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B822 : Book 3 : Creative Swiping pp74-75

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Edited by Jonathan Vernon, Thursday, 8 Mar 2012, 15:23

Over the course of a single working day, keep an eye out for examples of good practice wherever you may find them.

During a commute, reading a newspaper, magazine or journal, observing 'things' (tangible products) in action or experiencing some service delivery. 

How could any of these be adapted to suit your organisation?

Try and discover a good idea that could be adapted to suit your organisation from the experiences of as many of the following as you can:

A member of your family (at work or school or wherever)
A friend
A colleague
A supplier
A competitor
A customer

  • Tesco customer suggestions and response board
  • Free content on Facebook; pay for the piece of paper.
  • OMU plasticated wall for planning
  • Electronic sign in at Doctor's Surgery
  • Barcode entry to Gamesmaker Training
  • Rotating three lanes at swimming club so each in turn gets the attention of the coach.
  • Self-service check-out at WHSmith, Victoria Yo Sushi conveyor-belt food servings
  • Social Media Marketing eLearning from MMC learning


What has anyone else come across?

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Online vs face to face

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Edited by Jonathan Vernon, Wednesday, 7 Mar 2012, 17:41

I try to concentrate during a face to face tutorial but as a MAODE student who isn't supposed to ever meet anyone I constantly feel that doing this elective offers some vital insights and contrasts.

Face to face is very like the online equivalent ( or should that be the other way around? ) the 2 hours 30 I have spent today could have been an Elluminate Session, with breakout rooms combined with lots said in the Tutor Group Forum.

The advantage online, certainly with the forums, is to have everyone's thoughts and ideas as notes.

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B822 : Book 3 Activity 2.5 Radical Innovation

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Edited by Jonathan Vernon, Thursday, 19 Apr 2012, 14:01

Is there a large element of luck in radical innovation or is it directed by highly tuned intuition!

Is it the nature of radical innovations to be so far ahead of the market that market research can contribute nothing?

Can you think of an example from your experience that succeeded?

Can you think of another that failed?

With the benefit of hindsight could the success / failure be discerned at the time?

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B822 : Book 3 : Activity 2.4 Types of Innovation

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Edited by Jonathan Vernon, Thursday, 19 Apr 2012, 13:50

Think of examples of innovative practice in your workplace and decide where they might fit on Pearson's matrix.

Pearsons%2520Matrix%2520SNIP.JPG

Which type of innovation seems most vital to your organisation?

NOT exploratory like a pharmaceutical company doing R&S, whether big or baby bio.

PROBABLY development engineering in which, like Microsoft bringing out a new operating system, a new module takes years to realise.

NOT finding new ways to use old stuff, like for the most part 3m. Then again, reversioning content for the web, especially for social media is exactly what is going on. Like at the free accountancy course on Facebook.

REFERENCE

Pearson. P48 Book 3 reference pearson a w 1991:22 managing innovation: an uncertainty reduction process.inHenry,J and Wakker, D. (eds) 1991b

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B822 : Book 3 : Activity 1.1

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Edited by Jonathan Vernon, Friday, 21 Feb 2014, 16:41

Though some 16 days behind with the next block (or book) I feel on familiar ground having done H807: Innovations in e-learning; indeed the more I read, the more that B822 (Book 3) and H807 (Innovations in e-learning) appear extraordinarily complementary.

As so many are currently blogging about H807 (as required) I look forward to tracking the course from their notes, as well as mine from 2010.

I often said I would have liked to have done H807 again, in this way I can.

Repeating a theme I developed in H800 too of personal development planning (PDP) I see this NOT as repetition but rather as akin to a glider rising on a thermal, so although I am going over old ground, I am doing so at a greater height.

(Maybe I am now seeing too how a Masters Degree advances on the undergraduate degree and the PhD on the Masters).

According to Michael Kirton's Adaptor-Innovator

Theory 'Innovators do things differently' while 'Adaptors do things better'. Kirton (2003)

  • Boeing 737 as an example of adaptation (continuous change)  over innnovation (discontinuous chsnge) which understandably risk averse managers would avert.

B822 Book 2 Activity 1.1

Can you think of examples from your experience to illustrate each of the following cells?

Radical innovation :

Product (including services): iPod, Dyson (as presented to the public), QWERTY keyboard, Sony Walkman, Xylaphone, distance learning utilising TV and Radio (the OU), lynk digital phoning through the computer vs analogue phones.

Process: women doing men's work during the First World War, a country switching from driving on the left to the right (Sweden?),

Incremental improvement

Product (including services): Dyson (as developed), tyres, road surfaces, car phones to mobile phones, less sugar and salt in processed foods, the M25, eBooks,  Virtual Learning Environments.

Process: Kaizan, Women in the Army, Navy and Airforce, Going Green, the rise of facism (retrospectively incremental demise), sorting recyclables and landfill, 
31 entries here containing QWERTY fail to find this, which is my blogged late grandfather's memoir:

'One day J.G. had my father carry this ‘Blick’ up from the car; it was a German typewriter. J.G. tried to show me how to use this Blickenfurentstater. It was a portable affair with a wooden case. The top row of letters began ZXKGB so it came in before QWEERTY when they had to slow the action down on account of the metal keys getting jammed if you typed too fast. I did all the typing after that, up until the First War. We started out by doing the letters with carbon copies. During the war they got girls in for the first time doing that job'.

Wherein I'd say lie two innovations as responses to the problem of keys jamming and of, ironically, lack of manpower.

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(some of ...) My favourite blog posts (out of 15,000+)

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Edited by Jonathan Vernon, Thursday, 27 Feb 2014, 07:41

I've done an inadequate sweep of the 600+ entries here in order to select 7 entries and have it roughly down to these 27: If I do another sweep I'd find another 27 and be none the wiser. I have another blog with 16000+ entries and some 16 blogs. What interests me is what iWriter next.

I work in an Orchard Emotional intelligence means more ...

Email is a snowball

Is education a problem or a business opportunity?

Grayson Perry and Rose Tremain on creativity

Fingerspitzengefuegel How where and when do you learn?

152 blogs I try to keep an eye on

 E-learning is just like Chicken Masala

Life according to Anais Nin, Henry Miller and Samuel Pepys

100 novels personally recommended

12 Metaphors visualised to aid with the brilliance of blogging

Prensky and the concept of the Digital Native deserves to be lampooned

Love your memories in a blog

The Contents of my brain : a screenplay

We can't help to think in metaphors it's what makes us human

Maketh up a quote at ye beginning of thy book

Personal development planning as a thermal

What makes an e-learning forum tick?

Why Flickr on the Great War?

Social Media is knowledge sharing

Making sense of the complexities of e-learning

Social Learn (Like Open Learn but networked)

Twelve books that changed the world

Some thoughts on writing by Norman Mailer

Visualisation of the nurturing nature of education according to Vygotsky

Woe betide the Geordie linguist

Does mobile learning change everything?

The Digital Scholar. Martin Weller

The pain of writing and how the pain feeds the writing too

Digital Housekeeping and the Digital Brain

My heads like a hedgehog with its paws on a Van den Graff generator

Where's education in technical terms compared to the car?

My preference, having created an @random button for my original blog started in 1999 (and the first to do so) is to do exactly that: hit the 'enter@random' button 7 times and see where it takes me.

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Blog Analytics

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Edited by Jonathan Vernon, Saturday, 26 Dec 2020, 10:06

JV%2520OU%2520Student%2520Blog%2520Year%2520on%2520Year%2520May%25202011%2520to%2520February%25202012.JPG

Average page views by month. Why not by week? Why not the daily figure. And how does viewing change during the day? (It's fairly obvious to get a fraction overnight compared to late afternoon and evenings when OU folk are online). As my tutor says repeatedly when it comes to marking a TMA he does not wanting to be asking himself 'so what?'

In WordPress you have a myriad of ways of understanding what is being read, how often and by whom. You know where people have come from, the search terms used and even what takes them away from your pages. And people leave comments, or subscribe or like.

Here you get a current no. of page views. Nothing else. No indication of which pages are being read.

 

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This makes fascinating viewing.

The rhythm in a Tutor Group session on the MAODE. I doubt other courses get a fraction of this kind of activity. I also know tutor groups in H800 that are moribund by comparison, while others still get double the activity. It's down to the tutor, as well as the mix and ambition of the participants. It helps that many are 'digital residents' too, folk like me who are online for several hours a day in any case.

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Dead Persons Talking

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Edited by Jonathan Vernon, Tuesday, 20 Mar 2012, 04:43

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In a moment of possible abject folly a conversation that spiralled into something else earlier this week prompted me to set up a discussion group 'Dead Persons Talking' (on Linkedin) and a website www.deadpersontalking.com.

A year ago I set up a Book of Condolences website which drew over 100 responses.

What struck me, on a personal level, is my love for a long gone grandfather and the desire to continue conversations with my late father too.

What if they were still around and could join discussions?

I feel I knew both well, indeed I interviewed my late grandfather at length, transcribed this and put it in the blog www.getjackback.wordpress.com

Let's see.

The idea is to open the blog www.deadpersontalking.com to many authors who may wish to come in.

On verra.

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The Economist posted this in their Linkedin group a while back. What do you think?

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Edited by Jonathan Vernon, Sunday, 4 May 2014, 09:52

The membership of this group continues to grow at a rapid speed and we get a healthy stream of postings of discussions and news.

1. The discussions board is primarily intended to start discussions therefore please take some effort to phrase your idea, thought or observation in such a way that responses are encouraged.

2. Don’t make multiple posts of the same item.

3. Don’t blatantly promote your company, product, weblog or yourself.

4. Please do not promote other groups (unless of course they are one of ours!) or simply provide links to external reports (though of course we all have some of these to share from time to time). Rather, if there is something worthwhile to be found elsewhere, please post the premise so it can be discussed here.

5. Posts that are off-topic will be removed.

6. Multiple off topic/solicitation postings will result in removal from the group. Indeed, if any members flag a discussion three times it is automatically removed.

I champion this OU Student Blog platform thingey because it is aking to the Bulletin Boards of a decade ago. You post your stuff and others may spot it vicariously or tune in. I love the stuff I am introduced to that would never otherwise pass before my eyes. I want to sudy Art History, I can't get enough of the MAODE of coourse ... I even quite enjoy the enthusiasm some people have for poetry and maths.

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B822 TMA2 Creative Problem Solving

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Edited by Jonathan Vernon, Thursday, 19 Apr 2012, 13:18

Today’s Creative Problem Solving workshop went well.

Why?

DSC02998.JPG

I planned, but didn’t over plan. I kept it simple, doing a combination of what I know, what I’ve done or had done to me, with an intuitive inclination to two straightforward exercises that I stumbled upon in the B822 Techniques Library: ‘Advantages, Limits and Unique Qualities’ is the first exercise in the book. This sounded like my people, something they’d be familiar with. That they could do. I had it down as an opening exercise, then rejigged it to the end of the cession to assess our plan of action. Then there was Help/Hinder, I’m glad to say a ‘pure OUBS’ exercise as if was devised by Jane Henry and John Martin in 1997 for the Creative Problem-solving Guide.

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It helps that

a) I am a professional (though part time) swimming coach.

b) As a director, often working with members of the public of client members of staff, I can give clear direction and put people at their ease

It matters enormously when you stand up in front of 10, 20 sometimes 60 young athletes that you know, to the minute what you want to do (and know why it has to be done). It matters to your assistant coaches too. This isn’t so different. I will be on my feet for 90 minutes (a senior squad group runs 2 hours, the junior swimmers an hour). A handwritten plan might suffice, often put into a day per page diary. This gets written up on a large whiteboard poolside. With swimmers this is very much for them to see bit by bit what is expected of them, but it also provides for the stressed-out coach with a million things on their mind with an immediate aide memoire. Swimmers perform to the second. At the top level we expect them to swim within the tinniest of tolerances, hitting during training a specific, personal time of Personal Best (PB) + a number of seconds. The expert amongst them do it.

I digress.

This was a different kind of class entirely. Adult swimmers, I could say. Not a group of unknowns though, with strangers I may have thrown them in a the deep end, but I knew with my colleagues that resting their legs in the water, a Jacuzzi perhaps or floating around in the shallow end would be enough. I was right, finger-painting, super-hero role play, or hypnosis would have been the equivalent of Mr Bean on the High Diving Board.

It would be egalitarian, whatever their position (we had directors, managers and officers). In this respect, I would have to take it carefully, advancing them into exercises and responding as they do. In practice each planned exercise came off and with care I kept people engaged in what I wanted them to do, even where I sensed they were feeling a little uncomfortable.

Laughter in the warm-up exercise helped.

WARM UP

It felt appropriate as someone they know to be a swimming coach to do a short ‘poolside’ swimming related practical. My initial thought had been ‘hot potato’ a version of what we did at Residential School and I see trotted out all the time, the throw the ball, say your name add an adjective pass it on. Exactly what I do with young swimmers as they join a squad for the first time and will soon be competing together. In this case, with one exception everyone knew each other very well. To begin to form a bond between strangers yes.

To teach sculling I get swimmers to place their hands on their face, look at the shape of their hands, then describe ‘infinity’ elbows in hands in front of them. They did a bit of this and I added floating off the bottom of the pool, making whirlpools and polishing a bald man’s head.

We did Samurai Mother-in-law, Tiger in a Tutorial. I felt a quick team go of Paper, Scissors, Stone would be a valuable intermediary step. I can see now that I have this set of steps I want them to take with me, and that I have to be the judge of how to place the ‘stones’. Here I am still looking for an easy buy in.

Team Game : Paper Scissors Stone

Two goes at this and we were ready for the next one.

Team Game : Samurai Mother-in-law, Tiger

The first of these drew laughter, the second fits of giggles. I don’t know what the scores were and didn’t want to start thinking about doing it often enough to find a winning team so swiftly moved on.

(More to follow once I have extracted the confidential or the controversial)

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When is a problem 'wicked' as opposed to 'tame' ?

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Edited by Jonathan Vernon, Monday, 5 May 2014, 06:30

 

Fig 1. Creativity Problem Solving Precepts

Mindmap 7 From the OU MBA Module 'Creativity, Innovation & Change' (B822)

Discussed in Jonathan Vernon's Blog 'My Mind Bursts'

The term was coined in the late 1960s by someone born in 1919, (Ackoff) it isn't contemporary street speak, or even in Norman Mailer's words 'Beatnik'; rather, in this manifestation of the word it is the opposite of 'tame'.

(Ackoff might be 'messy problems' while I mean Rittell here)

Put it this way, a tame problem can be contained and tamed, like a lion in a cage.

  • Chess is a tame problem. Science problems are tame too.
  • But in the social sciences most issues are complex, hard to fix, shifting, and a lot of bother as they appear impossible to resolve and whatever you try impacts on the problem.

Like trying to catch water in a sieve?

  • It is vital for me to understand that a problem is 'wicked' before I try to tackle the thing with a creative problem solving technique. Not meaning to be flippant, but I don't figure out a chess move by finger painting - though a mind-map or brainstorming might help?
  • Or not?
  • I am hopeless at chess because it doesn't respond to my intuitive approach to everything.

Is the problem 'messy'?

  • Probably, if it requires finger painting, even Flipcharts and PostIt Notes.

Horst Rittel and Melvin Webber

Rittel and Webber's (1973) formulation of wicked problems specifies ten characteristics, perhaps best considered in the context of social policy planning.

According to Ritchey (2007) the ten characteristics are:

  • There is no definitive formulation of a wicked problem (defining wicked problems is itself a wicked problem).
  • Wicked problems have no stopping rule.
  • Solutions to wicked problems are not true-or-false, but better or worse.
  • There is no immediate and no ultimate test of a solution to a wicked problem.
  • Every solution to a wicked problem is a "one-shot operation"; because there is no opportunity to learn by trial and error, every attempt counts significantly.
  • Wicked problems do not have an enumerable (or an exhaustively describable) set of potential solutions, nor is there a well-described set of permissible operations that may be incorporated into the plan.
  • Every wicked problem is essentially unique.
  • Every wicked problem can be considered to be a symptom of another problem.
  • The existence of a discrepancy representing a wicked problem can be explained in numerous ways. The choice of explanation determines the nature of the problem's resolution.
  • The planner has no right to be wrong (planners are liable for the consequences of the actions they generate).
  1. The solution depends on how the problem is framed and vice-versa (i.e. the problem definition depends on the solution)
  2. Stakeholders have radically different world views and different frames for understanding the problem.
  3. The constraints that the problem is subject to and the resources needed to solve it change over time.
  4. The problem is never solved definitively

ABOVE FROM WIKIPEDIA 9FEB12 http://en.wikipedia.org/wiki/Wicked_problem

Messes and social messes

Russell L. Ackoff wrote about complex problems as messes: "Every problem interacts with other problems and is therefore part of a set of interrelated problems, a system of problems…. I choose to call such a system a mess." [19]

Extending Ackoff, Robert Horn says that "a Social Mess is a set of interrelated problems and other messes. Complexity—systems of systems—is among the factors that makes Social Messes so resistant to analysis and, more importantly, to resolution."

According to Horn, the defining characteristics of a social mess are:

Ackoff, Russell, "Systems, Messes, and Interactive Planning" Portions of Chapters I and 2 of Redesigning the Future. New York/London: Wiley, 1974.

  1. No unique “correct” view of the problem;
  2. Different views of the problem and contradictory solutions;
  3. Most problems are connected to other problems;
  4. Data are often uncertain or missing;
  5. Multiple value conflicts;
  6. Ideological and cultural constraints;
  7. Political constraints;
  8. Economic constraints;
  9. Often a-logical or illogical or multi-valued thinking;
  10. Numerous possible intervention points;
  11. Consequences difficult to imagine;
  12. Considerable uncertainty, ambiguity;
  13. Great resistance to change; and,
  14. Problem solver(s) out of contact with the problems and potential solutions.

 

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Not so much a mind burst as a mind dump : B822 post Resi School and pre TMA2 Tutorial

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Edited by Jonathan Vernon, Friday, 24 Oct 2014, 07:49

I offer these cryptic notes from the post B882 Creativity, Innovations and Change OU Business School, 'Residential School' as an aide memoir and catalyst.

This sounds like an excuse for poor note taking, yet everyone will have their own view or sense of what occurred during the tutorial and more importantly what they took from it or felt about it.

Rather than being prescriptive then perhaps the following will jog your memory and help you think it through. In any case, I could justify it as a technique, 'stream of conscious' or free form writing: getting it on paper. (though these days everything is jotted down on an iPad).

Were this a Wiki it could be added to collectively.

(As a Belbin Team 'Plant' type I love the idea that a 'Finisher' in a group will come into a wiki and 'get the job done' while I dream, tinker and catalyse invention).

PART ONE

Be careful with the term 'framework' which here means metaphors as exploration for problem solving. Whereas methodologies are 'methods for problem solving' such as Buffalo Three Stage Model, Disney (complete method, not technique).

DISNEY (See Techniques Library)

This used three modes of thinking:

  1. The dreamer
  2. The realistic
  3. The critic.

Dilts (1945).

All three strategies are useful and complementary for a project.

(My successes have utilised three people in these three modes, I am generally the dreamer. Reflecting on this I do see how I can been try to be overly pragmatic and might stall a project and ultimately the projects worst critic ... and so I pull the plug. The trick has to be to find a way back and forth through all three traits, or as I have done in the past, be the dreamer, with a realist and critic part of the team).

Berne (1970) called these:

  • Child
  • Adult
  • Parent

You can role play alone, but best to have others take part so that the 'idea' is given legs.

The technique calls for a FOURTH player:

  • Neutral, Chair or facilitator.

You step from Neutral to Dream, Neutral to Realist, Neutral to Critic in turn.

Guerilla activities : Covert creative problem solving.

Can anyone add more to this?

My concern would be that if already outside your comfort zone it would be too easy to duck the issue; instead of using 'guerilla activities' strategically as the best choice of approach, that they would be used to avoid having to confront fears you may have over facilitating such an exercise with colleagues.

Might the answer be to dilute a mix of people with some outsiders, as catalysts or to tip the balance in favour of the exercise?

Even to diffuse any real or perceived problems?

Energiser games

These are in the Techniques Library or Book 2: 82, 86.

Tiger : Samurai : Mother-in-law

This activity, done in teams facing each other is the same as 'paper, scissors, stone' but with bigger, bolder actions. You 'Tut-tut’ and wag your finger as the mother in law. You 'growl' and get your claws out as a Tiger While you shout 'ha!' and take up the stance of a Samurai warrior brandishing his sword for Samurai.

This is an Ice-breaker which gets people on their feet, smiling, shaking of inhibitions and getting their energy levels up. It's one way to help get people into the right frame of mind for things like finger painting etc:

We shared some of the techniques used at Residential School: Hairy Balls

Actually pom-poms, though any item could be used to throw and catch from a beach ball to screwed-up newspaper.

I first came across this at Youth Theatre in my teens, then used it as a warm-up with video production teams and later with 'Mini Squad' our future elite swimmers, in the water to help them get each other's names in their heads, followed with 'hot potato' in which they are pushed further to retain the basic information while they get suitably warmed up.

The most relevance for this is with a group where people don't know each other already.

The next step at Resi School.

Qualify the person's name and remember both this and the person's name. Concentration game around the room

Q.Q. How to do the virtual version?

(Coming from the Masters in Open and Distance Education I should have an answer for this)

And another one:

Privately we thought if we were an animal, what kind of animal would we be?

We then put the word on a PostIt. One at a time we came forward and described ourselves while others based on this tried to guess what kind of animal we are.

This too went on a PostIt and from this we'd gain some understanding of who we are perceived to be.

Finally we put the two animals together.

How did this go? I should know.

I elected to be a Red Squirrel but only because I happened to be thinking about a certain Management Training Centre in the Lake District (actually the Eden Valley) where my late father lived where we had Red Squirrels. I should have related it to my current role or how I saw myself. Actually I had had 'dolphin' in my mind, which was as much about freedom and personality as my professional and personal interest in swimming.

It worked better with someone else who had described themselves as a leopard 'ready to pounce' as we had come up with a leopard or some such. The next step was to introduce two such 'animals' in 'character' to each other, for example what happens when a 'giraffe' type meets the 'panther' or of course the classic of a mouse meeting an elephant.

At Resi School we did 'Super Heroes' and it worked by people finding complementary powers.

This is good at the solution finding stage by asking people who, why and what.

Ask 'what solutions would your superhero bring to the table?' What have we got to lose? (if you are getting nowhere).

PART TWO

If you've got to tackle lots of incremental changes that are not delivering how do you reframe it and do something more visionary?

From E-Learning V

Our tutor gave a personal example of imagining Charing Cross Metropolitan Police Station as an aircraft carrier.

Sequence of diamonds to have the problem, diverge, then draw it together.

Based on 'systems thinking' Jane Henry and John Martin (2010)

Trying therefore to understand it holistically.

Something 'messy' is when you put stuff together e.g. Hospital, flyover and play park. P.43/44.

(I keep thinking of Engestrom's 'activity systems' and how these were used to think through messy problems in, for example, a live TV production company, or the relationship between a hospital and clinics).

Wicked or Messy problems. What are they?

Wicked: Rittel (1972)

Messes: Akoff (1979)

These have few boundaries

There are Complex systems or sub-problems Mason and Mitroff, 1981 pp.11-13 (p43, B2) All about 'unpacking challenged' 3.10 (pp 42/43)

PART THREE

TMA02 Ask yourself? Why am I dealing with this problem? Use a technique for messy or wicked problems. 3:10 unpacking problems

METHODOLOGIES

Some are techniques, others are complete methods. Eg. Buffalo.

It is an Iterative process

Use 'divergent thinking' first

Remember the 13 precepts as "rules for the environment'

Add Precepts List

Evaluate what did - compare precepts.

If precepts breached, why? What do next time?

Horse shoe and the car story

A company makes great horseshoes then along comes the car; its response is to make the very best horse-shoes. But sales are falling ... So you make increasingly better horseshoes.

You are trapped into doing the same thing.

When around you the world is changing, you need to do something different.

Kodak makes a similar story.

I bought a Kodak digital camera and easy share docking station around 2002.

Both lasted no longer than a novelty Christmas present, the definition on the camera too poor, depends ace on the docking station and frequent, expensive paper fails with the printer.

Other industries that are too stuck in a rut to change?

On reflection I can see that corporate video production companies could fail in the same way if they thought in terms only of video production, instead of seeing themselves as a communications business. I think of how 'Two Four' has, for example, morphed itself into broadcast TV while 'The Bank' went from a record label and music videos, to corporate video, events, commercials and 'experiential' projects.

1) Get as much as you can, so keep diverging.

I recall our Resi School tutor forever pushing, and stepping in wherever (at this stage) someone started to use business terminology (i.e. both converging and becoming glued to a mindset not of your own).

E.g. Don't close down ideas when brainstorming.

2) You want one idea to lead to another.

As soon as you close down you stop the flow of ideas.

E.g Brain writing. 30secs to put ideas/answers on a pad, then quickly pass it around. Interject a game ....

3) Then back to the brainstorm.

4) Do something different.

5) Then back to the brainstorm ...

Converge, Diverge, Statement of the problem.

N.B. One people fully understand what the problem is the following stages follow through quickly.

How you'd do it next time (better when it goes wrong)

Genuinely real problems (nothing trivial)

N.B. Do it in a real context to convince the tutor that you did it.

The Group

Ideally, a group of highly supportive group people at work.

Or virtual. Multiple intelligences. Personalities.

NLP.

Ambiguous problems Activity 6.6  (p107, B2)

Technique Choosing Activity 7.3  (p125, B2)

Facilitation Issues Activity 7.9 (p136, B2)

Non-analytical skills

Manage the context Hamburger or sh1t sandwich : pointing out what went well and reinforcing this to conclude.

How are you going to overcome the constraints of your organisation?

What is the PROBLEM?

The problem is defining the problem.

Problem solving does not mean finding a solution necessarily but finding the most suitable way of dealing with the issues.

Start-up

Exceedingly well educated, but preconditioned on how to solve a problem.

HOW

What people are wearing! Dress down Friday.

Different location (and time)

No hierarchy, include outsiders.

Morning, Afternoon or Evening.

Toolkit (bag of toys)

Party facilitator

Youth Leader (theatre) Swim Coach (pool)

NO IT games! (paid for and restrictive) Role reversal ... In my shoes (personas)

Facing the truth. Lose the passion.

HBS.

Gap analysis: where we are ...

Where we would like to be.

Steps BACK from the end putting in place the steps. Make in convergent, divergent.

Have a pack of colour discs. (To do Timeline)

Lay them out to diverge, then converge.

Physically walk it through.

(Human sculpture) ... Even as a person not the organisation.

TMAO2

Why is the group composed the way it is?

Pace Planning Dress down, especially military.

Don't think the technique will work

View the technique library as a recipe book.

Have back up techniques in your back pocket

See DVD for Facilitation.

Bring your pet to school day (Steve Jobs)

QQ what are you doing differently compared to 2011?

Insightful commentary on the decisions '5W and H' to structure TMA. If you cannot define the problem early on start by looking at the symptoms.

  • What to do with the dominant participant?
  • Judgemental people need the rational
  • Take them back to the process
  • Keep it positive
  • Don't let them close it down

KAI if 10/ 20 apart can cause problems.

REFERENCE

Ackoff, R.L. (1979) The Art of Problem-Solving, New York: Wiley

Berne, E. (1970) Games People Play, Harmondsworth, Penguin Book.

Dilts, R.L. (1994/95) Strategies of Genius, Vol 13, Capitola, Meta Publications

Henry, J & Martin J (2010) Book 2 Managing Problems Creatively

Mason, R.O. and Mitroff, II. (1981) Challenging Strategic Planning Assumptions, Chichester: Wiley

Rittel, H (1972) 'On the planning crisis: systems analysis of the "First and second generations"', Bediriftskonomen, No8. pp. 390-6

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Creative Problem Solving : Role Storming

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Edited by Jonathan Vernon, Sunday, 19 Aug 2012, 21:39

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Griggs (1985) idea generation as someone else.

Easier to be silly in character (see Superheroes)

1) start with conventional brainstorming to sift ideas.

2) individual or joint role play to develop it further.

Our subgroup we busy having a go with finger paints while our fellow participants went off with balloons and masks. One of this number then spent much of the afternoon, even after the session, with two balloons stuffed up the front of his jumper. (We're an all male group).

The night before someone had played another participant's wife in a 'Human Sculpture'. You get used to the idea of this, yet another person had been 'The Army, or MOD' while yet another had been an 'ego' as distinct from the person.

This is the point of role play. Feels very Ibsenesque. Or Brecht. Theatre of the absurd.

REFERENCE

Griggs, R.E. (1985) 'A Storm of Ideas', reported in Training, 22, 66 (November)

Based on: VanGundy, A.B. (1988) Techniques of Structured Problem Solving, 2nd ed., Van Nostrand. Technique 4.48, p. 163

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B822 Residential School

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Edited by Jonathan Vernon, Thursday, 19 Apr 2012, 09:42

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I relate to this. How, when and where I am 'in the flow'.

How either stress or boredom can throw me.

In the flow: live TV production, live events, scriptwriting, presenting, directing, most location production work, singing (performing), editing, drawing, creative problem solving, networking and many written exams (+ observational and life-drawing)

Stress includes getting ahead of my experience and skills or finding out too late that expectations have changed whilst boredom results as much from having nothing to do, low levels of responsibility or no challenge. As well as an exam that I have not prepared for or forgetting lines in a play.

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B822 Techniques Library : Human Sculpture & Timeline

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Edited by Jonathan Vernon, Friday, 21 Feb 2014, 17:40

 

(These are not the original participants though it may be interesting to introduce a fun version of 'human sculpture' as a Christmas Entertainment. As a team creating a tableau from a movie or some such?)

The Human Sculpture

We were invited to offer a personal problem; it was made quite clear that we had to be comfortable with this. Without saying what the problem was and with the facilitator's help a 'human sculpture' was made to represent the problem. In this instance there were forces pulling him in two directions (partner and ego) with this person's current/former employer behind and his future employment/employer in front.

There were therefore FIVE participants who made up the 'sculpture'.

It was fascinating to have each factor comment on how they felt, even if this 'factor' was an entity, psyche or 'unknown' future.

This was recognised as a way to see the problem for what it is, for the problem owner to see it as others see it, to get the sentence that an entity, played out as a person, can have feelings.

I particularly liked the idea of being able to talk to the desired or possible outcome in a kind of role play.

The technique from the B822 Technique Library where you do something similar is with 'Timeline' placing people at points now and in the future. In a way I did this years ago to visualise a careers advice video using members of a Youth Theatre who had to be someone 1, 5 and 10 years along a career path based on different decisions they took at 14/16 regarding school, a job, training or university.

From the B822 'Creativity, Innovation and Change' Residential School

P.S. The image above might offer part of our conclusion, that all the factors should be brought into consideration. What is more, where the problem isn't too sensitive or the individual/participants want an aide memorie then a series of pictures could be taken.

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B822 Techniques Library : Working with Dreams & Keeping a Dream Diary

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Edited by Jonathan Vernon, Thursday, 19 Apr 2012, 09:16

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There is a health warning with these activities as they could bring up deeply personal memories, emotions, feelings and responses.

I offer a different kind of health warning having persevered with this over the last few weeks: be prepared to wake up several times a night wondering 'what on earth was that all about?'

Having got my head to alert me to dreams and bring me into a state of semi-consciousness I am now able to remember anything (so far) between one and three dreams every night. I haven't the time, energy or circumstances to deal with any of them. To do one justice I would give each two hours, this is a combination of getting the detail down then working through a set of 27 questions to analyse what it means directly to you, your circumstances, the problem or problems, feelings, anxieties and so on.

I'm still recalling a dream from two nights ago! Vivid not for where I was , what I was doing or who I was with, but how it in the way you get from watching a movie I came away feeling x, y & z from the protagonist.

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B822 Techniques Library : Working with dreams! (Video Database)

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Edited by Jonathan Vernon, Monday, 28 May 2012, 17:43

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I had a dream like is when I was 10 or 11 in Beamish Dormitory at Boarding Prep School. I was set upon by two musketeers and killed. I returned to the same dream the next night behind them and 'got them' first. I guess I had learnt how to cope with some set of shifting boy, gang, friendships.

I'm not at home and was woken two often last night: doors banging, couple chatting above my head, dog barking and a fax machine going off. This woke me in the middle of a recurring dream that related to a database of over 100 videos I am reviewing.

Currently I have a database, in columns and rows in Word.

It is hard to read. I need a simple way to see, share and add to this.

My dreams gave me 'Top Trumps'.

A quick Google shows why this works: a screen grab, some basic facts on a single sheet (or card). I could even order a bespoke pack.

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B822 Techniques Library : Random Stimuli (Dali Champagne)

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Edited by Jonathan Vernon, Thursday, 19 Apr 2012, 09:04

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B822 Techniques Library : Random Stimuli of Various Kinds

1) Identify what it is you want ideas for.

2) Grab an idea from a paper, from looking out of the window, or by throwing dice. (In our case the facilitator had a collection of odd items for this purpose).

3) Connect this idea back to the issue, if necessary using Free Association or Excursion.

4) If it doesn't work try something else.

Could pick a fixed or specific element of the problem and do the same.

* Select grammatically appropriate stimuli: noun+verb, adjective+noun, but make bizarre combinations (which is how David Bowie often wrote song lyrics).

* Deliberately do something different, or speak to someone new or travel home in a different way.

* Allow the idea to incubate while going about your normal day.

CASE STUDY

We took a business problem and defined this in a way that was clear.

WRITTEN UP ON FLIP CHART

Various items were picked out from a selection brought to the workshop by the tutor for this purpose. He picked out a small, smiling lobster ornament as the stimuli and passed it around.  We then played collective word association writing our word onto a PostIt note that the facilitator then put onto a set of double doors.

Once we had around 70 ideas and we had fairly exhausted our thoughts we stopped.

The role of the facilitator was to ensure that everyone offered ideas, that no one dominated. Collectively we put the words into groups and labelled these groups.

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We took ONE theme and put it on a triple A1 sheet of paper.

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We drew, collectively, a mind map still trying to generate ideas.

Finally, from these ideas the person whose problem it had been was invited to see if any answers had been offered.

The solution that was of most interest was indeed something that would not otherwise been thought of.

REFERENCE

Whiting (1958), Taylor (1962), de Bono (1970), Rickards (1974) and VanGundy

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B822 Techniques Library : Drawing

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Edited by Jonathan Vernon, Thursday, 19 Apr 2012, 09:01

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B822 Techniques Library : Drawing

Tried on Day Two of Residential School

Finger painting

My turn to bring a problem to the sub-group and to use 'drawing', which in this case was finger painting. I took an non-work problem, of lack of swimming teachers for a planned swimming session expressed as blobs of various colours.

* Needed to let go more before hand to conjure up an abstract image of the problem.

* Became too left brain by explaining rather than simply expressing. I should have suspended judgement more. Could have associated with words.

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The painted response removed a gate/fence, turned sad faces into sun's and put a fish in the water with the swimmers. The perceived problem of swimming teaches locked away became a trip to the beach (good if you. Can plan in advance).

A table used for validation was successful, cross-referencing multiple pool related features to see what this offered in the way of an answer.

* There are other ways to use images to prompt comments.

* Could have created a rich picture (even hired a cartoonist or artist to do this).

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To cluster or aggregate the ideas this chart was used (akin to those mileage charts in the back of an atlas). Objects/themes could then be matched and mis-matched for possible combinations and insights.

'For many of us drawing a picture is closer to how our thoughts grow naturally'.

REFERENCE

Adapted from: Miller, W.C. (1987) The Creative Edge: Fostering Innovation Where You Work, Reading, MA, Addison-Wesley, pp. 91-5

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B822 Residential School : day two : 14 hours 25 minutes !

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Edited by Jonathan Vernon, Thursday, 7 Feb 2013, 08:49

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In the right context with the right people role play can be used to help see or experience a problem from a different perspective. Here however, Virginia Woolf and friends pull off a hoax and a treated as royal guests on one of His Majesty's battleships.

So many people describe this OU Business School module (B822 : Creativity, Management & Change) and the residential school I am currently attending as something that changed their lives; I've been waiting for that moment, or for a series of insights to congregate and like a celestial choir sing something special.

I was up at 5.00 am and writing (of course), taking a swim at 6.45 am in the pool here at the Heathrow Marriott, into an Elective at 8.00 am and the first Tutor Workshop at 9.00 am.

The second workshop kicked in after lunch at 1.30 pm then from 7.00 pm three more hour long electives in a row.

At no stage was I ever tired or bored, indeed I feel embarrassed even writing this, the very thought!?

Too much new, too important, too interesting, too interested. Like my second week at nursery school: amongst friends, secure, allowed and expected to have fun. Alert.

It was in the very last cessation today, during an hour of guided relaxation, shoes off lying on the conference room floor, lights out, soft music playing that  my unconscious gave me a two word tip and did its best to visualise the love my children have for me and I have for them. I'm still trying to see what love looks like: white, a slightly crumpled unopened rosebud the size and shape of chicory but made of paper, or tissue. I tried (in the semi-conscious dream-like state that I was in) to cup 'love' in my hands as if I was scooping up water but it proved illusive, like a cloud.

After we were brought out of our semi-unconscious state (I fell asleep momentarily three times) we were all asked to share what we experienced; I eventually chirped up with the word 'profound'.

The detail of the day is here too, all typed up with pictures (courtesy of iPad and iPhone) of flip-charts, post-it notes, finger-paintings and slides. This will take a week to prepare as posts.

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B822 Techniques Library: Keeping a Dream Diary & Working with Dreams

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Edited by Jonathan Vernon, Thursday, 5 Jun 2014, 05:25

The lack of control over where your head goes and what it reveals should understandably go with a note of considerable caution. There often is no such thing as an innocent dream. It sometimes throws me when what is apparent in the dream: its people, actions and events can once analysed tell you something you can't accept or dislike about yourself or others.

Context is everything.

What bothers you as you fall asleep?

What's on your mind?

A film you have just watched could very well fill your head; I'm still enjoying the afterglow of '500 days of summer': troubled because its truth but delighted in the outcome.

It is less the dream diary, but a diary that can help you put your subconscious to work.

Should you write up your troubled day, and should you care not only to bring work home with you but also take it to bed, then indeed, the issue that is strangling your budget, or losing you business friends could be resolved in a dream. Once you have that dream in the conscious arena you can even rework it like a TV producer changing the protagonists and outcomes.

I dreamt I was in a court of sorts (I can see it in my mind's eye but will neither describe it or attempt to draw it unless some detail needs bringing out).

I presume I was a prosecuting solicitor.

Two trials cut together one after the other (have dreams always been film literate?). The second case is a rape; he is 'cock sure' thankfully there is no murder involved. He deserves to receive the severest punishment. The previous case with a different barrister had gone off like a damp squib; perhaps it wasn't as serious a case but I felt the person had got off lightly and I blamed the barrister for not following my instructions suitably closely. In this second trial I have a word perfect summing up which I might expect this new barrister to follow. On the contrary, I find this person launch in more like a hack journalist/columnist than a prosecuting lawyer. I worry that the defendant will get off lightly; however, it soon dawns on me that this person is using my argument but not the script and like a stand-up comic (though with professionalism and the hint of a smile of confidence) they will deliver a knock-out blow: they have taken what I can provide and made it better.

Does this solve my problem?

It doesn't answer something specific. If the photocopier is broken and never gets fixed I don't think I'd turn to my 'dream spirits' for the answer.

Does it even suggest to you that this approach has legs?

Me, I'm the defence solicitor, not the barrister. I may not solve the 'problem' the defendant, though I make my contribution.

Nor have I had to resort to a set of 27 questions to reach this point (see below).

I do not imagine sitting with a bunch of colleagues interpreting their dreams would be appropriate or suitable; they ate too random, and so are we. But I do recommend this approach for personal problem resolution, but be warned, you may try to get your dreams to set out your next career move only to discover that in your heart you hate your job and sector and wish instead to teach English to Japanese school-girls.

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Further mistakes I have made writing assignments and essays expressed as cartoon daisies

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Edited by Jonathan Vernon, Thursday, 19 Apr 2012, 08:24

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I wrote one of these for an end of Module Assignment.

I got carried away with a single thesis. Not only did I stick to the topic, but I illustrated it. It was the image of a thermal on which career development was built. Problem was I hadn't given myself time to qualify my thinking, indeed, despite a heap of work I barely mentioned it (and barely got any marks). DSC00355.JPG

Here the essay has been bought online.

Sometimes it is easy to spot the pot. These days software does it for educational institutions.

 

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To the right or to the left; if the essay shows any political bias it is going to score less well.

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The essay that's going nowhere.

No idea, no essay plan, contemplates where it would like to go then reflects on where is would like to have been without saying very much at all.

 

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B822 Techniques Library: Visual Brainstorm

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Edited by Jonathan Vernon, Thursday, 5 Jun 2014, 05:24

 

The Perfect Essay(as described to me by my Geography A'Level Teacher, D.Rhodes, 1979)

After McKim, 1980.

Defer judgment. Don't be critical of others.

Aim for quantity. e.g. 30 thumb-nail sketches in 60 minutes

 PHASES

  • Idea Generation
  • Evaluation phase
  • Display your ideas
  • Offer constructive comment
  • Try different tactics
  • Compare sketches
  • Make written notes

How many of my early essays turned out.

REFERENCE

Adapted from McKim, R.H. (1980) Experiences in Visual Thinking, Belmont, C.A. PWS Publishers (Wadsworth Inc.) pp. 125-7

 

How many of my essays turned out even as an undergraduate: journalism. Heavy on the main idea but light on facts. 

 

No introduction, no conclusion. What a shame.

Skewed. How those with a political stance write.

Short, but beautifully formed. More of a blog post than an essay.

A bunch of ideas that show potential, though none of them are relevant to the question. Sounds like me. I do get distraced. I like variety.

The seasonal distraction. Could be Easter or Summer, Halloween or Guy Faulkes. Something in the news or on your mind. It has nothing to do with the assignment. With a TMA deadline and a job interview coinciding I re-wrote the TMA coming out of the interview and just scraped a pass. Enthusiastic, full of ideas but no referencing.

Anyone like to offer some more:

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B822 Techniques Library: Who are you?

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Edited by Jonathan Vernon, Tuesday, 10 Jan 2012, 07:33

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Performing as Dracula in the 'Dracula Spectacula' at the People's Theatre, Newcastle December 1979

Who are you?

Is the problem deeper than 'making things work better' ? Are there issues regarding your 'identity' or 'life strategy' ? (Techniques Library, 2010)

Who am I?

or from a team perspective 'who are we?'

Write as many answers as you can.

When you run out ... keep going.

Put down anything that occurs to you, play word association, until 'something emergers'.

Working with a partner

Sit opposte a partner and give each other five to fifteen minutes each before the other takes up the 'call'.

The listener does no more: no comments, nods, smiles, frowns, just attentive listening.

(Sounds like a form a therapy to me, whether cogntive behavioural therapy or even psychiatry).

The listener can review but DON'T GIVE ADVICE.

Life Review

St Ignatius Loyola suggested looking back on your life from your deathbed.

Imagine your infancy

Imagine being five

Imagine being:

  • 12
  • 25
  • 40
  • 65

Imagine being very, very old

Imagine your death

Imagine being reborn

Return

REFERENCE

Adapted from Vaughan, F.E. (1979) Awakening Intuition, New York, Anchor, pp. 1987-9

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B822 Techniques Library: Visualing a goal

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Edited by Jonathan Vernon, Monday, 9 Jan 2012, 19:57

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The power of your wish makes the wish come true.

From Gawain (1982)

1) Set your goal.

Start on something easy, achieve it, and develop confidence in the techniques.

2) Create a clear idea or picture

Think of it in the present tense as something that already exists

3) Focus on it often

Integrate it into your life by thinking about it often.

4) Give it positive energy

Use affirmations. Suspend any doubts or disbelief. (This sounds like Zen. Did Steve Jobs get any of this on his trips to India in the 1970s?)

5) Continue 'til you have achieved your goal

6) Appreciate it when you get there

REFERENCE

Adapted from: Gawain, S 91982) Creative Visualization, New York, Bantam Boks, pp. 16-18

 

 

 

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