1.00 Introduction

Run correctly this creative process will bring out desired behaviours in the individuals taking part. These behaviours will initially be reactions against the process, aggressively defending the way they have been taught to think since childhood. Support and encouragement from the facilitators, rather than correction will allow the participants to see the benefit and strengths of the new process and will quickly engage at a higher level.

As each phase of the creative process comes to an end and the next one begins, participants will instantly revert to their prior learned behaviour and will need to be pulled back into team centred, divergent thinking. Allow mini cycles of divergent—convergent thinking in the initial stages as the participants get comfortable but steer them away from reliance over time.

Contrary to common educational practice, students learn from what they experience and not from what they are told. Facilitators/Managers of the process need to stay focused on the bigger picture and not allow themselves to get stuck in details that may seem important in the moment but run against the overall experience of the participant. Consistency across the whole delivery team is vital and gives the participants clear indications of what they boundaries are.

In instances where specific learning outcomes need to be met, care will need to be taken in the correct construction of the brief so they are achieved naturally. Telling participants what the learning outcomes are before or during the process will prevent them from embracing the creative process and developing truly innovative work.

Creativity and innovation is only successful if the environment supports it. Cultural and personal conditioning needs to be acknowledged early. If the company, institution, course or session doesn’t adapt to the needs of the processes of innovation and the creative individual neither will exist in any meaningful way. Facilitators/managers supply the environment and tools required, but need to trust those involved and the process to deliver unexpected results. Contributions by those overseeing the sessions only guide the process and avoid contribution or deliberate steering.

The physical environment in which the creative process takes place is very flexible and often takes many forms. What is vital is that the space provided is allowed be covered from head to toe in the inspirations, illustrations diagrams etc. gathered during the each of the creative process phases described below. Where clear walls are not available, painted 8x4 MDF boards should be made available. A team of four participants would be expected to fill between 4 & 6 of these boards in the development of their brief.

Supplies should be freely available and plentiful. Sharpies, Letraset TRIO or Pro markers, Postits of all shapes colours and sizes, plasticine, glue and coloured paper; including white.

1.50 Rules of engagement

Before work can begin with a new creative team or group of teams it is important that some ground rules are established and very clearly and consistently enforced (enforced may seem harsh, but clear boundaries are not a bad thing).

• One conversation at a time
• There are no bad ideas
• Fail early and fail often
• Encourage wild ideas
• Go for volume
• Be optimistic
• Collaborate
• Listen
• Inspire
• Encourage
• Steal ideas, build on the ideas of others
• Recognise others
• Think with your hands
• Defer Judgement

The initial success of project flowing through the creative process is influenced heavily by culture. Culture can be of any scale, department, organization, region, country and needs to be considered and adjusted for. Not all people/peoples are preconditioned to finding solutions, opportunities or problems worth exploring. Not all people are hardwired to be difficult but some are, find a way around them. If you have to take them head on, play to win but don't make a hero out of them.

1.75 Some Design Principals

• Complex problems require simple, clear and honest solutions.
• Successful solutions will move people by satisfying their needs, giving meaning to their lives and raising their hopes and expectations.
• Exceptional problems demand exceptional solutions that may be radical and even disruptive.
• Effective solutions will be collaborative, inclusive and developed with the people who use them.
• No solution should be developed or delivered in isolation but should instead recognise the social, physical and information systems it is part of.
• Every solution needs to be a robust, responsible and designed with regard to its long-term impact the environment and society.

More

• Good design is innovative
• Good design makes a product useful
• Good design is aesthetic
• Good design makes a product understandable
• Good design is unobtrusive
• Good design is honest
• Good design is long-lasting
• Good design is thorough down to the last detail
• Good design is environmentally friendly
• Good design is as little design as possible

2.01 Team rotation across projects

A key component of Belfast Metropolitan's FRESH program that sets it’s apart from other similar programs, is the requirement that teams repeatedly move around projects. There are a number of important reasons for this dynamic:

Ideation—Going for Volume

More people, means more ideas. Mastering a process requires repetition; by moving the teams to a new project while still in the same phase of the process, allows them to get a better feel for what it is they are trying to achieve and how to identify the appropriate level of output and innovation.

Team Development—Building the Broader Team

The FRESH program is designed around the personal journey of the individual participant. Part of this personal development is the recognition of the individual’s contribution to their team. Secondary to this is the relationship between teams. As a healthy competitiveness develops between teams, it is vital to the advancement of the individual that they see how each team is interdependent and builds on the contribution of the other teams.

Energy Management—Maintaining a Positive Atmosphere

As each project develops through each stage of the process each team will loose energy as they run out of ideas. Until each individual learns to push through this wall and develop fresher more innovative ideas, it is important to build confidence and avoid disheartenment. Observing the energy levels within the group will inform as to when the right time to switch is.

Presentation Skills—The Confident Communicator

Team rotation also offers a unique opportunity to develop key skills in the participant. As one team passes off their concepts to the next team, each person quickly realizes after a few exchanges that clear communication is vital to the survival of their ideas. Only ideas with a strong, easily repeatable narrative develop past a couple of rotations. Participants also quickly learn another key communication skill and that is to ask the appropriate questions of the team whose work they are going to be taking over. Not asking the right questions makes building on the work of others much more difficult and lowers productivity.

This continuous development of narrative and questioning, builds on both the confidence of the participant but also on their knowledge of the subject area. Individuals learn that their teammates will have answers to their questions as well as questions of their own. The development of these skills makes a marked difference in the more formal presentations, which are far more mature than those of equivalent students engaging in other methods of delivery.

Failure to engage in timely rotations represents a lost opportunity for key skill development and will have a very negative impact on the overall performance of the group. As the team spends to long in each key stage, they will become demoralized as they run out of ways of generating new ideas. A disillusioned team requires a disproportionate amount of facilitation to get back on track and the negativity can spread rapidly. To short a time and they will be unable to experience the feeling of running out of ideas, which is hugely important to the process.

2.02 Team rotation methods

Letters are people in teams, #numbers are projects and circles are tables/work areas

Three Stage Q&A Rotation

In this model teams rotate around projects in a two-step process illustrated in the diagram above. As the teams come to a natural ebb and the facilitators feel it is time to reenergize the group, each team (fig. 1) is given 2-5 minutes to solidify their narratives. Once the time limit has been reached half of each team moves to the next project, leaving half behind to inform the next team (fig. 2).

This cross over should happen quickly as to prevent any break in concentration. Each project table should now have half of the team who have been working on the project and half of the team who will be taking over the project. They are now given a few minutes (less than 5) to explain their efforts and to ask questions of each other. As soon as the time limit is reached the teams are reunited on their new project (Fig. 3). In other words each team as moved over, clockwise, one project.

Again this cross over should happen quickly. Once settled each team is given a few minutes for those who have just joined the project to be briefed by those there since step two in the process. It is necessary to call time on these briefings and refocus the group to continue with the stage in the process they are at ie. Conceptualizing.

Present Q&A—Rotation

Each team presents their concepts followed by a brief Q&A from all of the other participants. Presentations should be kept below a maximum of 5 minutes with Q&A also being kept to only a few minutes. Once all of the presentations are complete each team rotates clockwise one project table. Once relocated the group are give 5 minutes to discuss what they have received before refocusing and continuing with the current stage of the process.

The disadvantage of this type of rotation is it takes up so much time and breaks the flow of the process. Therefore it is best reserved for switching between phases of the process ie. Transitioning from the Inspire phase to Conceptualizing. This way, presentations can be used as a tool for causing a real break in flow and as an opportunity to set the stage for the next step I the process.

Clapping and cheering is an unnecessary part of the process that adds to the time taken but also ads, pressure, emotion and expectation to a process that is initially difficult enough for the participants. The group quickly gets used to no applause and presentations become much more relaxed as a result. When the time comes for final presentations and project close applause is reintroduced, marking the end of the process.

2.03 Team dynamics: Swapping individuals

Throughout the process learning facilitators should be trying to create even teams. By even we mean functionally rather than structurally, acknowledging that individuals perform differently in different combinations. Good combinations are vibrant and productive. Spotting poor combinations is relatively easy, as the productivity of the team will be greatly reduced. Participants should be moved, as needed rather then waiting for a break in the process.

Dominant Leader

Teams should be flat in structure, with all members being equal. Some participants will see it as their duty to take control of the situation and lead the conversation and the direction of the concepts. While this behavior might be rewarded in other settings, it does little to develop the brief or the other individuals in the team. In most cases, drawing attention to this behavior and offering guidance as to the desired structure is enough to redirect the performance of the team.

Doubting/Questioning Member

For most people being asked to trust the process and defer judgment is enough, but for others the urge to question is too great. Nothing is more corrosive to the creative process than questions that narrow the thought process. Conversations should encourage divergent thinking, wild ideas and should be optimistic. There is plenty of time later for the tough questions. Teams exhibiting this behavior will require closer facilitation for a short period, until the team begins to defer judgment.

“What market is there for this idea?” in isolation this seems like a perfectly reasonable question to ask of an idea/product/service. Where these type of questions become the wrong questions becomes clear when we are trying to generate a volume of ideas. In the inspire phase it is important to establish the possible market opportunities for the outcome of the brief, with opportunities being the key phrase. “Opportunities” as an adjunct to a question is like adding a firework rather then a bomb to the creative process.

In the conceptualize phase the type of questions we ask become far more important. Questions should only offer opportunities, energies to the concepts that are being formed. We can trust that the process will give ample opportunity for tough questions later. The aim of the conceptualize phase is to generate a large volume of ideas/concepts. A team of four should be aiming for in the region of 100-200 concepts. There are several reasons for this level of output:

• Initial ideas will be tied very closely to already established notions (clichéd)
• Only by exhausting the known to we create opportunity for the unknown to emerge
• By encouraging the ridiculous and bending the parameters of the brief we can discover new opportunities
• Through the development of narrative we start seeing the linkages between concepts and start sowing the seeds of innovation
• As concepts come together through their natural evolution, markets and new opportunities will emerge

As we refine the leading concepts the type of questions become more focused but still leave the door wide open for change and opportunity. The questioner should always see themselves as an explorer, rather then a doubter. As the team becomes more skilled, it gains the ability to inform the doubter as to their impact on the process and suggest a redirection.

It is only in the evaluation phase that our concepts are finally strong enough to stand up on their own two feet and face the brunt of tough questioning. Even still, while we are open to all questions it is also the responsibility of the questioner to suggest possible solutions. Not fire and forget or shrug shoulders and say they don’t know. Evaluation is steps of stairs, with a parachute. Evaluation is also the polishing phase of the narrative that accompanies the concepts. As the concept climbs the steps provided by questioning the story evolves, where the question knocks the concept back to earth the narrative can alter in order to fit the new need. The Ponderer

Quiet, deep thinkers are great in a classroom and in a team, but too many together creates a quiet and unproductive unit. Redistributing the deep thinkers across multiple teams will improve the situation.

Finding the right combination of teammates can be effortless or quite difficult depending on the group. Issues should be addressed within the group rather than pulling one person aside, quite often the group will have an alternate perspective on the situation and inform the solution. Over time each team will learn to self manage.

2.91 Teamwork Ground Rules

Good advice from Kristof Kovacs

There's only three things:

• ASK: If a task is not clear, or more information is needed, please ask as soon as possible. Asking is always ok. Doing the wrong thing (or doing nothing) because you didn't ask is not ok.
• DEBRIEF: It's not done until you reported it done. This is often just a one-sentence email to me or to the client, sometimes a "100%" mark in the task list, or a ticket closed. It is done, completed or fixed only when whoever needed it done knows about it.
• WARN: If a deadline you know is important will likely be missed, warn me soon, as the situation is evolving, and then we can usually figure something out. If I have to learn at the moment of the deadline that it was missed, that's not ok. (In multi-boss situations that occur frequently in matrix organisations, or if you're a freelancer, also warn me if your workload is above what you can actually do, instead of not doing certain tasks.)