Mobility or physical impairments range in severity from movement limitations to complete paralysis
There are a wide variety of mobility impairments, so in-person classrooms and online classrooms must adapt to these needs.
Buy paralysis seems to be difficult to accommodate.
Constrains block our thinking and idea generation. Naturally, we consider constraints as soon as an idea germinates, so eliminating even some of these constraints can encourage creative idea generation; for example, ask participants “What if there is no gravity, how can we improve the flying experience?”
This reminds me of the process of listing out your assumptions to then question them. Are they the same?
Ask participants to focus on generating bad ideas only. They should consider everything that couldn’t work before you ask them “What can we do to make these ideas work better?”
I've never thought about this. Is this the same idea as process of elimination?
The group first selects several aspects of the problem around which it wants to generate ideas
The group contributing is most important.
Each member of the group gets a marker. Participants write their ideas on a paper and then rotate, adding their thoughts
I like this idea. Gets ideas going, and gets ego out of the way
“How can WE SELL more insurance to CATHOLICS?” could become “How can we get FRIENDS OF CATHOLICS to BE INCENTIVIZED to sell life insurance to CATHOLIC GRANDPARENTS?”
Is it possible that redefining the problem can move the focus too far away from the "real" question? The real characters?
generate 20 to 30 assumptions, true or false, that you may be making about it. Then pick several of these assumptions and use them as thought starters and idea triggers to generate new ideas.
I find this useful because a lot of times we make assumptions that may not be true--yet we think of them as fixed. that's what an assumption is. So to find new ideas, you gotta question what you think is "fixed" Always go to the consumer, for example, don't assume anything about the consumer.
This is the functional equivalent of a set of blinders, like horses wear
Example of analogy thinking
“good artists copy, great artists steal”
I wonder how this applies to competitive environments like business, where companies are looking at each other's strategy--but "stealing" may not be the best idea, because differentiation or a better price is key.
designed in a way to keep the most extroverted and loudest people from unintentionally dominating the sessions.
This is useful too, because you don't want to reduce ideas.
It is a structured process of guiding the right people through a number of carefully designed exercises to come up with innovative ideas.
I find this useful because it focuses my thought and process. It's a useful reminder that ideation is a structured process, contrary to popular belief that it is very unstructured