Transcript PISCES - Creative Focus

CREATIVE
THINKING
TOOLS
For a
Creativity On Demand Environment
[C.O.D.E]
Harry Vardis
Creative Focus Institute
1120 Hope Rd. Suite 150
Atlanta, GA 30350
404 2567000
www.creativefocus.net
Revised October 2006
Table of Contents
ACKNOWLEDGEMENTS
i
INTRODUCTION
ii
BLOCKS TO CREATIVITY
iii
CREATIVE THINKERS’ CHARACTERISTICS
iv
I.
Introduction to Creativity
a.
Person – Roles & Responsibilities
Place – Climate Setting
3
c.
Process
4
The Dynamic Balance of Creativity
5
a.
Divergent Thinking
6
b.
Divergent Rules
7
c.
Convergent Thinking
8
d.
Convergent Rules
9
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
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
b.
II.
III.
IV.
1
2
Acknowledgements
The information presented in this manual is the
culmination of many years of work in research and
application of Creativity by a host of professionals to
whom we are grateful.*
Specifically, portions of this manual were prepared
under the auspices of the Creative Education
Foundation www.cefcpsi.org for its training programs.
However, the Creative Education Foundation would be
nowhere without the hundreds of Creative Problem
Solving (CPS) Institute leaders (faculty) who volunteer
to share their time and prodigious expertise in CPS with
all those interested in this exciting area.
Every attempt was made, where appropriate, to credit
the work of specific individuals and to properly
reference previously published materials. Any error of
omission related to reference or crediting is not
intentional.
In closing, we would appreciate any feedback you may
have on how we can improve future editions of this
manual.
* Kathy Breeze, Roger Firestien, Blair Miller, Jonathan Vehar, Gerrard J. Puccio
i
Introduction
This Creative Problem Solving process is based on more than 50 years
of scientific research in human creativity and problem solving. This is
research that was pioneered in the early 50’s by the Department of the
Army, Harvard University, Arthur D. Little consulting, Alex Osborn
(the Pioneer of Brainstorming), Dr. Sidney Parnes and other
distinguished individuals. It is a little known map that humans use to
address and solve problems.
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.
Each of the steps of this process is based on the classical creative
thinking model: First, create many possibilities (Diverge) and then
make choices (Converge).
Never do both at once!
For true breakthrough thinking to occur we need both Imagination and
Judgment. They both need time to thrive and they have to be kept
separate, otherwise you will end up killing most of your ideas by your
own judgment.
As you engage in each one of the two processes, Divergence and
Convergence, always visit first the rules for that phase because even the
most experienced practitioners tend to be “human” and become
judgmental when they should not be. When you generate ideas turn
off the critic. Generate many options. Get radical. Build on other ideas.
When you are judging be deliberate, be affirmative and consider
novelty.
ii
Blocks to Creativity
People comprehend at__________________ WPM
People speak at _____________________WPM
18% of your audience is_______________
25% have ________________________
57% are thinking____________________
This causes ______________________thinking
For creativity to happen you must be ________to all new ideas
The two phases of creativity are: _______________ and ____________
You must be willing to make ______________________for creativity to happen
What inhibits your creativity is ______________________
To keep people on track you need _______________ ratio of praise to criticism
To change behavior positively you need ____________ratio of praise to criticism
iii
Creative Thinkers’ Characteristics
Capture all new ideas—How do you
capture ideas?
Challenge failure—Never get discouraged
Broaden skills & knowledge—What have
You read lately?
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:
1.
2.
Novelty – newness, never having been seen before, a fresh
approach.
Usefulness – is it able to be used for something? Does it serve a
purpose?
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.
Key assumptions to understand as you begin this course:
1.
2.
3.
Everybody is creative in some way
Creativity skills can be taught
You may not leave the course as creative as DaVinci, but if you
participate fully, you will leave with the knowledge and/or the
ability to be deliberately more creative and better able to solve
problems.
Dimensions of Creativity
CREATIVITY
Creativity can also be dimensionalized by the “Three P’s2” presented
below:
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
2
Derived from the work of Stan Gryskiewicz of the Center for Creative Leadership
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
The Facilitator is the leader of the "brainstorm panel and he/she:
–
Is solely responsible for managing the overall process
–
Makes sure that the process is completed within the allotted time
–
Manages the development of the group
–
Manages the flow of ideas
–
Makes sure that the client gets what he needs from the group
–
Meets with the client before gathering the resource group.
Component 2 – Client4
–
Owns the problem that is to be solved
–
Provides direction for the facilitator and lets the facilitator know what is
needed from the group
–
Lets the facilitator worry about the process and focuses on the content of
the session
–
Can provide input and options along with the resource group
–
Models appropriate behavior and always follows the rules of creativity
–
Participates in both divergence and convergence
CREATIVITY
Component 3 Resource Group5
–
Serves the needs of the client as directed by the facilitator
–
Provides options in the form of problem statements, ideas, solutions,
action steps, etc
–
Can add new perspectives by including members who are not directly
involved with the issue at hand
–
The diversity of group members adds to the diversity of ideas
–
Usually participate in divergence only
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 relationship between human beings and their environment is a very
important one. Some climates (environments) are more conducive to
individual and group creativity than others. Therefore, it is key that both the
client and the group session facilitator understand the importance of the
“climate” and always strive for a more “creativityconducive” environment.
The following are some of the benefits5 to be gained by establishing and
encouraging the right climate for creativity:
Better facilitation of meetings

More productive meetings

Creation of an environment where productive innovation is more
likely to flourish since members:

See things more clearly

Become responsible for shaping and structuring their environments

Feel safe

Are able to trust one another

Know that what they say will be accepted

Can share their feelings

Can take risks
Promotes honest communication among team members
CREATIVITY
The creation of the right climate whereby participants become “change
agents”6 is achieved through:
◊ Support for ideas
◊ Dynamism/liveliness
◊ Debates
◊ Trust/Openness
◊ Playfulness/humor
◊ Risktaking
◊ Freedom
◊ Absence of conflicts
Scott Isakensen, K. Brian Dorval, and Donald Treffinger – Creative Approaches to Problem Solving
1983 Climate research conducted in Sweden by Goran Ekvall and refined in the U.S. by Scott Isaksen, K. Brian Dorval,
and Donald Treffinger
5
6
3
Process
This section deals with the actual mechanics on how people can be more
creative or can use and apply their creativity.
It is divided into two areas. That is:

–
The Four Steps and Preferences
–
Roles and Responsibilities
Various Creativity Tools that can be used to elicit useful and actionable
information during:
–
Divergent Thinking – Generating lots of options
–
Convergent Thinking – Judging options and making decisions
CREATIVITY

Ownership of the Group and Responsibilities
4
The Dynamic Balance of Creativity
Alex Osborn, in his breakthrough book Applied Imagination,
noted two distinct kinds of thinking that are essential for being
creative:
1.
Divergent thinking: Generating lots of options
2.
Convergent thinking: Judging options, making
decisions
CREATIVITY
All of us do both kinds of thinking on a daily basis. However,
the secret to creating new ideas is to separate your divergent
thinking from your convergent thinking. This means
generating lots and lots of options before you even consider
judging them.
Divergent
Convergent
5
Divergent Thinking – “The generation of lots of options”
Rules
The following Divergent Thinking rules9 are extremely effective in
helping individuals and groups generate creative options:

Defer judgment

Strive for quantity

Seek wild options

Combine and build on other ideas
CREATIVITY [divergence]
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:
9

Brainstorming

Brainwriting

Forced Connections

Morphological Matrix
Applied Imagination by Alex Osborn
6
CREATIVITY [divergence]
Divergence Rules
Rule 1
Defer Judgment
Rule 2
Seek Quantity
Rule 3
Seek Wild Options
Rule 4
Combine Ideas
7
Convergent Thinking – “Judging of options, making decisions”
Rules
The following Convergent Thinking rules12 should be used when it
is time to make decisions about the ideas that resulted from
Divergent Thinking:

Be deliberate

Check your objectives

Improve your ideas

Be affirmative
CREATIVITY [Convergence]
Convergence is much easier for most people than divergence. It’s
also easy to disregard brilliant creative ideas through reckless
decisionmaking. By following these rules, you’ll take a smart,
strategic approach to evaluating the ideas, which were so
deliberately created.
Tools
The two basic tools of Convergent Thinking are:
12 Proposed

Highlighting

Evaluation Matrix (including the Matrix worksheet)
Concept of rules by Scott Isaksen and Don Treffinger in Creative Problem Solving, the Basic Course
8
Convergence Rules
CREATIVITY [Convergence]
Rule 1
Judge affirmatively
Rule 2
Be deliberate
Rule 3
Examine, refine,
revise & improve
Rule 4
Check your objectives
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.
Paraphrasing the issue in many different ways so that all its
parameters are defined is important.
Addressing the right problem means you have the right
information to define the problem as best you can. Some times
there can be an overload of data leading to “analysis,
paralysis”
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.
Flexibility, possibilities and blue sky thinking is characteristic
of this phase of problem solving.
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.
The 4 steps
Some times you may get stuck in developing the perfect
solution. Keep moving or else you will loose momentum
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…
Challenges come in many sizes and shapes. For instance..
“It would be great to increase profit margins…”
“How might we improve the work climate…”
“In what ways can I help my 6th grader do better in math…”
Clarifiers love to collect data to guide their decisions. They tend to be
focused, orderly and methodical. Some times they tend to over-collect
information and they ask questions. Lots of questions!
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.
When you clarify….
 Investigate the issue from many different perspectives and break
assumptions into parts so that new possible challenges can emerge
[see C.O.D.E. workbook
 Understand the history and background of the challenge [see
Appendix A-1]
 Use key data to generate a list of possible questions
Tools to use when clarifying….
 Turn problems into questions
 Use “Word Dance” to develop alternatives
 Use phrases that can invite possible solutions e.g.
Clarify
In What Ways Might We… How To… How Might We…
 Select one you wish to solve – Use highlighting
11
Statement Starters
Statement Starters get the brain in gear to generate options.
They also frame the situation by inviting ideas to explore
options rather than shutting down conversations with a
traditional statement.
It would be
great if...
Identify
Opportunities
They help to phrase statements and group them as Wishes (I
wish…), and Challenges (How to…) so that clear objectives
can be formed.
I wish...
Start by identifying a broad opportunity using the following statement
How
might...
starters:
How to...
–
It would be great if... (IWBGI)
–
I wish...(IW)
To clarify specific Problems use these statement starters:
Identify Concerns
&
Clarify the
Problem
–
How to… (H2)
–
How might. . .(HM)
–
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
might...
For example, phrasing a concern about cost as, "It's too expensive," cuts
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
By restating the issue as “It would be great if we might come up with a
name for our new Italian restaurant” opens up the possibilities with a wish
and some additional data.
12
Word Dance
Word Dance
Many times the challenge or problem we are working on could
be stated in a way that needs teasing out the parts of it. And
even after restatements, the problem may still sound similar to
the original! If that happens, a very effective tool to use is Word
Dance. A technique that Blair Miller brought to existence in my
years as a facilitator!
Directions:
Word Dance
GET
Attract
Induce
Solicit
Entice
Lure
Gather
Retain
Collect
MEMBERS
Participants
Supporters
Leaders
Joiners
Candidates
Applicants
Registrations
Contributions
Groupies
Helpers
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
least 12 to 15
Now identify the “Object” or “outcome” words. Again, generate
at least 12 to 15 possible substitutes. Be playful and have fun
with this exercise. The more unusual the choices the more
newness will be in the new statements.
Mix and match the 2 columns of verbs and objects exploring
new combinations and looking for new insights into the problem
Choose a statement that expresses the problem in the most
appealing and powerful way.
Here is an example:
Your social group wants to expand its membership.
The original challenge may be :
”How might we get more members?
Using the words [“Get”] and [“Members”] we can create
two lists as follows:
By mixing and matching words we can come up with:
How might we entice supporters?
How might we attract candidates?
How might we solicit more contributions
13
Highlighting
On target; It sparkles; It’s intriguing; Relevant; Workable; Right on the
money!
Converge [Highlighting]
HITS
CLUSTERS
RESTATEMENT
14
Highlighting
Highlighting is a technique for converging or examining the output from
divergence. It is useful when you are faced with lots of options and need
a process to narrow down and focus on what is important.
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

–
–
Converge [Highlighting]
Highlighting13 uses a simple but effective “sorting” process by applying
three steps:
–
Hits A Hit is a word, phrase, or statement that “jumps off the
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.
–
Clusters A number of “hits” which are connected by some
common relationship thus forming a pattern or cluster in the
information.
–
Restate A Cluster is an indication of an area of importance or
significance. This can be captured through the formation of a
statement or restatement about the cluster. Make sure that the
cluster is restated specifically enough to be useful, and is not
vague and meaningless. If you are looking for ideas, make sure
the restatement is an idea. If it’s a problem statement, make sure
it has a proper “How to…” or similar stem on it. (See “Problem
Statement Section.)
13
Was first mentioned by Don Treffinger and Roger Firestien in 1983, and was developed by Multiple Resource Associates
(MRA)
15
Highlighting
Highlighting Steps:
1.
Review the characteristics of a “hit” yourself or with the group.
According to Scott Isaksen, K. Brian Dorval, and Don Treffinger in
their book Creative Approaches to Problem Solving, an option is a
“hit” when it is:







On target
Relevant
Clear
Interesting
Intriguing
Workable
“right on the money”
Or when it:




Converge [Highlighting]
2.
3.
4.
5.
6.
7.
“Sparkles” at you
Feels right
Solves the challenge
Goes in the right direction
Review all of the options generated during the divergent portion.
Have each participant mark the options that are “hits” with either
sticky dots, a magic marker, or by removing the Postit™ with the
option to another location.
Identify all the options that relate to each other and group them
together on a clean page.
Cluster the hits that relate around a specific issue or theme.
Restate the hot spots appropriately (e.g. as a problem statement, an
idea, etc.).
Ask how you or the group want to move ahead, “What would you
like to do with this?” or “How would you like to proceed?”
16
Ideate
Step 2 - Ideate
Invent innovative ideas….
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!
Remember that Ideators are playful, imaginative, social, flexible,
adaptable and adventurous. Use several ideation tools and remember
that there is no bad idea at this stage. All ideas are acceptable and
building on anyone else’s idea is encouraged. Think of the impossible,
think out of the box, use all kinds of stimuli and go for the absurd and
the outrageous. As they say “It is easier to tame a wild idea than to make
a great idea out of a mediocre one.”
Once you have generated plenty of ideas, chose your most promising
ones and turn them into solutions in the next steps.
When you are ideating….
 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
Ideate
Tools to Use to Create Many Possibilities….
Diverging Tools
Brainstorming
Brainwriting
Forced Connections
Idea Matrix
Converging Tools
Highlighting [hits/clusters]
Evaluation Matrix
17
Brainstorming
Brainstorming was invented by Alex Osborn10 and is defined as “a group
attempt to find a solution for a specific problem by amassing ideas.”
Brainstorming is:
One of the most versatile tools available for problem solving and
idea generation within groups
Extremely useful in obtaining input from all group members
Designed for creative collaboration by groups, HOWEVER, the
divergent guidelines are applicable when working alone.
It entails a group of appropriately selected people a moderator to
coordinate the session and the free and unencumbered exchange
of ideas, on a given subject, among the participants.
Brainstorming Steps:
Everybody knows how to brainstorm. However, most people
know how to brainstorm unproductively. Following are the
steps needed to hold a successful brainstorming session:
1.
Brainstorming
2.
10 Introduced
Write down the statement of the challenge (or
problem/opportunity) so that it is visible to all
Present and apply the Divergent Thinking guidelines throughout
the session:

Defer judgment

Strive for:
–
Participation
–
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.
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?
Water
Forced Connections
Fire
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.
Forced Connections is a technique that allows for attributes of an object to be
related to the challenge. [e.g. The shape of an egg can provide ideas on how
to improve a telephone booth.]
This technique:





Is helpful in getting a group out of a rut
Works well when a group or an individual begins to slow down
during divergence
Works well with other divergent tools (e.g. brainstorming,
brainwriting, etc.)
Helps generate more unusual options
Works best with totally unrelated objects or pictures (explain)
Forced Connection Steps:
Forced Connections
•
10 Created
Go over the Divergent Thinking guidelines:
Rule 1
Defer Judgment
Rule 2
Seek Quantity
Rule 3
Seek Wild Options
Rule 4
Combine Ideas
•
Show or point out either an object or a picture
•
Ask yourself or the group, “What ideas for this challenge (as stated
during Brainstorming) can you get by looking at this (object or
picture)?
•
Tell yourself or the group members to force a connection in their
mind to generate novel or useful options.
•
Have each participant share his or her new ideas.
•
Make sure that all ideas, even the silliest, are recorded.
•
Repeat as necessary.
by Charles S. Whiting and first appeared in Applied Imagination
20
Brainwriting
Brainwriting
21
Brainwriting
Another variation/modification of Brainstorming is the Brainwriting
technique11.
It. . .





Is an excellent tool for dealing with overbearing or
intimidating members of the resource group
Is good for more introverted groups since it lets shy people
communicate their thoughts/ideas
Allows for time to reflect and incubate on options without
giving the feeling of a slowdown
Effectively provides deliberate builds on other thoughts/ ideas
Allows for a change of pace during a loud, raucous meeting
Brainwriting Steps
•
•
•
•
Give each participant copies of Brainwriting forms
Put one extra form within reach of all participants
Have participants write the statement of the challenge at the
top of all forms
Go over the Divergent Thinking guidelines
Rule 1
Defer Judgment
Rule 2 Seek Quantity
Rule 3 Seek Wild Options
Rule 4 Combine Ideas
Tell the participants to:
Brainwriting
•
•
•
•
•
•
11 Introduced
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.
by Horst Geschka in Methods and Organization of Idea Generation
22
Idea Matrix
This is an exercise11 that combines the parameters (e.g. facts, attributes, benefits
or other variables) of the challenge to make different combinations. It is a little
like making a sandwich where we combine different breads, vegetables, meats,
cheeses, spreads and other ingredients. That is, by forming a matrix of all the
ingredients (e.g. breads, vegetables, cheeses, meats etc.) and using random
phone numbers (having 7 columns) we can come up with a different sandwich
every time.
The Idea Matrix…
o
o
o
o
o
Is helpful in looking at new options
Utilizes the “known” in new combinations or variations with the
unknown
Works well with other divergent tools
Is an excellent tool to start a brainstorming session because it utilizes
the known attributes of the challenge
While it keeps the parameters constant it allows for variations within
each parameter
The Idea Matrix Steps
o
o
o
Idea matrix
o
Specify the challenge
Select the parameters of your challenge e.g. attributes, emotions etc.
For each parameter you consider for the matrix ask yourself: “would
the challenge still exist without this? (If the answer is yes include it; if
no delete it.)
List all the possible options under each parameter. Keep the options
fewer and unusual in order to generate truly new possibilities
Try different combinations using a random numbers table, a pair of dice
or just telephone numbers out of a phonebook e.g.
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:
oIs
used to systematically analyze options
oCan be used with a number of options (approximately 110)
oWorks with criteria developed for the challenge
oHelps to better understand, develop and strengthen a number of options.
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?
Will it cost less than $100?
 NOT: Will it be more than $100?
Evaluation Matrix

The statement starters that are used with criteria are:
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
Making the idea real…
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.
It helps a lot if you list the concerns in a question form e.g.
Develop
How to…, How might…, In what ways might we…this type
of phraseology invites solutions rather than criticism of
the idea. Remember that good developers are reflective,
pragmatic, cautious, structured. Carefully evaluate the
ideas so that you can see if they meet your criteria to
success. Then create a detailed plan of action by saying:
What I see myself/ us doing is…
When you develop….
 Develop criteria for success. Rate solutions against
each other
 Modify and improve solutions to better meet the
criteria for success
 Make the positives of the idea known
 State the concerns in terms of questions so that they
invite solutions e.g. How might. . .?
 Create an action plan that details who does what by
when and reporting to whom
Questions to consider while developing… .
 Who might assist you with your solution? [assistors]
 Who needs to be convinced about the merits of your
solution? [resistors]
 What steps might you take to put your solution into
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:
oIs
used to systematically analyze options
oCan be used with a number of options (approximately 110)
oWorks with criteria developed for the challenge
oHelps to better understand, develop and strengthen a number of options.
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?
Will it cost less than $100?
 NOT: Will it be more than $100?
Evaluation Matrix

The statement starters that are used with criteria are:
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:
Complete the matrix one column at a time by asking:
“If I (option), to what extent will it (criteria)?”
Evaluation Matrix
Evaluation Matrix Steps:

Generate criteria – Generate criteria (Diverge) important to this decision. For
example, when buying a new home, you may consider some of the criteria to be:
initial cost of home, cost of upkeep, location, access to bus lines, school district,
taxes, etc.

Select criteria – Chose the criteria, which is most important, or most influential, for
your decision. Put the criteria into question form after the stem:
–
Will it…?
–
Does it…?
–
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
Rating Scale: 3 – Good 2 – Fair
1 – Poor
Evaluation Matrix
OPTIONS
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 technique15. 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.
This method or technique can be used to evaluate ideas, or as feedback on
behaviors. The four steps are:
List all the pluses of the idea:
1.
2.
3.
Now list at least three potential future gains that could come out of this idea. Use
the statement “It might…” to express such possibilities in the future if the idea
becomes reality.
1. It might…
2. It might…
3. It might…
Now phrase each concern as an open-ended question so that you can overcome it.
1. How to…
2. How to…
3. How to…
P.P.C.O.
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.
Concern#1
How to…
Ideas to overcome concern #1
1
2
3
etc.
Concern #2
How to…
Ideas to overcome concern #2
1
2
3
etc.
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. . .
By now the implementers are getting anxious… “Let’s get
going!” they scream and want to see some action. So, your
solution looks good on paper, the plans are on paper also and
you need to get things moving! This requires tolerance for
risk, so get started.
Implementers are persistent, decisive, determined, assertive
and action-oriented. They have no patience to read the
users’ manual. They just want to turn on the key and drive
the car. Yes, the clocks on their VCR’s are blinking but they
are enjoying the show while others are working through the
instructions!
In this step you see actual progress and make course
corrections fast.
When you implement. . .
Identify who are the people and circumstances who will help
you and who is going to put road blocks in your way?

Test fast, fail fast, adjust fast as Tom Peters says.

Check what is working well? What needs change?
What are we learning?

Take action on something within 24 hours.
Implement
Tools to use when implementing. . .

Create a prototype of the solution

Debrief using: What…? So what…? Now what…?

Make improvements and move on.
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:
–
–
–
–
–
–
–
–
–
–
–
What resources can we use to create the prototype?
What steps do we need to take in order to turn this idea into reality?
In what ways can we make it a success?
Against what criteria will it be judged?
How can we make it exciting to our audience so that they will absolutely
love it?
In what ways might we build excitement into it?
What might we do to gain enthusiasm from the audience?
What advantages do we need to emphasize in order to make it a success?
How might we pretest the prototype?
What additional resources might we need?
How might we overcome any objections, difficulties, limitations or
obstacles?
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.
As a next step converge with the entire group participating.
Depending on the project, a small matrix like the one below might help to keep
things organized:
By whom?
By when?
Reporting completion to whom?
prototyping
Action Item
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!”
Leaders and facilitators recognize the value of debriefing all activities
to determine the “On course” progress on a given initiative. In
doing so, we test our own effectiveness and the depth of our
participants’ understanding and knowledge.
Also, it is important that we utilize a variety of debriefing tools or
strategies, as well as reconfiguring the participants into different
group sizes and combinations.
Debriefing does not prevent errors before they happen. It enables us
to avoid making them again. It provides us with reflective and
self-evaluative tools in future planning.
Why Debrief?
1.
2.
3.
4.
5.
6.
7.
8.
DEBRIEF
9.
10.
Provides closure
Makes each participant feel that his/her thinking and feeling are
important
Answers the “now what”
Improves confidence of participants – affirming a learning
experience
Leads to action steps
Expands understanding
Deepens and enriches the learning experience
Builds a sense of community
Building bridge between what has been learned and
implementation of new learning
Gives us guidance in planning next learning steps
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
Helpful Hints for Debriefing
Jacquie Lowell makes the following suggestions for debriefing:
–
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?”
DEBRIEF
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?
How many felt different?
What does that mean to you?
Do you see anything happening here?
What does that suggest to you about yourself?
What did you learn/relearn?
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
Clarification Questions
Clarification Questions
Identifying the concerns




What is the challenge you would like to resolve?
What are the objectives?
If you could get some magical answers to your questions, which questions would you
want the magical answers to?
What do you wish would happen?
SELECT THE MOST APPEALING STATEMENT
Discovering the facts
KEY QUESTIONS: In what ways might I/ we find out…..?







Clarification questions





What is going on?
Who is involved?
Who else should be involved?
What’s at stake for you and for them?
What have you already thought or tried?
What other information do you need?
What are 3 needs that you want to satisfy?
What are some changes or improvements that could address these needs?
What has been tried so far?
What are some obstacles we can expect?
How soon does this project need to be completed?
What is the ideal outcome?
SELECT THE MOST IMPORTANT FACTS
Identifying the real problem






What do you wish could happen? PHRASE: I wish…..
What would be the one thing you would like to see happen? PHRASE: If only….
What would the future look like if your wish came true? Write a short paragraph
imagining what you would tell others as “your achievement”
What does it solve?
What is the investment you have to make?
What will the outcomes look like?
USING STATEMENT STARTERS FROM PAGE 12 RESTATE THE CHALLENGE
USING NEW INFORMATION FROM THESE QUESTIONS.
SELECT THE CHALLENGE THAT YOU WISH TO PURSUE AND GO TO
“IDEATION”
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
Remember the 4 rules of ideation:
–
Defer judgment,
–
Go for quantity and do it with time limits
–
Go for wild ideas
–
Build on the ideas of others
1.
2.
3.
4.
5.
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.
BRAINSTORMING
Starting from the bottom of your word list, write at least 10 “headlines” that
solve the challenge of your clarified statement
Use Idea BOX to list either audience, benefits, attributes or any other
dimensions that make the product or service what it is.
Now, generate at least 20 more headlines.
The process
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.
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]
5.
Now, generate at least 20 more headlines.
_______________________
____________________
_______________________
____________________
_______________________
____________________
_______________________
____________________
_______________________
____________________
_______________________
____________________
_______________________
____________________
_______________________
____________________
_______________________
____________________
_______________________
____________________
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

Do a full prototype presentation.

Debrief
A6
CHEATSHEET
WHEN YOU NEED
TO …
USE THESE TOOLS
PAGE
NUMBER
CLARIFY
Statement Starters
12
Clarification Questions
A1
Word Dance
13
Brainstorming
18
Highlighting
14-16
Brainstorming
21-22
Forced Connections
19-20
Brainwriting
18
Idea Matrix
23
Highlighting
14-16
Brainstorming
21-22
PPCO
31
Evaluation Matrix
25
Brainstorming
21-22
Debriefing
34-35
IDEATE
DEVELOP
IMPLEMENT
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!!
How to sell colorless Vodka to Americans who wanted color in their
drink?
Answer: Add tomato juice or orange juice!! Sales:6000cases to
38million!
–
–
–
–
–
–
–
–
What can be substituted? Who else? What else?
Can the rules be changed?
Other ingredients? Other materials?
Other process or procedure?
Other power?
Other place?
Other approach? Change format?
What else instead? What other part instead of this?
Combine
S.C.A.M.P.e.r
Creative thinking requires synthesis, the process of combining previously unrelated
ideas, goods or services to create something new.
The car, according to Henry Ford is a combination of things which make it work.
Five years earlier the discovery would have been impossible!
–
–
–
–
–
–
–
–
What ideas can be combined?
Can we combine purposes? Combine talents? Parts?
How about an assortment?
How about a blend, an alloy, an ensemble?
Combine units?
What other article could be merged with this?
How could we package a combination?
What can be combined to multiply possible uses?
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!!
–
–
–
–
–
–
–
–
–
–
What else is like this?
What other idea does this suggest?
Does the past offer a parallel?
What could I copy?
Whom could I emulate?
What idea could I incorporate?
What other process could be adapted?
What else could be adapted?
What different contexts can I put my concept in?
What idea outside my field can I incorporate?
Magnify
S.C.A.M.P.e.r
–What
can be magnified, made larger, or extended?
–What can be exaggerated? Overstated?
–What can be added? More time? Stronger? Higher? Longer?
–How about greater frequency? Extra features?
–What can add extra value?
–What can be duplicated?
–How could I carry it to a dramatic extreme?
–How can this be altered for the better?
–What can be modified?
–Is there a new twist?
–Change meaning, color, motion, sound, odor, form, shape?
–Change name?
–Other changes? Change nature? Change attitude?
–What changes can be made in the plans? In the process? In the marketing?
–What other form could this take? What other package?
–Can the package be combined with the form?
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.
Put to Other Uses?
G.W.Carver, botanist and chemist, discovered more than 300
uses for the lowly peanut because he never stopped looking.
–What
else can this be used for?
–Are there new ways to use as is?
–Other use if modified?
–What else could be made from this?
–Other extensions? Other markets?
Eliminate or Minify
–What
can be streamlined?
–What if this were smaller?
–What should I omit?
–Should I divide it? Split it up? Separate it into different parts?
–Make miniature? Condense? Compact?
–Subtract? Delete? Understate?
–Can the rules be eliminated? What’s not necessary?
Rearrange
S.C.A.M.P.e.r
–What
other arrangements can be better?
–What other payment plan might be better?
–Interchange components?
–Other pattern? Other layout?
–Other sequence? Change the order?
–Transpose cause and effect?
–Change pace?
–Change schedule?
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.
Outline of the exercise
1.
2.
Ask “What is your business?” and “What should your business be?” These
questions focus your attention on where to look for new ideas.
Define and organize your business according to products or services, markets,
functions and technologies. For instance, the key descriptors for a business
book publisher would be:





3.
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
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:
PRODUCTS
FUNCTIONS MARKETS
TECHNOLOGIES
SERVICES
hardback
books
information
libraries
print
professional
discounts
softback books entertainment
bookstores
electronic
books clubs
floppy disks
education
universities
audio
newsletters
castes
training
industry
modular
seminars
electronic
networks
resources
military
video
information
services
Idea: Produce audio cassettes for sales training to be sold directly to
corporations.
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