conceptual blockbusting for tcc administrators (…thinking outside the blox) scott langhorst, ph.d....

Conceptual Blockbusting for TCC Administrators

(…thinking outside the BLOX)

Scott Langhorst, Ph.D.Tidewater Community College

Welcome! --- The Agenda ---

9:00 am – Introductions, warm-up, and getting started thinking outside the BLOX

10:30 am -10:40 am – Break12:00 Noon – Lunch1:00 pm – Resume workshop2:30 pm – 2:40 pm – Break4:00 pm – Evaluation and conclusion

Workshop objectives

To stimulate thinking and ideasTo help improve individual problem-

solving skillsTo build individual confidence in being

able to solve problemsTo demonstrate group resourcefulnessTo put in context what “thinking outside

the box” might really meanTo have some fun!

Workshop materialsConceptual Blockbusting: A Guide to

Better Ideas (4th edition) James L. Adams(…your very own copy for future reference and reading, compliments of the TCC Administrative Association)Why Man Creates (1968) Saul Bass

(DVD available through TCC LRC-Chesapeake)

A Whack On the Side of the Head (1983) Roger von Oech

Lateral Thinking (1973) Edward de BonoWorkshop hand-outs and an assortment

of games, puzzles, and brain-teasers

Einstein on imagination

“Imagination is moreimportant than knowledge.”

(Nobel Laureate - Albert Einstein)

Warm-up exercises

Introductions, with a twist…

A brief quiz…A movie clip about

the history of ideas, inventions, and thinking…

Introductions

Briefly answer the following (no more than 30 seconds per person):

When was the last time you came up with a creative idea?

What was it?What motivates you to be creative?

(Roger von Oech – A Whack On the Side of Your Head)

A little quiz…How many “9’s” in the series of numbers

from one to one hundred?Do the Chinese have a 4th of July?There is three errers in this sentence.

(can you find all three?)If you enter a room with only one match, &

you find a kerosene lamp, a wood stove, and a fireplace, which do you light first?

What is the next letter in the series“O…T…T…F…F…S…S…?”

Quiz answer key

Twenty (did you forget about 90, 91, 92, 93, 94, 95, 96, 97, 98, and 99 ?)

Yes – (their calendar is the same as ours, they just don’t celebrate the fourth of July like Americans do)

“is” “errers” and only “two” errorsFirst, you must light the match. “E” (one, two, three, four, five, six, seven, eight)

Multimedia diversion #1

A brief history of ideas, inventions, and thinking from the stone age to the atomic age

Mankind has been very “creative” during the past few thousand years!

On the other hand, consider how much baggage we all carry, i.e., how much of this collective memory gets in the way?

A history of ideas

“The difficulty lies not so much in developing new ideas

as in escaping from old ones.”

(British economist - John Maynard Keynes)

Today’s topics?

IdeasThinkingCreativityImagination Problem-solvingGenius, whacks on the side of the head,

lateral thinking, conceptual blocks, etc.All a part of “…thinking outside the box”

Thinking like a genius (Michael Michalko)

Eight strategies to think “productively,” rather than “reproductively”

Look at problems in different ways Visualize! Produce! Force relationships

(make connections between dissimilar subjects) Think in opposites Think metaphorically Prepare yourself for chance

A whack on the side of the head

1. The right answer2. That’s not logical3. Follow the rules4. Be practical5. Avoid ambiguity

6. To err is wrong7. Play is frivolous8. That’s not my area9. Don’t be foolish10. I’m not creative

10 “mental locks” by Roger von Oech -Certain attitudes (to avoid) which lock

our thinking into the status quo:

Lateral thinking (Edward de Bono)

“ The most basic principle of lateral thinking is that any particular way of looking at things is only one from among many other possible ways.”

“Lateral thinking is concerned with exploring these other ways by restructuring and rearranging the information that is available.”

Conceptual blocks (John L. Adams)

“Mental walls that block the problem-solver from correctly perceiving a problem or conceiving its solution.”

Perceptual blocksEmotional blocksCultural blocksEnvironmental blocksIntellectual and expressive blocks

Problems with problem definitionWhat is the problem?Oftentimes, how you state the problem will

determine the outcome.What is “given”? What is the “goal”?How can you get from the givens to the

goal? What operations, actions, processes will transform the givens into the goal?

Take time to clearly state and understand a problem, before you try to solve it.

Restating the question or goal

How you ask the question can make a difference in terms of which solutions are even considered by problem solvers: “Design a better door.” or “Design a better way to get through a wall.”

“Opens up” many more potential solutionsA conscious process of restructuring and

rearranging the information that is available

A morbid example of “what question”

How you ask the question can make a difference in terms of which solutions are even considered by problem solvers: “What should we do in the event we bury

someone who is alive?” or “How can we make sure everyone we bury

is dead?”Also, an example that there’s usually more

than one right answer!(Roger von Oech – A Whack On the Side of Your Head)

Average speed hill

One mile

One mile

Up at 30 MPH Down at ??? MPH

= 60 MPH for the whole trip?

Problem definition toolsRe-statement of givens and/or goalsWhat is information, what is data?Is there enough information? Why not?Can I change the “labels” on information?What is not given? Why not?Can the goal be stated more broadly?Do I need the givens to solve the problem?Can I use a different thinking process?Play with the information!!!

e.g., apples and oranges

Three boxes of fruit are all mis-labeled. One box has a sign on the front “apples,” one box has a sign “oranges,” and one box has a sign “apples and oranges.” What is the minimum number of moves to correctly label all the boxes? i.e., look in the box, move the sign (What are the moves?)

Apples OrangesApples &Oranges

Looking at things in different ways

Look at the givens in a different way

Look at the goal(s) in a different way

Look at the operations, actions, processes in a different way

Looking at things in different ways

Interpret the following into a common word or phrase:

WearLong

ECNALG

0Ph.D.M.A.B.A.

M.D. M.D.

kneelight

DiceDice

Le vel

He’s / himself

R/E/A/D/I/N/GThin

king

Looking at things in different ways

Advanced interpretations:

5 = D in a Z C

18 = H on a G C

3 = B M (SHTR)

32 = D F at which W F

Looking at things in different ways

“Discovery consists of looking at the same thing as everyone else

and thinking something different.”

(Nobel laureate – Albert Szent-Gyorgyi)

Multimedia diversion #2

Fooling around…

Lateral versus vertical thinking

Lateral thinking is generative

Lateral thinking moves to generate a direction

Lateral thinking is provocative

With lateral thinking, one welcomes chance intrusions

(e.g., creative thinking)

Vertical thinking is selective Vertical thinking moves only

if there is a direction Vertical thinking is

analytical With vertical thinking,

one concentrates and excludes what is irrelevant

(e.g., logical thinking) (Edward DeBono)

Lateral versus vertical thinking

“Lateral thinking and vertical thinking are complementary.” (…you need to use both)

“Lateral thinking is like the reverse gear in a car. One would never try to drive along in reverse gear the whole time. On the other hand one needs to have it and to know how to use it for maneuverability and to get out of a blind alley.”

(Edward DeBono)

Lateral versus vertical thinking

“Nothing is more dangerousthan an idea when it isthe only one you have.”

(French philosopher - Emile Chartier)

Lateral versus vertical thinking

Are you digging the same hole deeper and deeper, or should you be trying to dig (more) holes in some different places?

Lateral versus vertical thinking

“Insanity: doing the same thing over and over again

and expecting different results.”

(Nobel Laureate – Albert Einstein)

Some group problems to discuss

Break into four groups (group #1 should be composed of folks who have not yet seen the “roses and petals” problem)

Talk about the problem --- “what is the problem?” how would you re-state? can you look at it in a different way? etc., etc.

Be prepared for a group spokesperson to share your group’s thought process

Don’t worry about so much about the ANSWER (but it’s okay if you happen to get one)

Roses and petals

How many “roses” and how many “petals” do you see?

?

?

?

#1

#2

#3

Three prisoners

A prison warden invites three prisoners to his office to explain that one prisoner will soon go free. All they need to do is solve a puzzle. The warden shows them 5 hats (3 hats and 2 red hats). “I’m going to blindfold your eyes and place a hat on each of your heads. If you can tell me what color hat you have on, I will set you free.” (…the hats are too small for a prisoner to see his own hat)

Three prisoners

The three prisoners agree to the challenge, but one man indicates that he is blind. (He really is.) The blind man says: “I’ll also participate, if you let me go last.” The warden and other prisoners agree. The warden blindfolds them, mixes up the hats, and places one hat each on their heads (and discards the remaining 2 hats out of view). He then removes their blindfolds…

Three prisoners

First prisoner: (looking at the others) “I can’t tell what color hat I have on.”

Second prisoner: (looking around) “I can’t tell what color hat I have on.”

Blind prisoner: (immediately shouts) “I have a white hat on my head!”

And he was correct, and could explain how he knew for sure (How did he know?)

Truthers, liars, and alternators

You enter a country that has only three kinds of people: people who always tell the truth (truthers), people who always lie (liars), and people who alternate telling the truth and then lying (alternators). As you enter the country, you meet a person. What two questions would you ask to correctly determine what kind of person you have just encountered?

Camping trip

On a camping trip, you are given a 9 oz. cup and a 4 oz. cup and asked to go to the lake and come back with exactly 6 oz. of water. Both cups are unmarked. No guessing or estimating. How do you do it?

9 oz.4 oz.

Multimedia diversion #3

The process…

Conceptual blocks: perceptual

Detecting what you expect (stereotyping)Difficulty in isolating the problemTendency to delimit the problem area

poorlyInability to see the problem from various

viewpointsSaturationFailure to utilize all sensory inputs

What do you see (3 seconds)?

Rabbit in the the hat

Paris in the the Spring

Singing in the the rain

Are you sure?

What do you think you saw?Is there a group consensus?Are you sure?Really?

Want to look again?

Rabbit in the the hat

Paris in the the Spring

Singing in the the rain

Overcoming perceptual blocksAll of your senses can be deceived !!Re-state the givens and/or goalsNarrow the focus / expand the scope What boundaries are you imposing?Change the labelsWhat do I expect to see? What is there?Do you have too much data--“easy” data?“Touch” the problem, “taste” the problem,

“smell” the problem, “hear” the problem…

Overcoming perceptual blocks

Spelling beeMatch problemsThree cupsCamelsTwo pencilsTelephone dial

Conceptual blocks: emotional

Fear of feeling like an idiotFear of taking a riskFeelings of inadequacyTo err is wrongAvoiding ambiguity and chaosFeeling like you can’t ask for help from

others (i.e., “it’s your problem…”)

Overcoming emotional blocks

Barnyard exerciseAll of Von Oech’s “attitudes” (Whack em!)Know that emotions can (really) interfereTry anyway --- “…just do it!”I’m okay, you’re okay, and we both may

not have a clue (…but that’s okay)Ask for help! Involve others!

Multimedia diversion #4

The judgment…

Conceptual blocks: cultural(i.e., American, Caucasian, middle-class, ethos)

Problem solving is serious!One right answer (for everything)Intuition and insight are bad

(= logic and rational thinking are good)= any problem can be solved by scientific

thinking Taboos“Follow the rules”

Einstein on education

“It is a miracle that curiosity survives formal education.”

(Nobel Laureate - Albert Einstein)

Overcoming cultural blocks

Look for more than one right answer!It’s okay to have fun--don’t be so seriousNot all problems can be solved with

reason and logicSome things we just don’t “think” or talk

about (at least in polite company)

If you are following all the rules, there is a good chance that they will “box” you in

Conceptual blocks: environmental

Not enough timeDistractionsLack of cooperation or trust in others“That’s not my area”“Be practical” or “Don’t be foolish”Judging is easier than generating ideas

(the “sitting back” and “kibitzing” strategy often used as a form of organizational survival)

Overcoming environmental blocks

Create an environment that is supportiveEngage significant others (those you trust)Accept that we are all in this, togetherLearn to accept and incorporate criticismIt is okay to be impractical (and foolish),

occasionallyBe a “contributor” and not just a “kibitzer”

(generate ideas first, judge later)

Multimedia diversion #5

A parable…

Conceptual blocks: intellectual & expressive

Solving the problem using an incorrect language

Inflexible or inadequate use of intellectual problem-solving strategies(e.g., exclusive use of vertical or lateral thinking)

Lack of, or incorrect, information(e.g., missing info because of a perceptual block)

Inadequate language skill to express and record ideas

The penitent monk

6:00 am

6:00 pm

Narrow, steep, winding,

rocky path

Uneven rate of travel

Up one day

Down next day

Overcoming intellectual & expressive blocks

Practice other styles of problem-solving that you are not comfortable with (e.g., verbal, visual, mathematical, logical, etc.)

Remember that there is usually more than one way to solve a problem

Try to insure that “blocks” do not obscure real and necessary information

Effective communication (of ideas) cannot be taken for granted

Fromm on creativity

“Creativity requires the courage to let go of certainties.”

(Psychotherapist and author – Erich Fromm)

Multimedia diversion #6

A digression…

Problem-solving in groups

Inadequate knowledge of the creative process and use of group creativity techniques

Poor understanding of the roles of affiliation and ego needs

Poor leadershipInadequate or unbalanced group

membershipLack of proper support

Sharing exercise (“The Rules”)

Rule #1 – NO TALKING or communicating of any kind (gestures, signals, winks, etc.) among team members

Rule #2 – NO TAKING pieces from someone else on the team, i.e., you can only “give” a piece(s) to someone else

GOAL = completed square in front of each team member (all, same size and shape)

Lessons from sharing exercise?

You’ve got to work together to solve itEveryone has a piece of the solutionNo one person starts with the whole

answer – no one person can do it allThe group is “smarter” than any individualThe importance of interpersonal

communications in group problem-solvingOther lessons?

Group problem-solving tools

Brainstorming (formal process) Everyone wants to be “accepted” and will

sacrifice much creativity to group identityLeadership style is important for group

processSubscribe to “The Wisdom of Teams”Don’t underestimate the importance of

communication within the group/team

Problem-solving in organizations

Organizational cultureOrganizational size, growth, & maturityControl versus creativityTradition and past successReward system and support

Psychological rewardsSupport for creativity

Bennis of leadership

“Leaders must encourage theirorganizations to dance to

forms of music yet to be heard.”

(USC Professor and Leadership author – Warren Bennis)

Organizational problem-solving tools

As academic leaders in the TCC community:Contribute to a creative problem-solving

culture (be open, flexible, and help others)

Think and act “young” & “hungry” (unburdened by institutional inertia, organizational complexity, the lessons of experience, and illusions of post-secondary grandeur…)

Balance control with creativityRemember the ephemeral nature of

“success,” e.g., trains, planes, and IBM Be sensitive to rewards and recognition

Cleese on creative workers

“If you want creative workers, give them enough time to play”

(Monty Python comedian and management consultant – John Cleese)

“Thinking outside the b(L)ox” (defined)

Being creative with, and open to, new ideas (informal definition)

Avoiding being “boxed in” by old habits, false perceptions, & easy answers (informal)

To approach a problem-solving situation without imposing unnecessary or subliminal limitations (“conceptual blocks”) on problem definition, problem-solving processes, and/or problem solutions (semi- formal definition)

A practical exercise (and application)

Question: is TCC a good “problem-solving” environment?

Problem: what would it take to make TCC more “problem-solving friendly”?

Think: how can you improve the situation? (…be creative!!!)

Workshop evaluation

Please complete the workshop evaluation and return it to Kay Williams at the end of the session

(If you feel that others might benefit from a similar “Thinking Outside the Blox” workshop experience, I would be happy to do another one)

Thanks!

Go forth and be creative problem-solvers

Look at things in different waysWatch out for those conceptual blocksNext time your hear:

“…think outside the box” you’ll know how to respond

Lighten up !! Have some fun with this stuff!!!