This document discusses the importance of brainstorming and provides guidance on effective brainstorming techniques. It begins by outlining the objectives of a brainstorming session which are to describe the importance, analyze forms, and use brainstorming effectively. Various brainstorming methods like structured, unstructured, and silent are described. Guidelines are provided such as focusing on quality ideas, withholding criticism, welcoming unusual ideas, and combining ideas. The document emphasizes that brainstorming allows for involvement and understanding through collaboration. Effective brainstorming requires focusing on a goal, sharing all ideas openly without judgement, building on others' contributions, and making the session relaxed and time-bound. Evaluation of the session and its impact is also recommended.

2. IMPORTANCE OF BRAINSTORMING
 OBJECTIVES:
 By the end of the session ,the participants will be able
to :
 describe the importance of Brainstorming
 analyze various forms of brainstorming
 use the brainstorming technique
effectively

3. IMPORTANCE OF BRAINSTORMING
WARM UP(GROUP TASK)the sentence
Complete the following sentence with all possible
answers
 Ms sara wants to leave the job……………
 Time : 2 mins
 The most unusual ideas: 20 marks bonus
 The more the ideas are generated,
 the more the marks will be.1 mark
 per idea

4. Importance of Brainstorming
 TASK 2:
 QUESTIONARE
 THINK,PAIR,SHARE

5. IMPORTANCE OF BRAINSTORMING
 Origin: Osborn’s method
group thinking for an advertising company in session
1939
 4 Rules of Osborn’s method:
 1..Focus on quality
 2.Withhold criticism
 3.Welcome unusual ideas
 4.Combine and improve ideas

6. IMPORTANCE OF BRAINSTORMING
 WHY BRAINSTORMING???
 Tell me, I forget; Show me, I remember; Involve me – I
understand.
 Value and respect each others ideas
 Think ,think and think…
 Find the most appropriate
solution to a problem
Method of association/ideation

7. IMPORTANCE OF BRAINSTORMING
 WAYS TO ADOPT:
 GRAPHIC ORGANISER
TEXT WITH IMAGES
 PICTURES
 COMPLEXED DIAGRAMS
 VISUAL RECORDINGS
 AUDIO NOTES
 FISH BONE CHARTS
 UP LOAD VIDEOS
 SIMPLE MIND MAPPING/WEB

8. IMPORTANCE OF BRAINSTORMING

9. TYPES OF BRAINSTORMING
TYPES STRUCTURED/
ONE AT A TIME
METHOD
UNSTRUCTURD/
OPEN DOOR
SILENT/WRITE
IT DOWN
ONE IDEA FROM
EACH PERSON IN
SEQUENCE
PARTICIPANTS
SIMPLY
CONTRIBUTE
IDEAS AS THEY
COME TO MIND
PARTICIPANTS
WRITE IDEAS
INDIVIDUALLY
ON STICKY BACK
NOTES/SLIPS OF
PAPERS

10. IMPORTANCE OF BRAINSTORMING
 TASK 3:
 GROUP TASK
 CASE STUDY
 PRESENTATIONS

11. IMPORTANCE OF BRAINSTORMING
Points to remember for effective brainstorming:
 Focus brainstorming on a specific goal
 Show all ideas to all the participants
 No discussion during brainstorming
 No criticizing and evaluating of others ideas
 Build on the ideas of other members /piggy backing
 Set and keep time limit
 It can be in the beginning ,middle or end
 Have fun and keep the session relaxed

12. EVALUATION
 Objectives are achieved or not
 Evaluation forms
 Measuring abilities before and after training(Comparisons)
 Integrating it with Blooms Taxonomy of learning domains
 Follow up report 1 Class observations
 Follow up report 2 feed back
 Follow up report 3 surveys
 Monitoring system
 Peer observations

13.  Did the trainees like and enjoy the training?
 Did they consider the training relevant?
 Was it a good use of their time?
 Did they like the venue, the style, timing,
domestics, etc?

Did the trainees learn what intended to be
taught?
 Did the trainee experience what was intended
for them to experience?
 What is the extent of advancement or change
in the trainees after the training, in the
direction or area that was intended?
relevant skills and knowledge used

14. • Did the trainees put their learning into
effect when back on the job?
• Were the relevant skills and knowledge
used
• Was there noticeable and measurable
change in the activity and performance of
the trainees when back in their roles?
• Was the change in behaviour and new
level of knowledge sustained?
• Would the trainee be able to transfer
their learning to another person?
• Is the trainee aware of their change in
behaviour, knowledge, skill level?

15. THANK
YOU