creative learning & thinking (training material)

“Creative Learning & Thinking”

Group Members:Amara IrumWajiha Aziz

Laraib GhauriSohaib Haider

Syed Waleed AhmedMuhammad Haider Ali

1. Introduction & Objectives Arrange a training program for managers of local organizations focused on the issue of Creative Learning & Thinking by defining its importance, benefits and ways of adoption of such ways in them and in the routine organizational procedures. Creative learning and thinking process are key to any business success, in order to perform business functions in the most effective and in efficient way it is very important that each employee must learn creativity, think creative and perform in the efficient creative way.

ObjectivesUpon successful completion of this module, participants should be able to: Struggle less and achieve more. Distinguish themselves from the pack. Increase their self-confidence. Speed up their career advancement. Increase their earning power. Recognize and solve problems quicker and easier. Enjoy greater job satisfaction. Earn the respect of colleagues and managers. Enhance the spiritual as well as mental aspect of life. Become a voice for innovation. Make a difference. Enjoy their job.

Objectives Continuous…… Discard limiting myths and misconceptions regarding creativity. Awaken the powerful visual side of your brain.Go beyond words to enhance your expectations.Gain insight in the brain’s role in your creative imagination. Learn the importance of mindset in the creative process. Free yourself of the fear of performing or making mistakes.

2. Choosing what to produceBefore deciding the training procedures, workshops & formats, it will be wise to revisit the objectives of the impact strategy .In doing so, you will have a clearer overview of:

Creative Learning & Thinking training issue u want to communicate

The persons and groups in a position to influence these issues

How to utilize that training; and What is the importance of learning

this Creative Learning & Thinking

Discussion Question: Mapping existing communication output

Before launching a proper training program, it is very vital for participants to visit each target group to discuss that issues related to creative learning and thinking either in their routine work or in their personal life, and impacts of such on their outputs or performances. This phenomenon will be held for 15 minutes on each participant, in result, we will be able to a proper guidelines for the areas which to cover in this training regarding to fill up the performance gaps.

Selecting the Target Group(s)

In order to begin choosing what communication outputs to produce, it is necessary to identify & profile the targets group(s). Which person or group you want to reach with your message? These target group(s) will be identify as part of your impact strategy

Selecting the Target Group(s) continues………

This phase will be managed by making three teams (2 members in each team). Each team will have to arrange at least 3 managers of local organizations. So in the end, minimum 9 managers will be there for discussion about question and participation in training program.

Examples of the relative target group(s)• Managers from private organizations of Twin Cities; e.g.,

Sadiq Group of Companies Rwp Usmania Chain of Restaurants Shalimar Hotel Rwp Acson International Isb. Etc

• Army officers from the HR Dept. GHQ Rwp are also in our target group(s) category.

Outlines of module:

1. Need assessment.2. Training Implementation &

Training Development.3. The Learners4. Training Design

1. Need assessment

What existing knowledge do they have?

If any management is lacking in the field of creativity and its implementation through learning this and applying such creative ideas into different organizational procedures then that particular organization will not manage to stand successful in the field of competition with other organizations.That’s why such conditions demands a series of programs must be held for the managers like as of training programs for the purpose of development of their own creative strengths.

What are the learners job related needs?

Absence of Creative thinking & learning leads to:• They have to struggle more and in return they achieve less.• Lack in self confidence.• Unable to recognize & solve problems in easier & quicker way.• Job dissatisfaction.• Compelled to work in same and old mannered way.• They do not enjoy their jobs.• Always have a fear of performing mistakes. Etc.

What is the gap between what they know & what they need to know ?

They know: That by learning and applying creative thinking & learning techniques can lead them to a recognized place in society and work place in the shape of the sure success.

They need to know:That how to adopt, maintain & apply such skills in their personality & routine life specially at work place ?

2. Training Implementation & Training Development

Training Implementation

Are the selected trainer ready to do the training ?

In order to conduct a fair and productive training program, a well reputed trainer is very necessary. For this purpose we will consult an appropriate trainer, his charges will be managed by distribution of cost among all team members.

Training Implementation

Are all training resources prepared & details regarding the training addressed?

The data which will required in that respective training will be well managed in this same module and also in printed form, including such some relative movie clips will also be arranged for the further clearness of trainer that what to train & for trainee that how effectively to learn.

Training DevelopmentWhat content needs to be created?

Following are the contents:1. Defining CreativityCreativity will further includes:

Blocks & Blockbusters to Creativity Three Components of Creativity

2. Defining Learning3. Defining Thinking4. Defining Creative Learning5. Four Features of Creative Learning

1. Creativity:

‘‘ Creativity refers to the phenomenon whereby a person creates something new (a product, solution, artwork, literary work, joke, etc.) that has some kind of value ’’

what is Creativity to you ?As simple as this looks on the surface, the more complex it can becomes as you attempt to unravel the answer.

Finish this sentence:Creativity is ________________?

Different people with different point of views :• Creativity means not Copying• With creativity, it is not what you look for that matters, but what you find

Blocks & Blockbusters to Creativity

Making Assumptions

Checking Assumptions

Following the Rules

Breaking the Rules

Blocks & Blockbusters to Creativity

Over-reliance on Logic

Fear of Failure

Use Imagination & Intuition

Risk-taking Culture

Conceptual Blocks

Mental obstacle that constrain the way the problem is defined & limit the number of alternative solutions thought to be relevant

Conceptual Blocks

Conceptual Blocks

The More Formal Education

Individuals have

The More Experience they

have in Job

They Less they are able to Solve the

Problem in Creative ways…..

Conceptual Blocks

Types of Conceptual Blocks

Types of Conceptual Blocks

Constancy

Compression

Complacency

2. Learning:

‘‘ Learning is acquiring new, or modifying existing, knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information ’’

3. Thinking:

‘‘The action of using one’s

mind to produce thoughts’’

4. What is ‘‘Creative Learning’’ ?

‘‘Creative learning is learning which leads to new or original thinking which is accepted by appropriate observers as being of value ’’

• Four Features of Creative Learning & Thinking

1.Using Imagination.

2.Pursuing Purposes.

3.Being Original.4.Judging Value.

What appropriate activities needs to be developed?

Group ExerciseACTIVITY 1.•Get 3 pieces of papers•On one write an object (what is it? e.g. trap) •On one write an function (what does it do? e.g. catches mice)•On one write an description (what does it look like? e.g. wooden)•Create 3 piles: one for all functions, one for all descriptions and another for all objects.•Break into teams of 2-4.• Draw one paper from each pile so that each team has a random function, description & object (yes there will be papers left over).•Spend 10 minutes using all 3 chosen attributes to describe a new invention.

What appropriate activities needs to be developed?

Group ExerciseACTIVITY 1.• Get 3 pieces of papers• On one write an object (what is it? e.g. trap) • On one write an function (what does it do? e.g. catches mice)• On one write an description (what does it look like? e.g. wooden)• Create 3 piles: one for all functions, one for all descriptions and another for all objects.• Break into teams of 2-4.• Draw one paper from each pile so that each team has a random function, description & object (yes there will be papers left over).• Spend 10 minutes using all 3 chosen attributes to describe a new invention.

Group ExerciseACTIVITY 2.

Brainstorming and Brainwriting• Groups using procedure 1 generated ideas without any formal instructions.• Groups using procedure 2 generated ideas but were instructed to follow brainstorming rules and defer judgment (as were all subsequent groups).• Groups using procedure 3 generated ideas using one brainstorming technique.• Groups using procedure 4 generated ideas using a brainwriting procedure in which the group members did not see one another’s ideas.• Groups using procedure 5 generated ideas using a brainwriting procedure in which the participants did see each other’s ideas .• Groups using procedure 6 generated ideas using combinations of brainstorming and brainwriting activities. In addition, each group using procedure 6 contained two skilled idea generation facilitators.

Group ExerciseACTIVITY 2. Outcomes:

All the groups had 45 minutes to generate new snack food product ideas (which were evaluated later by a food products company). When ideas were counted, the groups using procedures 1 through 5 collectively generated about 1,400 ideas, and the groups using procedure 6 generated about 1,200 ideas. In fact, groups using procedure 6 generated more than ten times as many ideas as groups using procedure 1!. The results also suggested that groups using procedure 5 (brainwriting while seeing one another's ideas) generated almost four times as many ideas as groups using brainstorming without instructions.There clearly are advantages to both using brainstorming and brainwriting procedures (as well as using skilled facilitators).

Group ExerciseACTIVITY 3.

Bend It, Shape ItQuestion Check List• What other product (problem) is like this one (adapt)?• How could I change this product (modify)?• How could I add to this product (magnify)?• What could I take away from this product (minify)?• What could I use instead of this product or a portion of it (substitute)?• How could I alter this product’s composition (rearrange)?• How could I turn this problem around (reverse)?• What could I put together to make a new product (combine)

Group ExerciseACTIVITY 3.

Bend It, Shape ItAssume that your challenge is to think of ways to improve an office stapler. Here are some samples using Check List. Adapt: Design a stapler that fastens without staples by pressing together sheets of paper under pressure (for example, a pair of pliers is somewhat like a stapler in that it can be used to press together things). Modify: Use bright, metallic paint. Magnify: Enlarge the stapler’s top and make it ergonomic to fit a hand. Minify: Design a stapler that dispenses both small and large staples.Substitute: Make a line of staplers from different materials such as cardboard, metal, fiber glass, plastic, or polished wood.Rearrange: Design a stapler that can staple from either end.Reverse: Design a stapler that works by pulling up on a handle instead of pressing down.Combine: Design a combination stapler and magnetic paper clip dispenser

3. The Learners

What do they

need?

Learn how to apply the critical stages of the creative process to everyday situations Generate and implement countless creative ideas that work Reduce stress through improved output Enhance individual and team performance Learn the importance of mindset in the creative process Speed up their career advancement Become a voice for innovation Awaken the powerful visual side of their brain. Etc.

What do they expect?

• The learners wants training delivered when ‘‘THEY” need it, when they are ready & wanting to progress to a new task or new stage.• The learners have a desire to be recognized by the instructor as independent and self directed.• The learners expect the instructor to recognize their prior accomplishments & knowledge.• The learners expect that the training should help them meet job related needs.• The learners expect to be largely (but not exclusively) driven by internal rewards & not, for e.g., grades or marks.

How can training meet their learning needs?

Learn how to apply the critical stages of the creative process to everyday situations Increase productive collaboration Enhance individual and team performance Reduce stress through improved output Generate and implement countless creative ideas that work

4. Training Design

What kinds of training plan needs to be created?

Training PlanTraining name Creative Learning & Thinking

Date June 20th,2012

Department/ unit Management Sciences/ BBA

Contact Names Role E Mail Phone

Muhammad Haider Ali Preparation of Training Material

Haider_ali88@yahoo.com

Sohaib Haider Organizational Dealings sobiabbasi86@yahoo.com

Syed Waleed Ahmed Organizational Dealings

waleedshah50@yahoo.com

Wajiha Aziz Organizational Dealings

wajihaziz21@hotmail.com

Laraib Ghauri Trainer Arrangement Laraib.ghauri@gmail.com

Amara Irum Trainer Arrangement Ammarah1990@hotmail.com

Type of Training

Training ScheduleS/No. Phase Submit/Completion Date

1 Training Module April 26th , 2012

2 Arrangement of Trainer May 1st , 2012

3 Meetings with Managers May 10th to June 1st , 2012

4 Training Program June 20th , 2012

Type Title Description Method Duration Participants

1 Creative Learning & Thinking

This Program will guide each participants to learn, understand & apply Creative Learning & Thinking Skills

Seminar 3 Hours • Managers• Teachers• Students

What resources are available?•Directed & Motivated Organizers.•Financial Support by Mutual Coordination•University Auditorium for Training Seminar•Guidelines from respective Teachers•Series of Trainers provide us option to choose wisely•Personal Linkages in Targeted Organizations•Well organized Training Material. Etc.

What are some potential challenges to this training?

• Changing policies of university for allowing auditorium for training• Best Trainer = More Cost• Small Team of Organizers• Non-alignment of schedules of targeted learners. Etc.