Professional Documents
Culture Documents
THINKING
TOOLS
For a
Creativity On Demand Environment
[C.O.D.E]
Harry Vardis
404 2567000
www.creativefocus.net
INTRODUCTION ii
I. Introduction to Creativity 1
a. Person – Roles & Responsibilities 2
b. Place – Climate Setting 3
c. Process 4
II. The Dynamic Balance of Creativity 5
a. Divergent Thinking 6
b. Divergent Rules 7
c. Convergent Thinking 8
d. Convergent Rules 9
III. Four Steps of a Problem Solving Process 10
a. Step 1 – Clarify 11
1. Statement Starters 12
2. Word Dance 13
3. Highlighting 14-16
b. Step 2 – Ideate 17
1. Brainstorming 18
2. Forced Connections 19-20
3. Brainwriting 21-22
4. Idea Matrix 23
5. Highlighting 24
6. Evaluation Matrix 25
c. Step 3 – Develop 26
1. Develop Criteria & Select Solutions [Evaluation Matrix] 27-30
2. PPCO 31
d. Step 4 – Implement 32
1. Create Prototype and Debrief 33-35
IV. APPENDIX
Clarification Questions A1
Managing & Applying Problem Solving Tools – The Process A2
Managing & Applying Problem Solving Tools Workbook A3-A6
Managing & Applying Problem Solving Tools Cheatsheet A7
SCAMPER A8-A10
What is Your Business? A11-A12
Acknowledgements
* Kathy Breeze, Roger Firestien, Blair Miller, Jonathan Vehar, Gerrard J. Puccio
i
Introduction
The research shows that using the right tools, the right process and
individuals with shared interests we can arrive at new and unexpected
solutions. Also, by avoiding the wrong assumptions and by having a
shared focus breakthrough results can be reached. The steps of the
process are similar to the four preference profiles outlined in the
FourSight inventory.
We are grateful for the contributions and the pioneering work done by
Garrard Puccio and THinc Communications, Evanston Illinois towards
the completion of this manual.
ii
Blocks to Creativity
iii
Creative Thinkers’ Characteristics
Surround-relocate, redecorate—Move
office around
iv
CREATIVITY
Introduction to Creativity
Definition of Creativity1
Creativity - Novelty that is useful
Note the two key points upon which this definition is built:
As you read this manual, always keep in mind that both of these
elements must be present for Creativity, as it applies to business, to
exist.
Dimensions of Creativity
CREATIVITY
Person – issues around how people are creative such as how creative
someone is, and what it is that makes somebody creative.
Place (Environment)issues around the environment in which
creativity flourishes or is squelched.
Process – issues that deal with how people can be more creative or
can use and apply their creativity.
Given the above, the following pages present the “Three Ps” of
Creativity in detail. Extra emphasis has been given to the Process since
it provides the “How to” foster and capitalize on creativity
1
Derived from the work of Stan Gryskiewicz of the Center for Creative Leadership
2
Mel Rhodes in Phi Delta Kappa
1
Person – Roles & Responsibilities
There are three basic components to any group idea generation session and it is of key
importance that the roles and responsibilities of each are clearly understood and
adhered to. They include:
Component 1 – Facilitator3
3
Alex Osbom first addressed the roles of the facilitator when he introduced “brainstorming” in his book Applied
Imagination, released in 1953
4
The role of the Client was defined by Donald Treffinger, Scott Isaksen, and Roger Firestien in the Handbook of
Creative Learning
5
The role of the Resource Group was explained by Donald Treffinger and Roger Firestien in the Journal of Creative
Behavior
2
Place – Climate Setting
The creation of the right climate whereby participants become “change agents” 6
is achieved through:
5
Scott Isakensen, K. Brian Dorval, and Donald Treffinger – Creative Approaches to Problem Solving
6
1983 Climate research conducted in Sweden by Goran Ekvall and refined in the U.S. by Scott Isaksen, K. Brian Dorval,
and Donald Treffinger
3
Process
This section deals with the actual mechanics on how people can be more
creative or can use and apply their creativity.
Various Creativity Tools that can be used to elicit useful and actionable
information during:
4
The Dynamic Balance of Creativity
Divergent Convergent
5
Divergent Thinking – “The generation of lots of options”
Rules
Defer judgment
Why generate lots of options? Alex Osborn noted that “quantity yields
quality.” Research conducted by Roger Firestien in 1987 validated this
and the strength of these guidelines to generate twice as many good ideas
as the usual approach.
Tools
There are a number of tools that can be used to assist in the generation of
Divergence Thinking. These are presented in the following pages and
include:
Brainstorming
Brainwriting
Forced Connections
Morphological Matrix
9
Applied Imagination by Alex Osborn
6
Divergence Rules
7
Convergent Thinking – “Judging of options, making decisions”
Rules
Be deliberate
Be affirmative
Tools
Highlighting
12
Proposed Concept of rules by Scott Isaksen and Don Treffinger in Creative Problem Solving, the Basic Course
8
Convergence Rules
Rule 2 Be deliberate
9
Implement
Develop
Ideate
Clarify
The 4 steps
Four Steps of a Problem Solving Process
Clarify
In this step you will explore, and research the issue. You will
further define your goal. Here you will be defining the issues
very carefully and not jumping into any assumptions.
Ideate
In this step you understand the challenge and need new, fresh
ideas to address it. You will be generating many concepts and
ideas. This is the place to stretch the imagination and think “out
of the box”. No concerns about the details. Rather, you want to
deal with broad issues and generate many ideas.
Develop
Here you will turn a rough idea into a solution. That means it
will have definition and a plan of action. You will be
considering, analyzing and looking at many different solutions.
You will be planning solutions in great detail from rough ideas
and think in advance all the steps to implement the idea.
towards implementation.
Implement
In this stage you will have completed all the other stages of the
breakthrough thinking process and you are ready to test and
implement the solution. You will be practicing the Nike slogan
“Just do it”.
You will be taking action and get the most energy out of making
ideas reality. Always moving, always looking for things to
accomplish. Learning by doing and frustrated when things don’t
move fast.
10
clarify
Step 1 - CLARIFY
Getting to the real challenge…
It has been said that “A problem well defined is a problem half solved”
and that is the motto of the clarifiers. Consider the above challenge of
helping your 6th grader. You could ask, “How can I get my son to do his
math homework?” or “How can I get my son excited about math?” These
are two different questions and they will elicit different solutions. So in
this step collect lots of information and state the challenge in a compelling
way so that it expresses exactly what you want it to say.
11
Statement Starters
– I wish...(IW)
Clarify&the
How might. . .(HM)
Problemthe
Clarify –
Problem
– In what ways might... (IWWM)
Statement Starters are used to help the challenge owner see the challenge
from different perspectives and to open the road for new possibilities.
In what
ways For example, phrasing a concern about cost as, "It's too expensive," cuts
might... off discussion about the concern. However, by starting the concern about
cost with "How to..." you naturally begin to generate ways to overcome the
concern about cost, such as, "How to make it less expensive?" Or, "How to
obtain funding from other sources.“
Another example: “We need a name for our new restaurant” is very broad.
starters
12
Word Dance
Word Dance
Directions:
Start with your problem statement and identify the key verb and
generate a list of verbs that could be used in its place… go for at
GET least 12 to 15
Attract
Induce Now identify the “Object” or “outcome” words. Again, generate
Solicit at least 12 to 15 possible substitutes. Be playful and have fun
Entice with this exercise. The more unusual the choices the more
Lure newness will be in the new statements.
Gather
Retain Mix and match the 2 columns of verbs and objects exploring
Collect new combinations and looking for new insights into the problem
13
Highlighting
HITS CLUSTERS
Converge [Highlighting]
RESTATEMENT
14
Highlighting
Highlighting:
– Is used to screen, select and sort options which are interesting,
intriguing or useful
– Is a good tool to use:
As a first passthrough converging a list of options
With a larger number of options
– Takes a larger number of options and condenses into more
meaningful or manageable categories
– Is useful in identifying the major categories of options and
labeling them so that choices can be made more easily
three steps:
page.” Hits capture the significance, the essence, the core. Hits
are exciting, interesting, intriguing or compelling and sometimes
stand “head and shoulders” above other choices.
13 Was first mentioned by Don Treffinger and Roger Firestien in 1983, and was developed by Multiple Resource Associates (MRA)
15
Highlighting
Highlighting Steps:
Or when it:
“Sparkles” at you
Feels right
Solves the challenge
Converge [Highlighting]
16
Ideate
Step 2 - Ideate
Once you have the challenge defined you need to come up with ideas…
lots of ideas!
But how many do you really need? Research has shown that
the more you have the better it is. In fact, research shows that
the first third of your ideas come from “Inside the box”, the next third
have some novelty and the last third is where you are likely to find real
breakthroughs. So, go for many and have fun!
Once you have generated plenty of ideas, chose your most promising
ones and turn them into solutions in the next steps.
Defer all judgment and tell everyone else in the room to do the
same
Consider lots of possibilities
List what is obvious first, then stretch for the wild ones
Look at your challenge from new angles: Break assumptions,
substitute elements, combine elements, modify, eliminate
elements
Use a photo and ask yourself “What new possibilities does this
suggest to me?
Select no more than 5 to 10% to consider further
17
Brainstorming
Brainstorming is:
Brainstorming Steps:
– Quantity
Seek unusual and wild ideas
Combine ideas
3. Set a quota of options and keep going until you meet it
4. Gather concise and specific options. Record the options. Have
participants repeat their options (if necessary) until they are
clearly captured by the tape recorder. The options should then
be written where they can be seen
5. Periodically (every 15 options or so) check with yourself or
your group to make sure the options are going in the right
direction
6. Proceed until you have met your quota or you have enough
options to answer the challenge.
10
Introduced in 1953 in the first edition of Applied Imagination
18
Forced Connections
When you look at this object, what ideas do you get for solving this problem?
Fire Water
Forced Connections
19
Forced Connections
When a group begins to slow down during brainstorming, or when the
options generated seem to be in a rut, use the technique of Force
Connections10 to get things going again.
This technique:
• Ask yourself or the group, “What ideas for this challenge (as stated
during Brainstorming) can you get by looking at this (object or
picture)?
• Make sure that all ideas, even the silliest, are recorded.
• Repeat as necessary.
10
Created by Charles S. Whiting and first appeared in Applied Imagination
20
Brainwriting
GE
A L LEN
CH
EN T OF
TEM
STA
Roll
d
aroun
Stake it
Pin it
up
?
?
Cream
fill
?
?
?
Brainwriting
? ?
?
21
Brainwriting
Another variation/modification of Brainstorming is the Brainwriting
technique . 11
It. . .
Brainwriting Steps
• Write down an idea in each box in the first row (complete only one
row) of the form then,
• Exchange the forms with the three ideas with another one from the
middle of the table (floor, chairs, etc.)
• Feel free to build on the ideas written down by the other
participants
• On a new form have them write down three more ideas on the next
row
• Have them swap their forms again and continue to swap until all
of the forms are full
• Use more forms if necessary.
11
Introduced by Horst Geschka in Methods and Organization of Idea Generation
22
Idea Matrix
This is an exercise that combines the parameters (e.g. facts, attributes, benefits
11
11
Created by Dr. Fritz Zwicky
23
Highlighting
See Pages 14 – 16
24
Evaluation Matrix
The Evaluation Matrix14 is a tool that is useful in comparing options to each other
by rating the options against criteria. It:
Criteria:
In order to setup the Matrix table you will need also to generate a number
of criteria to be used in the evaluation of the options. The criteria to be
used in the matrix should answer the question: “What does my option
have to do so that I will want to use it?”
In other words, the criteria should be phrased so that they are positive.
For example if you wanted to spend less than $100 on something, you
would phrase the criteria?
Evaluation Matrix
Will it…
Does it…
Note that the more specific the criteria are, the more valuable will be the
evaluation. Any measurements that you can include will help you make a
better decision. For example:
Instead of: Will it be an affordable vacation?
Try: Will it cost less than $2,000? (Assuming that for you $2,000 IS an
affordable vacation)
14
Sidney Parnes uses it in his Creative Behavior Guidebook and Creative Behavior Workbook
25
develop
26
Step 3 – Develop Criteria & Select Solutions
This is the stage that the idea will find its way from the
proverbial paper napkin and into a plan of action. This is
the place where an idea’s strengths, weaknesses, and
potentials for the future need to be listed and discussed.
action?
How can we build enthusiasm and get acceptance
for this solution?
Tools to use when developing... .
Evaluation Matrix
PPCO
27
Evaluation Matrix
The Evaluation Matrix14 is a tool that is useful in comparing options to each other
by rating the options against criteria. It:
Criteria:
In order to setup the Matrix table you will need also to generate a number
of criteria to be used in the evaluation of the options. The criteria to be
used in the matrix should answer the question: “What does my option
have to do so that I will want to use it?”
In other words, the criteria should be phrased so that they are positive.
For example if you wanted to spend less than $100 on something, you
would phrase the criteria?
Evaluation Matrix
Will it…
Does it…
Note that the more specific the criteria are, the more valuable will be the
evaluation. Any measurements that you can include will help you make a
better decision. For example:
Instead of: Will it be an affordable vacation?
Try: Will it cost less than $2,000? (Assuming that for you $2,000 IS an
affordable vacation)
14
Sidney Parnes uses it in his Creative Behavior Guidebook and Creative Behavior Workbook
28
Evaluation Matrix (cont’d)
Setting up the Matrix:
The worksheet on the following page requires three things to set it up:
Options: these go in the left hand column
Criteria: these “measuring sticks” go across the top row
Scale: pick a scale that is meaningful to you and gives you enough of a range to
express your preference or displeasure for your options without giving you too
much of a choice. Try to use a scale with three to five options. For example:
– Or is it…?
For example: Will it be near bus lines? Will it be in a good school
district? Does it cost less than $100,000? Does it require any renovation?
Etc.
Setup matrix
– Put the criteria you’ve selected into one column each
– Write your options on the left column, one option per row.
– Create a rating scale, for example: 15 with 1 being the lowest rating, and
5 being the highest rating, or
GOOD OKAY BAD, or any other rating scale.
Using your rating scale, fill in the boxes one column at a time. Do not fill in the
boxes one row at a time. To help you rate, phrase the sentences according to your
options and criteria: “If (option), to what extent (criteria)”. For example: If we buy
a house on Main Street, to what extent will it be near the bus lines?
Complete the matrix.
Do not total up the rows! The matrix ALLOWS YOU TO COMPARE OPTIONS
BASED ON THEIR STRENGTHS AND WEAKNESSES, AND HELPS YOU
CLARIFY YOUR THINKING. Think about or discuss the options that receive the
high and low ratings and factor that in to the decisionmaking process
If necessary, diverge on ideas on how to overcome areas in your criteria that are
low.
29
Evaluation Matrix Worksheet
IA
E R
IT
OPTIONS R
C
Evaluation Matrix
30
Pluses, Potentials, Concerns, Overcome concerns (PPCO)
When a new idea is born it is very vulnerable. In order to overcome such attacks
there is a very effective technique 15. It is based on the principle of affirmative
judgment and allows for both the positive and the negative responses to be
expressed.
First we have to find value in the new idea. To do that we first state the positive
aspects of it. Next, we say what potential opportunities it might present. Then,
we present our concerns in the form of questions so that we invite further
thinking and finally we brainstorm on those questions.
Now phrase each concern as an open-ended question so that you can overcome it.
1. How to…
2. How to…
3. How to…
Pick the most important concern and come up with at least 15 possible ways to
overcome it. Select the best choice. Then pick the next most important and do the
same thing. Do this until you have overcome all of them.
P.P.C.O.
Now state each concern as a statement using the statement starter “In order to…” so
you will say: In order to…, we will….(State the idea to overcome it)
15
Developed by Dianne Foucar-Szocki, Bill Shephard and Roger Firestein.
31
Implement
Step 4 - Implement
Action. . .
Identify who are the people and circumstances who will help
you and who is going to put road blocks in your way?
32
Creating a prototype of the idea
When embarking on building a prototype, it is a good idea to start with a list of “To
do” items and a list of “Who- will- do- what” people.
A “To do” list helps focus on the steps needed to create the prototype and keeps the
energy level high.
Some questions that could help to create a good “To do” list, are:
It is a good idea to start the “To do” list and the “Who will do what list” alone or in
teams of two, rather than trying to do it as an entire group. Following, we can open it
to the entire group so that all prototype-building ideas are heard.
Depending on the project, a small matrix like the one below might help to keep
things organized:
prototyping
33
Debriefing - Noun – “to aid the input… furnishing of data concerning the output… so
that errors may be corrected… the reaction of some results of a process serving to alter or
reinforce the character of that process.” Webster’s Third New International Dictionary
Hedria Porrath Lunken wrote in her article the Art and Discipline of
Debriefing that, “A tool, known as Debriefing, can be used to
stimulate staff and customers to gain insights that may have a
profound effect or influence on future behavior”, or “forcing an
aha!”
Why Debrief?
1. Provides closure
2. Makes each participant feel that his/her thinking and feeling are
important
3. Answers the “now what”
4. Improves confidence of participants – affirming a learning
experience
5. Leads to action steps
6. Expands understanding
7. Deepens and enriches the learning experience
DEBRIEF
34
Debriefing - Noun – “to aid the input… furnishing of data concerning the output… so
that errors may be corrected… the reaction of some results of a process serving to alter or
reinforce the character of that process.” Webster’s Third New International Dictionary
– Have participants debrief in pairs first, because people will share more
readily their thoughts with one person than volunteer them in a group.
– After they have discussed their reaction in pairs, then ask volunteers from
the whole group to contribute ideas and insights out loud to all.
– Facilitator needs to create a safe, judgment free atmosphere to encourage
participants to speak freely and confidently.
– If a participant says something that indicates he thinks he is alone in reacting
in a certain way (and judging himself badly for it), a quick hand vote to
demonstrate how many others in the group also have that reaction can be
helpful.
– Facilitator should ask both process questions unique to each exercise and
general process questions such as: “What did you notice while doing the
exercise?”
Debriefing tool - “What? So What? Now What?”
What?
Here are some sample questions to use during the “What?” phase:
What went on/ What happened? What did we learn?
Could you be more specific?
Can you say that in another way?
What else?
Who else?
Who reacted differently, same?
So What?
Here are some sample questions to use during the “So What?” Phase:
How did you feel about …?
How many felt the same?
DEBRIEF
Now What?
How might you apply/transfer that?
How might you retain the new learning?
What modification/changes might you make?
What would you continue with?
If you had to do it over again, what would you do?
35
APPENDIX
I X
E ND
P
AP
Clarification Questions
Clarification Questions
A1
Managing & Applying Problem Solving Tools
CLARIFY
1. Write out the client’s initial challenge
2. Paraphrase it in 4 or 5 ways using the Clarifier Statements… H2, IWWMI…,
HMW… etc
3. List all the facts you know about the challenge and the wishes of the client.
What do they want to accomplish?
4. Restate the challenge using Clarifier Statements and also the new information
5. Select the one statement that is closest to the objective and has interest in it.
Select with a smile not a frown!
6. Write the statement separately on a page and keep it in front of you. FORGET
ABOUT ANYTHING ELSE RIGHT NOW.
IDEATE
DEVELOP
1. Select 2-3 of your coolest, strongest headlines based on your criteria. For
The process
each, develop a solution (end product) and a “sell in” to your client.
IMPLEMENT
1. Do a full prototype presentation.
2. Debrief
Remember:
Share your ideas with peers as often as you can and build on them
The client buys value so state the need, state your approach, state
the benefits and state competitors ploy. Yours must be better!
A2
Managing & Applying Problem Solving Tools
WORKBOOK
CLARIFY
1. Write out the client’s initial challenge
_________________________________________________
_________________________________________________
2. Paraphrase it in 4 or 5 ways using the Clarifier Statements… H2, IWWMI…,
HMW… etc
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
3. List all the facts you know about the challenge and the wishes of the client. What
do they want to accomplish?
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
4. Restate the challenge using Clarifier Statements and also the new information
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
5. Select the one statement that is closest to the objective and has interest in it. Select
with a smile not a frown!
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
6. Write the statement separately on a page and keep it in front of you. FORGET
ABOUT ANYTHING ELSE RIGHT NOW.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
A3
Managing & Applying Problem Solving Tools
WORKBOOK
IDEATE
4 Rules of divergence:
– Defer judgment,
– Go for quantity and do it with time limits
– Go for wild ideas
– Build on the ideas of others
1. Find Inspiration: Use children’s books, magazines, pictures to think of words and
phrases about smell, touch, feelings, sounds, sights. Make a list of about 20-30.
2. BRAINSTORMING / 3. Starting from the bottom of your word list, write at least
10 “headlines” that solve the challenge of your clarified statement
4. Use Idea BOX to list either audience, benefits, attributes or any other dimensions
that make the product or service what it is. [DO IT ON A SEPARATE PAGE]
A4
Managing & Applying Problem Solving Tools
WORKBOOK
DEVELOP
1. Select 2-3 of your coolest, strongest headlines based on your criteria. For each,
develop a solution (end product) and a “sell in” to your client.
A5
Managing & Applying Problem Solving Tools
WORKBOOK
IMPLEMENT
Debrief
A6
CHEATSHEET
Clarification Questions A1
Word Dance 13
Brainstorming 18
Highlighting 14-16
Brainwriting 18
Idea Matrix 23
Highlighting 14-16
PPCO 31
Evaluation Matrix 25
Debriefing 34-35
A7
SCAMPER QUESTIONS
Substitute,Combine,Adapt,Modify,Put to other uses,Eliminate,Reverse or Rearrange
These questions are best asked during divergence while using another tool
such as Brainstorming to capture ideas.
Substitute
You can substitute things, places, procedures, people, ideas, and even
emotions. Substitution is a trial and error method of replacing one thing with
another until you find the right idea.
What can I substitute for the shopping baskets people carry, so I can
sell more goods? Answer: Shopping carts!!
Combine
The car, according to Henry Ford is a combination of things which make it work.
Five years earlier the discovery would have been impossible!
A8
SCAMPER QUESTIONS – [continued]
Substitute,Combine,Adapt,Modify,Put to other uses,Eliminate,Reverse or Rearrange
These questions are best asked during divergence while using another tool
such as Brainstorming to capture ideas.
Adapt
One of the paradoxes of creativity is that in order to think originally, one must first
be familiar with the ideas of others.
Think of all the “of the month” clubs that were spawned by the Book of the Month
Club!!
Magnify
S.C.A.M.P.e.r
A9
SCAMPER QUESTIONS – [continued]
Substitute,Combine,Adapt,Modify,Put to other uses,Eliminate,Reverse or Rearrange
These questions will help find an idea, product, or service and then imagine
what else can be done with it. Every subject takes its meaning from the way it is
used.
Eliminate or Minify
Rearrange
Reverse
–Can I transpose positive and negative?
–What are the opposites? What are the negatives?
–Should I turn it around? Up instead of down? Down instead of up?
–Consider it backwards?
–Reverse roles?
–Do the unexpected?
Adopted from Bob Eberle’s book Scamper: Games for imagination Development.
A10
What Is Your Business?
This exercise is taken from the book Thinkertoys by Michael Michalko and is
a great exercise towards discovering what your company is and what it can
become.
There are many things around us that although they move or grow we do not
see them. Take the stars for instance, they seem to stand still although they
move at speeds of more than a million miles per day or the trees that grow but
unless we mark them we cannot see their growth.
In a similar way companies tend to move but seem set in their ways, their
products and the services they provide. If we want to change them and look for
new opportunities we need ways to help us out.
Many years ago a railroad was in the railroad business. Then its business
became transportation business. Or, Bell Telephone was about telephones and
then it became about service! These changes in perspectives bring about
totally new possibilities and here is how this technique can help to explore the
new possibilities.
1. Ask “What is your business?” and “What should your business be?” These
questions focus your attention on where to look for new ideas.
Products: Books
Markets: Books for business professionals
Functions: Books that provide business information
Technologies: Books based on the latest printing technologies
Services: Book clubs with member discounts
3. Under each variable, list the key words for the business: Key words describe
the products or services, markets, functions and technologies in your industry
or technologies your markets use
A11
What Is Your Business? [continued]
4. Mix and match your products, markets, functions, services and technologies in
various ways to explore new ideas.
Example: A key word index for the business book publisher would be:
Idea: An electronic data bank containing all the information from the publisher’s
backlist business books to be sold as a business resource by way of a computer
network for businesses.
A12