Leading Creatively - Presentation Slides

Leading Creatively

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OBJECTIVESBy the end of this seminar, participants will be able to:• Set out their personal leadership brand • Select appropriate techniques for self-discovery • Demonstrate innovative methods for harnessing others’

creative potential • Articulate a vision using multiple sensory representations • Communicate their vision in refreshing and engaging ways • Explore the outer limits of group creativity • Set out creative options for implementing change


Creative Problem-Solving


CREATIVE PROBLEM SOLVING

What is creative problem solving?


What is Creative Problem Solving ?

Creative Problem Solving is a proven method for approaching a problem or a challenge in an imaginative and innovative way. It’s a tool that helps people re-define the problems they face, come up with breakthrough ideas and then take action on these new ideas. Alex Osborn and Sidney Parnes conducted extensive research on the steps that are involved when people solve problems, the result of which is the following 6 steps that are broken down into 3 stages:



At the same time that CPS is a structured process, it’s also a very flexible one. When you begin to use and internalize the CPS process, you find that it’s cyclical. You begin to see how to move from step to step, and how to jump back and forth between steps. When CPS becomes part of your own way of thinking and working, you can use one step at a time, as you need it, when you need it. Once you understand the fundamentals of CPS, you can adapt this process to every situation you encounter, thereby realizing its power.


Explore The Challenge


Generate Ideas


Prepare For Action


Some Additional Thoughts• The creative person uses information to form new ideas.

• The real key to creative problem solving is what you do with the knowledge.

• Creative problem solving requires an attitude that allows you to search for new ideas and use your knowledge and experience.

• Change perspective and use knowledge to make the ordinary extraordinary and the usual commonplace.


DEFINITION Creative problem solving is -


DEFINITION

“Creative problem solving is - looking at the same thing as everyone else and thinking something different.”

Adapted from a famous quote from a former Nobel prize winner, Albert Szent-Gyorgi.


EXERCISE


A SOLUTION


Overcoming Personal Blockers To Creativity


LET’S TALK ABOUT

Why don’t we think creatively more often?

What are the barriers that get in our way?


BARRIERS THAT GET IN OUR WAY• Time• Why change?• Usually don’t need to be creative• Habit• Routine• Haven’t been taught to be creative

What are some other barriers that get in our way?


MENTAL BLOCKS

Mental blocks are reasons (attitudes) why we don’t “think something different.”


MENTAL BLOCKS

1. The _______ answer.2. That’s not _________.3. __________ the rules.4. Be ______________.5. ________ is frivolous.

6. That’s not my _____.7. ________ ambiguity.8. Don’t be _________.9. __________is wrong. 10. I’m not __________.


MENTAL BLOCK # 1

1. The right answer.

Only one?


MENTAL BLOCK # 2

1. The right answer.

2. That’s not logical.


MENTAL BLOCK # 3

1. The right answer.2. That’s not logical.

3. Follow the rules.

Why rules should be challenged:

1. We make rules based on reasons that make a lot of sense.2. We follow these rules.3. Time passes, and things change.4. The original reasons for the generation of these rules may no longer exist, but because the rules are still in place, we continue to follow them.


MENTAL BLOCK # 4

1. The right answer.2. That’s not logical.3. Follow the rules.

4. Be practical.


MENTAL BLOCK # 5

1. The right answer.2. That’s not logical.3. Follow the rules.4. Be practical.

5. Play is frivolous.

“When do you get your best ideas?”


MENTAL BLOCK # 6

6. That’s not my area.


MENTAL BLOCK # 7

6. That’s not my area.

7. Avoid ambiguity.

AMBIGUITY


MENTAL BLOCK # 8

6. That’s not my area.7. Avoid ambiguity.

8. Don’t be foolish.


MENTAL BLOCK # 9

6. That’s not my area.7. Avoid ambiguity.8. Don’t be foolish.

9. To err is wrong.


MENTAL BLOCK # 10

6. That’s not my area.7. Avoid ambiguity.8. Don’t be foolish.9. To err is wrong.

10.I’m not creative.


BEING MORE CREATIVE

How can we be more creative?

Jot down at least 3 ideas that come to your mind.


Golden Rules of Creative Thinking

1. Start small trying to discover new ways to be creative, ___________.

2. __________ to abandon the old, obsolete ways of doing things and explore new ways.

3. It is not possible to change the way we think about everything. ________ in which to try creative thinking techniques.

4. Understand that creative thinking requires __________, but it is worth it!

5. Remember that creative thinking is both _______ and__________!!!


Golden Rules of Creative Thinking (Continued)

6. _________ on what you can reasonably do. Trying to do too many things at once compromises the effort and may take away from the results.

7. _________creative thinking for today as well as tomorrow.

8. Include other people in the creative thinking process with you. __________fosters creative thinking.

9. Include _______ and ______ in your creative thinking process as well as ___________.

10.Keep ________________.


CREATIVE PROBLEM SOLVING PROCESS

STEP 1. State what appears to be the problem.

The real problem may not surface until facts have been gathered and analyzed. Therefore, start with what you assume to be the problem,

that can later be confirmed or corrected.



STEP 2. Gather facts, feelings and opinions.

What happened?Where, when and how did it occur?

What is it’s size, scope, and severity?Who and what is affected?

Likely to happen again?Need to be corrected?

May need to assign priorities to critical elements.



STEP 3. Restate the problem.

The real facts help make this possible, and provide supporting data.

The actual problem may, or may not be the same as stated in Step 1.



STEP 4. Identify alternative solutions.

Generate ideas. Do not eliminate any possible solutions until several have been discussed.



STEP 5. Evaluate alternatives. Which will provide the optimum solution?

What are the risks? Are costs in keeping with the benefits? Will the solution create new problems?



STEP 6. Implement the decision! Who must be involved?

To what extent? How, when and where?

Who will the decision impact? What might go wrong?

How will the results be reported and verified?



STEP 7. Evaluate the results.

Test the solution against the desired results. Make revisions if necessary.


Developing The Vision Creatively


Harnessing The Power of Teams


Teams Help Ordinary People Achieve Extraordinary Results

A certain man had several sons who were always quarreling with one another, and, try as he might, he could not get them to live together in harmony. So he determined to convince them of their folly by the following means. Bidding them fetch a bundle of sticks, he invited each in turn to break it across his knee. All tried and all failed: and then he undid the bundle, and handed them the sticks one by one, when they had no difficulty at all in breaking them, "There, my boys," he said, "united you will be more than a match for your enemies: but if you quarrel and separate, your weakness will put you at the mercy of those who attack you." Union is strength.


As this Aesop's fable illustrates, even weaker people are powerful when united in a strong team. It's one of the most effective ways to mobilize and energize people. Teams are a key way to get people participating and involved. That leads to higher levels of ownership, commitment — and energy. Numerous studies of North American change and improvement efforts in organizations have shown that major gains in quality, service, or productivity are driven by huge increases in participation and involvement levels throughout those successful organizations.


Effective team leaders develop a group from what it is into the team that it could be. That takes a focus and skill set that is new and different for most team members and leaders. Since the beginning of the industrial age group leadership has been based on the military model of command and control. We managed groups by pushing and forcing them. At best we got compliance and conformity. At worst we set up huge "we/they" gaps that lead to union/management conflict and lots of other problems. Group ownership, shared goals, creativity, and participation were minimal. In the bad old days, the boss' idea of participation was like the kid who rode the sled down hill and "shared" it with his teammates to take it back up again.


Despite all the team talk of the last few years, few groups are real teams. Too often they're unfocused and uncoordinated in their efforts. We developed the following set of questions from our consulting and team development work. This team assessment and planning framework helps newly formed teams come together and get productive quickly or it assists existing teams to refocus and renew themselves.• Why do we exist (our purpose)?• Where are we going (our vision)?• How will we work together (our values)?• Whom do we serve (internal or external customers or

partners)?• What is expected of us.


• What are our performance gaps (difference between the expectations and our performance)?

• What are our goals and priorities?• What's our improvement plan?• What skills do we need to develop?• What support is available?• How will we track our performance?• How/when will we review, assess, celebrate, and

refocus?.


Teams develop answers and related action plans around each question. This approach has proven to be much more effective than artificial team situations, outdoor adventures, or theoretical discussions of group dynamics. Bringing a team together with a shared focus and taking action to make it happen is a powerful way to mobilize and energize.


Letting Go of The Ego


What is Ego?• The Latin word for “I” is Ego and often used in

English to mean “self”, “the self”, “self-concept”, “false self”, “conceptual identity”, or identification with individual existence or your soul.

• Ego is also defined as the part of you that is your “innermost self”, “self-esteem” or “the opinion one has of him/her self. These opinions can create a disparity between the real you and what you have been taught to believe about yourself.


Your ego feeds your desire to be accepted, acknowledged, loved, and valued born out of your connections with others – society, family and culture. While connections with others is important, it is equally important to connect with the real you rather than a distorted picture that may have been formed by outside influences.

Sometimes, your ego presents itself as a nagging, relentless voice that cast doubt, criticism and devalues your ideas, choices and dreams. I’ve given my ego a name. Her name is Negative Nelly and whenever she perches on my shoulder to whisper doubt, fear or limitation, I swiftly knock her off my shoulder and send her on her way.


When your “Negative Nelly” shows up trying to make you doubtful, fearful or unsure about the choices you make, these ego friendly principles will clear the cobwebs, empower you and reveal your true self:• Show courage – Courage is not the absence of fear. It

is taking action despite fear. When faced with doubt and insecurities, resolve to be courageous and take the risk to do the thing that has you stuck in fear.

• Know your values and priorities – Make choices based on what’s most important to you. Make sure you know your values and priorities and make your choices based on the principles that guide your life.


• Have a Vision - Create a vision to pursue your dreams. Without a vision for your dreams, it will be difficult to achieve them. You must have a clear vision of what success is to you in order to work towards it.

• Allow your intuition to lead you – Your intuition is that quiet gut feeling of certainty “rightness” that arises from deep inside you. When you listen to your intuition with greater alertness and awareness, you will be able to follow it more often and feel confident that it is guiding you in the right direction.

• Fill Your wisdom cup - Wisdom and good judgment is not a measurable, quality. It is acquired over time from the accumulation of a variety of your life experiences. It is the cup you fill with life-long experiences. Learn to drink from it often and be open to filling your wisdom cup from a variety of sources.

• Follow your dreams – No matter what challenges have come your way or what obstacles you’ve faced, you can still pursue your dreams. While your dreams may be dormant, they haven’t expired! Dreams don’t have an expiration date!.


The perception you have of yourself may be rooted in a false beliefs formed early in your life. Your ego may be a blurry snapshot of the real you. However, you need not accept this distorted picture as your reality today.


Communicating The Vision Creatively


Models of Communication

“communication [Lat. communicatio ‘the action of imparting‘]

In its broadest sense, this term refers to every kind of mutual transmission of information using signs or symbols between living beings (humans, animals), between people and data-processing machines.


A Definition (continued)“In its narrower, linguistic sense, communication is the understanding which occurs between humans through linguistic and non-linguistic means like gestures, mimicry and voice ( non-verbal communication). The basic components of communication are shown in communication models. [...]”



• Aristotle‘s Rhetoric• De Saussure‘s Model of the Speech Circuit• Shannon‘s and Weaver‘s Model• Gerbner‘s General Model• Bühler‘s and Jakobson‘s Models• Watzlawick’s, Beavin’s, and Jackson’s Model• Schulz von Thun’s Model


Aristotle’s Rhetoric

Three elements of communication:

• The speaker• The speech • The audience



• Aristotle‘s Rhetoric• De Saussure‘s Model of the Speech Circuit• Shannon‘s and Weaver‘s Model• Gerbner‘s General Model• Bühler‘s and Jakobson‘s Models• Watzlawick‘s, Beavin‘s, and Jackson‘s Model• Schulz von Thun‘s Model


De Saussure’s Model of the Speech Circuit (1916)

c

i

c

i

Phonation

Phonation

Audition

Audition

c: concepti: image acoustique (acoustic image)





The Shannon-Weaver Model (1949)

information source transmitter receiver destination

noise source

message messagesignalreceived

signal

channel


The Shannon-Weaver Model – Criticism

• the ‘conduit metaphor’ (Reddy 1979) • linearity• content and meaning• instrumentalism• context• relationships and purposes• time• medium


The Shannon-Weaver Model – Extension


noise source

channel

feedback


The Shannon-Weaver Model – Extension by Moles (1963)


noise source

channel

code 1 code 2





Gerbner’s General Model (1956)

SelectionContext

Availability

EEvent

PERCEPTUAL DIMENSION

M

E1

ChannelsMediaControl

MEANS AND CONTROL DIMENSION

SForm E

Con-tent

M2

SE1

Source

Destination



• Aristotle‘s Rhetoric• De Saussure‘s Model of the Speech

Circuit• Shannon‘s and Weaver‘s Model• Gerbner‘s General Model• Bühler‘s and Jakobson‘s Models• Watzlawick’s, Beavin’s, and Jackson’s

Model• Schulz von Thun’s Model


Bühler’s Organon Model (1934)

Objects and States of Affairs

S

Sender

Rece

iver

Appeal

Representation

Expression


Jakobson’s Model of Communicative Functions (1960)

Type OrientedFunction

Example

towardsemotive addresser expressing

It’s bloody

feelings or pissing down

attitudes again!referential context

imparting It’s raining.

informationconative addressee influencing

Wait here till it

behaviour stops raining!


Jakobson’s Model of Communicative Functions (1960)

Type OrientedFunctionExample

towardsphatic contact

establishing or Nasty weather

maintaining again, isn’t it?

social relationships

metalingual code referring to the This is the

nature of theweather

interactionforecast.

poetic messageforegrounding It droppeth as

textual features the gentle rain

from heaven.





Watzlawick, Beavin, and Jackson (1967): Pragmatics of Human Communication

• One cannot not communicate. (Watzlawick and others 1967:51)

• Every communication has a content and a relationship aspect such that the latter classifies the former and is therefore a metacommunication.(Watzlawick and others 1967:54)


Watzlawick, Beavin, and Jackson (1967) – Content and Relationship Levels

Is that a realdiamond


Watzlawick, Beavin, and Jackson (1967) –Content and Relationship Levels

Hi

CONTENT



CONTENT

It’s nice to see Mary...

RELATIONSHIP



CONTENT

RELATIONSHIP

older parts of the brain: emotions

analytical thinking, words



Information

Information about this information

verbal, nonverbal; context





Schulz von Thun's Model (1977) –Four Aspects of a Message

Sender Receiver

..........////////////////////////////////

Message

Content

Relationship

Self-dis-closure

Appeal



........//////////////////////////

THE TRAFFIC LIGHT IS GREEN

The traffic light is green.

You need my help!

I’m in a hurry.

Put your foot down!

Schulz von Thun's Model (1977) – Three Aspects of a Non-verbal Message

........//////////////////////////You hurt me!

I am sad.

Pleasecomfortme!

Schulz von Thun's Model (1977) –Three Aspects of a Non-verbal Message

........//////////////////////////Your ideas are

interesting.

I am listening.

Please go on talking.saying nothing

Schulz von Thun's Model (1977) –Receiving with Four Ears

What kind of person is he?

How does he talk to me? Who does he think I am?

What are the facts?

What does he want me to think or do, how does he want me to feel?


Schulz von Thun's Model (1977)

What are those green things in the sauce?

Well, if you don‘t like my cooking, you can go and have your dinner elsewhere!



......sent

message

There is something green.

You‘ll know it.

I don’t know what it is.

Tell me what it is!

/////////////////// ......

received message

There is something green.

You are a bad cook!

I don’t like it.

///////////////////

Don‘t put green things into the sauce next time!


Schulz von Thun's Model (1977)

Sender Receiver

......///////////////////////

Sent

Message

Feedback

///////////////////

.......Received Message

.......///////////////////////


The End


Date post:	27-Jan-2017
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Leading Creatively - Presentation Slides

Presentations & Public Speaking