problem under
consideration.
Concepts/ divisions/ polarization:Words, names and labels.
Polarization.
New categories- the dangers of the polarizing tendency are:
1. Once established the categories become permanent.
2. New information is altered so that it fits an established category. Once it has
done so there is no indication that it is any different form anything else under
that category.
3. At no point is it ever essential to create new categories. One can get by with
very few categories.
4. The fewer the categories the greater the degree of shift.
Lateral thinking:

Challenge the labels.

Try and do without them.

Establish new label.

Challenging the labels.

The new word PO

No and Po
Creating new arrangements of information yes, no and po.
The function of po is to bring about a provocative arrangement of information
without saying anything at all about it.
Second function of po is challenging old arrangements of information.
For convenience the many uses of po may be divided into three broad classes:
Tools for defining th epoblem:Defining the problem is the first step of solving a creative problem. This is a very
important stage, as changing the problem definition will change the solution. These
tools help you to look at the problem in different ways and hence consider
alternatives for the problem definition.
Define the problem:Identify the objective of the creative session, defining the problem in a short and
clear statement.
Identify attributes and values:List the things about the situation that can be varied or changed in some way.
Select a subset of two to six variables to investigate further. These will normally be
significant parts of the situation.
For each of the variables form step 3, list possible values they may have, including
those away from the conventional values (you can be creative at this step too).
Combing items:Find a way of combining items from the lists you have created. if there are only two
lists, then a matrix may be used as in the example below. Another way is to have
six variable in each list and throw one die per list to select items to combine. You
could also write them on cards and pick them from six hats (the methods are as
many as you can imagine.)
Repeated combine selections of ideas generated, forcing all items together to build
a creative solution. Do not worry too much at this time if the ideas are not
particularly feasible as they may be developed at a later stage or used to trigger
other creative possibilities.

Select ideas to use or develop into practical solutions to your problem.

How it works:-Despite its wonderful name (given to it by its originator, Fritz
Zwicky), Morphological analysis works through very simple processes, using tow
common principles of creativity: decomposition and forced association. The problem
is broken down into component variables and possible values identified for each.
The association principle is then brought into play by banging together multiple
combinations of these values.
Management of innovation:Facilitating innovations in large organizations.
Creativity=novel ideas
Innovation=making money from these ideas
Innovation=conception +invention +exploitation.
Creative problem solving:The power of creative problem solving in decision making.
Analogies test your ability to:

Recognize the relationship between the words in a word pair.

Recognize when two word pairs display parallel relationships.

Word analogies:

Analogies develop logic.

Analyze two words and identify the relationship between them.

Find another pair of words that has the same relationship.

Types of analogies:

Whats the relationship?

DRY: ARID :: lost : mislaid.

Both words have similar meanings so this relationship is a synonym.

Whats the relationship?

KIND: CRUEL:: happy : sad.
Both words have opposite meanings, so their relationship is an antonym.

What is the relationship?

CHAPTER : BOOK ::fender : automobile.
A chapter is a part of a book just as a fender is a part of an automobile.
Part and whole.
What happens if you switch book and chapter in this analogy?
BOOK : CHAPTER:: fender: automobile.
Invalid analogy.
Unit-5
Techniques for creative thinking:Creativity techniques are deliberate thinking processes designed to help find ideas
and solve problems. They are not mental tricks dreamed up by ivory-tower
professors but rather strategies used by many-if not all- productive, creative people.
Although the techniques are not complicated, most people are uncomfortable using
someone elses thinking or problem-solving methods.
Nonetheless, you might be pleasantly surprised after trying some of the following
strategies. They have worked for many others.
Analogical thinking:The most common creative process is analogical thinkingthe transfer of an idea
from one context to a new one. Perhaps 80 percent of creative ideas are rooted in
analogical thinking, and examples abound in every field of human creativity. In
music, Aaron Copelands Appalachian Spring was based on the Quaker folk tune,
simple gifts. You may know that the U.S. national anthem star spangled banner
originated as a English drinking song and the Broadway musical cats was based on
T.S.Ellots book of practical cats. Political cartoonists and creators of cartoon strips
continually borrow ideas form movies, television commercials, the bible, childrens
stories, and the headlines. Remember the caricature of Ronald Reagan, Rambo? Did
you notice the caption by cartoonist Gary Larson: Moses as a kid, under a boy who
was raising his arms to part the milk in his glass? Many movies, from Gone with the
Wind to the Ten Commandments, derive from historical or Biblical themes.
We also see analogical thinking in the mechanical realm. The irreplaceable fastener
Velcro was inspired by the obnoxious cocklebur. Gutenbergs printing press was a
combination of the stamped used for minting coins and a wine press. Eli Whitney
was inspired to invent the cotton gin after watching a cat pluck at a chicken through
a fence. The resulting awful of feathers apparently reminded him of cotton fibers.
One technique is asking how nature has solved a similar problem. Pringles potato

chips were conceived via the analogy of wet leaveswhich stack compactly and do
not destroy themselves. Darwin reversed the situation, using a human solution to
explain a natural phenomenon: His origin of species explanation stemmed from
selective cattle breeding practices. Finally, virtually every architect and designer
keeps stacks of books and magazines filled with ideas waiting to be adopted. But
you need not sit back and wait for analogous connections to appear by themselves.
Analogical thinking can be a conscious technique if you deliberately ask questions
like these:what else is like this?what have others done?where can I find an
idea?what ideas can I modify to fit my problem?
Brainstorming:-The granddaddy creative technique, brainstorming, was the
brainchild of Alex Osborn, co-founder of a major advertising agency. The procedure
is simple and familiar. First you devise wildeven preposterousideas, and jot
down every one. But the key is this: save the criticism and evaluation until this
process is completed. Osborn tells us, with disarming logic, that we cannot
simultaneously be creative and optical. Furthermore, he adds, wild ideas can often
be tamed into workable solutions.
Although most people consider brainstorming a group technique, you can
brainstorm by yourself as well as before a large audience. But the recommended
small group, with 10 or 12 members, is usually suitable to a variety of situations.
Brainstorming, Id say, has survived for half a century because it works.
Attribute listing:-While brainstorming is a general procedure, attribute listing is a
specific idea-finding technique (one that could even be used while brainstorming).
You identify the key characteristics, or attributes, of the product or process in
question. Then you think up ways to change, modify, or improve each attribute (in
design engineering this is called the substitution method.)
Almost anyone can disassemble a product into its attributes and then think of
modifications for most of them. For example, a can of soda has these attributes;
size, shape, color, color pattern, decorative theme, material, possible uses after
modification, other audiences for the product if modified. Can you invent alterations
for each of these attributes? Fran Stryker supplied himself with plots for Lone
Ranger radio and television episodes for a couple of decades by modifying these
characteristics: characters, goals, obstacles, and outcomes.
Morphological synthesis:-It is a simple elaboration of attribute listing. After
completing the list of attributes, list changes in one attribute (such as products)
along the horizontal axis, and list changes in a second attribute (such as
markets) along the vertical axis. Idea combinations, or syntheses, will appear in
the intersections, or cells, of the table. It will force you to look at many surprising
combinations.
Idea checklists:-Have you ever consulted a telephone directory or a suppliers
catalog as a checklist of resources or ideas for solving problems? You may not

know that checklists have been written expressly to solve problems creatively. The
best known is Osborns 73 ideas Spurring Questions.consider how you would
invent a better mousetrap as you read these examples from his idea checklist:
Put to other uses? New ways to use as is? Other uses if modified?
Modify? New twist? Change meaning, color, motion, sound, form? Other changes?
Magnify? What to add? Greater frequency? Longer? Extra value? Duplicate?
Multiply? Exaggerate? Minify? What to subtract? Condensed? Miniature? Lighter?
Split up? Understate? Rearrange? Interchange components? Other sequence?
Change schedule? Combine? How about a blend, an assortment? Combine units?
Combine purposes? Combine appeals? Of course, none of these techniques is
guaranteed to solve your research problems. But they can help you find ideas
without forcing you to wait for an uncooperative muse.
Hows your mental fitness? Take this quiz and find out. How fit do you
consider yourself? You can be fit in any number of arenasfinancial, health,
physical, etc. you consult doctors, financial planners, chiropractors, CPAs tax
analysts, bankers, stock brokers, nutritionists, tennis pros, golf pros, physical
therapists, fitness trainers and anyone else who might be able to help you raise
your particular fitness quotient. But have you ever thought about the level of your
mental fitness? Have you stopped to consider that it might make sense to take an
inventory of your mental fitness?.
Mental fitness ad you:-Most people know their IQ, but how many know their
MFQ? (your mental fitness quotient). Mental fitness is not about ones intelligence
level or about ones level of education. Mental fitness or mental wellness is the
state of being robustly resistant to stress, hardy enough to challenge head-first the
many challenges of life, and having the ability to enjoy the entire process and look
forward to more.
Top ten mental fitness factors:-In my years as a coach, researcher, trainer and
consultant, I have identified these ten factors as being highly contributory to the
mental fitness of peak performers. These high-performing people use their minds
intentionally, in specific ways and look at the world in a strategic manner.
To find your MFQ, simply read each factor and give yourself a rating on it from 1 (I
do not have this skill) to 5 (I have this skill somewhat) to 10 (I really have this skill),
or anywhere in between. Total your score and see the chart at the end for your
MFQ.
1. They view life as an adventure:- they have reflected on what they want out of
life and have decided that life is to be an exciting adventure, and they remind
themselves of that daily..

2. They live life with a healthy sense of urgency:- they realize that life is short
and they are going to wring out all the excitement, quality and grandeur life
has to offer.
3. They make meaning out of an often meaningless world:- they know that for
life to hold significance, they must form a worldview that makes sense with
their values and priorities.
4. They cultivate and maintain a strong sense of humor:- many people have not
developed the ability to laugh at themselves or at life when it goes sour. This
is a skill that peak performers use as major stress buffer.
5. They place things in perspective:- peak performers use Percentage
Thinking to see things in context so they can choose how to react to events
in their day. They know all items dont cause the same stress.
6. They develop mental toughness:- peak performers live by this credo: Dont
hope for an easy life; strive to be a strong person. Can you apply this to your
life?
7. They are supreme problem-solvers:- they have the flexibility and adaptability
to solve, avoid or reduce the problems we all face. They welcome these as
avenues to growth.
8. They maintain focus under pressure:- top performers live in the present
moment, and even though they reflect for planning purposes, they live in the
here and now.
9. They recover from stress intentionally:- they use the principle of per
iodization to renew their reserves so they can go out again and do battle.
10.They continually reinvent themselves:- peak performers endlessly reformulate goals and their vision of life as they achieve each step in their
master plan.
Scoring your MFQ:

If you scored 0-25 you are in the beginning stages of learning how to
become stronger mentally. Absorb all you can.

If you scored 26-50 you are making some headway, but still have much to
learn jump in head first.

If you scored 51-75 you are building a solid mental fitness program. Keep
up the good work.

If you scored 76-100 you have quite a strong mental fitness profile.
Congratulations!.

The next step is yours:-Will you make the decision to improve your mental
fitness starting right now ? If you do, the results will astound you. Begin by asking
yourself these questions:1. What factors from the above list can I begin doing or improve on right
now?
2. What larger changes do I need to make in my life to reach the upper
levels of a solid MFQ?
Let me know how you are doing. Im interested in your progress. Good luck.
Creativity workshop:Purpose: To teach you that creativity can be learned. To encourage you to
innovate.
Innovation is the central issue in economic prosperity-Michael Porter.
Goals: To teach you about the creative process. To teach you some creativityenhancing techniques.
Three creativity perspectives:

The creative person.

The creative product.

The creative process. Well focus on the process, which can be learned.

Methods for killing creativity:Evaluation: Fear of evaluation kills the love of creative activity.
Surveillance: Looking over creative peoples shoulder or policing them demotivates them.
Reward:
o

Extrinsic rewards lower motivation.

Reward creative people with autonomy, the opportunity to learn.

Competition:
o

Win-lose competition kills creativity.

In a competitive environment, people think about how not to lose instead of

how to win.

Restricted choice: Making choices for creative people or severely limiting their
options lowers creative output.
Extrinsic orientation:
o

External rewards such as prizes and money hurt creativity.

Creative people love the intrinsic rewards of doing the job.

Blocks to creativity:

Mindset.

Personal blocks to creativity.

Organizational blocks to creativity.

Mindset examples:-

we have always done it this way, why change?

There can only be one way to do it properly.
Its experience that counts, its the only way to learn.
I learned to it this way and it never lets me down.
Televisions are for receiving information- not for two way communication.
Mindset blocks creativity:-Mindset is a condition in which an individual becomes
over-sensitized to some part of the information available at the expense of other
parts.It is characterized by one-right answer thinking, looking for reasons why
something will not work, and misplaced emphasis on logical thinking.
Personal blocks to creativity: Strategic-inflexible thinking.
Value-rigid personal values.
Perceptual-narrow focus
Self-image-fear of failure.
Organizational blocks to creativity:-

Emphasis on managerial control.,Short range thinking.,Analysis paralysis.,Rigid

hierarchical structures., Expected payoffs.,Market versus technology
orientation.,Pressure to achieve more with less.
Helping patrons with disabilities:Anne Pemberton is known as the disabilities chick.
Contact Anne when you have questions or problems related to disability services in
the library.
Purpose of workshop:To provide the necessary information to all library staff so that they may provide
the best possible service to our patrons with disabilities.
Major life activities include:Caring for oneself, walking, seeing, hearing, speaking, working, breathing, learning.
Eg., visual, hearing, or speaking impairments:
Learning disabilities, HIV and AIDS, cerebral palsy, cancer, diabetes, mental
retardation, emotional and mental illness, epilepsy, muscular dystrophy, multiple
sclerosis, narcolepsy.
Why dont people talk about disabilities?
Fear of the disability:

What if it were me? What if it were my child?

Can I catch the disability?

Will the disability make the person angry or violent?

Will the disability make the person do strange things?

Does the disability mean I will have to drop all my other work and spend a lot
of time with this one patron?

Fear of ourselves:What if I do or say the wrong thing?

What if I cannot make myself understood?
What if I cannot understand the patron?
What if I look stupid because I do not know what to do?

 What if the person thinks Im being mean or prejudiced because I do not

know that to do?
Fear of the technology: use technology when you have a chance (play with the equipment.)
include adaptive technology in library tours or training.
Ask Anne for help or training at any time.
Read about technology on the web or in print resources.