Leading Creatively - Presentation Slides

OBJECTIVES
By 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
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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
2. That’s not logical.

MENTAL BLOCK # 3
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
4. Be practical.

MENTAL BLOCK # 5
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
7. Avoid ambiguity.
AMBIGUITY

MENTAL BLOCK # 8
7. Avoid ambiguity.
8. Don’t be foolish.

MENTAL BLOCK # 9
7. Avoid ambiguity.
9. To err is wrong.

MENTAL BLOCK # 10
7. Avoid ambiguity.
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.

CREATIVE PROBLEM
SOLVING PROCESS
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.

CREATIVE PROBLEM
SOLVING PROCESS
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.

CREATIVE PROBLEM SOLVING PROCESS
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

• De Saussure‘s Model of the Speech Circuit
• 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: concept
i: image acoustique
(acoustic image)

The Shannon-Weaver Model (1949)
information
source
transmitter receiver destination
noise
source
message messagesignal
received
signal
channel

The Shannon-Weaver Model –
Criticism
• the ‘conduit metaphor’ (Reddy 1979)
• linearity
• content and meaning
• instrumentalism
• context
• relationships and purposes
• time
• medium

Extension
information
source
noise
source
channel
feedback

Extension by Moles (1963)
information
source
noise
source
channel
code 1 code 2

Gerbner’s General Model (1956)
Selection
Context
Availability
E
Event
PERCEPTUAL DIMENSION
M
E1
Channels
Media
Control
MEANS AND CONTROL
DIMENSION
S
Form E
Con-
tent
M2
SE1

• De Saussure‘s Model of the Speech
Circuit
• Watzlawick’s, Beavin’s, and Jackson’s
Model
• Schulz von Thun’s Model

Bühler’s Organon Model (1934)
Objects and
States of Affairs
S
Appeal
Representation
Expression

Jakobson’s Model
of Communicative Functions (1960)
Type Oriented Function Example
towards
emotive addresser expressing It’s bloody
feelings or pissing down
attitudes again!
referential context imparting It’s raining.
information
conative addressee influencing Wait here till it
behaviour stops raining!

Jakobson’s Model
of Communicative Functions (1960)
Type Oriented Function Example
towards
phatic contact establishing or Nasty weather
maintaining again, isn’t it?
social relationships
metalingual code referring to the This is the
nature of the weather
interaction forecast.
poetic message foregrounding 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 real
diamond

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!

Three Aspects of a Non-verbal Message
........//////////////////////////
You hurt me!
I am
sad.
Please
comfort
me!

Three Aspects of a Non-verbal Message
........//////////////////////////
Your ideas are
interesting.
I am
listening.
Please
go on talking.saying nothing

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

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