Springboard Leader Guide - Creative Education …...• Why you? Explain to the learners why you are...

Creative Education Foundation46 Watch Hill Drive | Scituate, MA 02066

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“ We can all create a desired future instead of merely accepting what life offers.”— Sidney Parnes

Creative Problem SolvingResource Guide

Springboard Leader Guide

“ Imagination is more important than knowledge. For while knowledge defines all we currently know and understand, imagination points to all we might yet discover and create.”— ALBERT EINSTEIN

Welcome to Springboard 2015 The Creative Education Foundation is committed to delivering exceptional learning opportunities for our CPSI participants. We continue to update the Springboard Materials to provide “world-class” materials, training, and learning experiences, so that all participants leave with a solid foundation in CPS. As part of this commitment, we have:

• Provided this leader guide to ensure we deliver a consistent learning experience for all of our participants.

• Developed new, user-friendly participant materials:

o CPS Resource Guide

o Participant Learner’s Journal

o CPS Tip Sheet

o CPS Posters

o Illustrated CPS – The Big Bad Wolf Challenge

o Facilitator Slide Deck

• Designed Springboard to teach creativity creatively by adopting TIM (Torrance Incubation Model) a general-purpose teaching model that integrates creativity skills with content and knowledge. Learning experiences designed with the TIM have three stages:

1) Heightening Anticipation

2) Deepening Expectations

3) Extending the Learning

o These stages can be thought of as corresponding to before, during, and after the primary content delivery. That is, the learning design includes deliberate activities in how you prepare learners at the beginning of the session, how you deliver the content during the heart of the session, and how you help them use what they’ve learned after the session.

o Making just this change—adding designed activities at the beginning and at the end of the primary course—greatly increases learning and learner engagement.

Without you there would be no Springboard…we know that many of the Springboard participants’ lives will be changed because of you. We look forward to seeing all of you in few weeks. CPSI Program Team

© 2015. Creative Education Foundation. All rights reserved. 3

Table of Contents Learning Objectives, Agenda Overview ................................................................... 4 Applying TIM to Springboard .................................................................................. 5

Program Design & Timing Outline .......................................................................... 7 Day 1 ............................................................................................................... 8 Day 2 ............................................................................................................. 17 Day 3 ............................................................................................................. 21 Appendix ................................................................................................................ 23 Debriefing ..................................................................................................... 24 Problem Solving Activities ........................................................................... 25 Ice-Breakers .................................................................................................. 30 Creative Stretches ........................................................................................ 31 Closings ......................................................................................................... 36


Learning Objectives • Overcome blocks to creativity.

• Identify behaviors conducive to creative thinking.

• Apply core principles of creative thinking.

• Utilize a variety of divergent and convergent thinking tools.

• Apply the CPS method to simulated or real situations.

• Practice being deliberately creative.

Length of Training: 18 hours

Agenda Overview Wed Thurs Fri Sat

8.30 am – 12 pm (Thurs, Fri, Sat) 10am Break

• Setting the Stage

• Definition of Creativity

• Case for CPS

• Barriers & Bridges

• Core Principles

• CPS Step-by-Step Run Through

• Energizer

• Recap Day 1

• Ideate

• Develop

• Implement

• Energizer

• CPS Recap

• CPS Full Walk-through in Pairs

• Topic Market

Lunch 1.30 - 3.30 pm (Thurs, Fri) 1.30 - 5.30 pm 3.30 pm Break (Sat)

• Energizer

• Clarify

• Explore the Vision • Gather Data • Formulate the

Challenge • Debrief Day 1

• FourSight Workshop

• Debrief Day 2

• Experiential Activity

• Participant Teach Back

• Extend the Learning

• Evaluations

• Closing 4.00 - 5.00 pm (Wed)

First Timer Orientation


Applying TIM to Springboard Step 1: Heightening Anticipation Create the desire to know - Arouse curiosity - Tickle the imagination - Give purpose and motivation - Heighten anticipation & expectation - Get attention

How might learners mentally and emotionally prepare before they arrive at CPSI? • We will send participants some provocative, thought provoking stimuli prior to CPSI to

prepare them for what’s to come in the Springboard class and send a Coat-of-Arms pre-work exercise.

What will the learners experience in the room/space as they arrive? (Consider all the senses.)

• The space should be appealing to all the thinking styles, so have visuals, materials, and toys. What will the learners do while they are waiting for the session to begin?

• For example, placing some interesting challenge statements around the room for learners to answer while getting them in the effective brain state for learning.

What will you do first? How will you open? What will you say? (Tip: be deliberate about this.)

• Why you? Explain to the learners why you are in the front of the room. Talk about what the next three days look like and how they’ll walk away with a new skill set.

What opening activity might you have them do? (Consider different modes: visual, oral, physical)

• Beginning with an activity such as a name game will change the energy, cover introductions and get the learners to focus.

Step 2: Deepening Expectations CPSI is an experiential, participatory conference. Springboard is designed to be highly interactive, engaging, and provide a meaningful experience.

During Springboard, learners will experience: • Plenty of interaction with the leaders, with each other, and with the content • Hands-on activities • Opportunities to learn from each other • Ways to make meaning from the content and connect it to their work and life • Learning with multiple senses

What ways will the content be presented orally? (Consider alternatives to straight speaking or lecturing.)

• Take turns presenting content to keep it interesting and mix it up with two of you presenting at once or the three of you at once.

How will the content be presented visually? (Consider multiple modes.)


• Using different visual cues can be helpful for the learners. Consider slides, flipchart drawings, videos and handouts.

What activities or exercises will the learners do, and how will they do them? (Consider multiple methods and groupings: cognitive and physical, pairs and triads, etc.)

• Continually changing the groups gives various perspectives while they are solving for their challenges and allows for unplanned collaboration.

How will the learners interact with you? How will they interact with each other?

• Consider agreements on day one so that the learners will behave with each other to get the most from the experience. Position yourselves as the facilitators/guides so they can look to you for direction and to ask clarifying questions.

Step 3. Extending the Learning The closing activity brings Springboard full-circle for the learners, and helps them answer the question: what do I do now? We’ve also designed post CPSI communications and activities to continue and support their learning and heighten anticipation for CPSI 2016…

How might you close up the session in a way that helps learners make sense of what they have learned, and plan for how to apply what they learned, and continue to keep learning after they leave CPSI?

How might they make meaning of their learning? • Ask the learners to use their new skill set as quickly and as often as they can after CPSI. They

need to practice it as much as possible. What physical materials might you provide for them to take away?

• A “Spark Notes” summary sheet of CPS and the “Tools at a Glance.” How might they make a plan for what they’ll do?

• Assist them in making some short-term and long-term goals to embed CPS in their solution finding.

What might you provide for them after they have gone home? (Consider web content, downloads, email, webinars, ways to connect with each other, and other options.

• Creating a group on LinkedIn or Facebook where each class can go since they had a shared experience and can post best practices.


Program Design

& Timing Outline


Day-1 (8:30 to 3:30) – Deepening the Experience Day 1: Times

Activity Facilitator Instructions

8:30 40

Setting the Stage Gathering Intros Warm-Up Activity – Cocktail Party Overview of Program

Participants gather in their respective rooms to begin program. Preparation • Have music playing as participants enter the training room. • Greet participants at the door. • If not already completed, ask participants to complete the three

sections of the Windows Activity from the Pre-Work.

Give Directions • Ask participants to write one question that they will ask each

person they meet during the activity. • Tell participants that, like a cocktail party, they will “mingle” and

meet as many people as they can in the time allotted. • When meeting, each person will briefly introduce himself or

herself by sharing the content from the “ME” box from the Windows. Additionally, each person will ask the question they came up with earlier.

• Ensure each person writes the names of the people they meet as well as the answers to the question they asked.

• Have participants form a circle. • Have each participant introduce himself/herself to the plenary,

again using the “ME” box. • After each person introduces himself/herself, one or two people

should chime in and share what they learned about that person (i.e., they will share the answers to their question).

Talking Points - Overview of Program • Review program objectives, schedule for the week, today’s agenda,

logistics, and housekeeping (e.g. washrooms, breaks, participant materials).

• Explain the PPCO Wall o Briefly explain what PPCO means. o Explain that at any time during the day participants may

add their comments to the wall. They ought to write their comment/question on a sticky note and place it in the appropriate column of the chart.

• Review and discuss participant objectives (from Windows). • Share Springboard Program Objectives (from CPSI website):

o Recognize and overcome blocks to creativity. o Identify attitudes & behaviors conducive to creative thinking. o Apply core concepts of creative thinking. o Utilize a variety of divergent & convergent thinking tools. o Apply the CPS method to simulated or real situations. o Consciously be creative when facing problems and

opportunities.


Day 1: Times

Activity Facilitator Instructions • Discuss Agreements

o Facilitate a discussion to generate list. • Share Leaders’ Agreements (note – leader agreements should be

discussed prior to the session as part of your planning process, agreements should also be discussed with your participants in session) Examples include:

o Share an extraordinary experience. o Honor schedule o Be present o Have fun o Share the air

• Summarize that we will be providing participants with – Process, Tools, and Behaviors to be more successful in Deliberate Creativity.

9:10 20

Definition of Creativity Activity - Definition of Creativity in 3D

Directions • Teams of five. • Provide each team with a supply of items that they can use to

create their model. • Have each team design and create a visual representation of how

they define creativity. • Each team presents their models and definition. Debrief • Debrief activity by sharing additional definitions of Creativity. • Explain that we can each have our own definition of creativity, but

how we get to the end result, better solutions, is always helped by being deliberate.

9:30 10

Case for CPS History of CPS Stories from the Real World

Talking Points • Tell participants that we all solve problems, and we it naturally. • Explain that our goal is to help them become more deliberate in

doing this. • Explain that Alex Osborn, the inventor of brainstorming, codified

a process to be more deliberate (Applied Imagination), and Creative Problem Solving (CPS) was born.

• Share what CPSI is and how long it’s been around, 61 years (1954) • Present a timeline of the evolution of the CPS process. • Mention other deliberate creativity systems:

o Design Thinking, Synectics, DeBono, Triz, Kepner-Tregoe Talking Points • Share some stories of how CPS has provided real solutions to real-

world problems. • Stories from each of – business, not-for-profit, and education.

9.40 25

Barriers & Bridges to

Talking Points Explain that there are five main areas that help ensure that CPS works


Day 1: Times


Deliberate Creativity Activity – Round Robin

effectively: • Attitude, Environment, Skills, Structures, and Behaviors.

Directions: Activity – Round Robin

• Create five teams, each assigned one of the five areas listed above.

• Easel pages set up around the room – one page for each area. Each page has two columns – Barriers and Bridges (facilitator note – pre-prepare flip charts and hang for participants).

• Have each team go to their assigned area and begin making a list of Barriers and Bridges for their area. Allow 2-3 minutes.

• Have groups rotate to a new area, read and add to the list. • Rotate at least 3 times (time permitting, have teams visit each

area). • Ask participants to walk around and review the responses on

all the easel pages. Have them take their workbooks and make notes on the things they find interesting, insightful, or challenging.

Debrief

• What did you notice as you were walking around? • What are your biggest challenges? • What might be your organization’s biggest challenges? • What insights/ideas did you find? • How will you do things differently?

10:05 25

BREAK Coffee and snack at break area outside the HUB

10.30 60

Core Principles Diverge Activity

Talking Points • Diverge • Converge • Dynamic Balance • Stating challenges as questions • Affirmative judgment (i.e., PPCO ) • Having a creative attitude Directions: Diverge Activity – What’s This? • Conduct the What’s This activity as to share and practice the

Divergent Guidelines. • Have participants get in to groups of 4-5. • Ask for 1 member of the group to be the scribe • Explain that you will be showing them an image and that their

task is to make a list of all possible things the image could be in one minute. With the scribe capturing the list on a sheet of paper. “What’s this and what else could it be..”

• Set timer for 1 minute. When time is up ask the scribe to count the number of items. Note each team’s quantity on an easel page.


Day 1: Times


Affirmative Judgment Importance of having a Creative Attitude

• Show the group the first guideline – Defer Judgment. • Explain Defer Judgment – positive and negative judgment • Next tell participants that they will get a new image and that they

will have another minute to generate as many ideas as possible. Encourage participants to apply Defer Judgment.


• Show next two guidelines – Build on Ideas and Seek Wild Ideas. • Explain Build on Ideas and Seek Wild Ideas • Tell participants that they will get a new image and that they will

have another minute to generate as many ideas as possible. Encourage participants to apply Defer Judgment, Build on Ideas, Seek Wild Ideas


• Share last guidelines – Go for Quantity. • Explain the importance of Go for Quantity, having a stretch

target. • “The best way to have good ideas is to have lots of Ideas” Linus

Pauling Talking Points • Review the four convergent guidelines and answer any questions.

o Be Deliberate o Check Your Objectives o Improve Your Ideas o Be Affirmative o Consider Novelty

Directions: Converge Activity (TBD) • Show slide of the New Design Wheelbarrow. • Ask for comments. • Show slide listing Converge Guidelines and ask whether

participants were using these while providing their comments about the new wheelbarrow.

• Show slide and discuss the benefits of Affirmative Judgment. • Tell the group that one of the best tools to help improve ideas, be

deliberate and affirmative is PPCO. • Show slide with the reinvented wheelbarrow. End module by showing Sid Parnes’s favorite cartoon to lead in to a discussion of a Creative Attitude.

11.30 50

CPS – A Step-by-Step

Directions:


Day 1: Times


Guide to Deliberate Creativity Experiential Activity (Alternative CPS Giant Step – Sid Parnes) CPS Model Sample Challenge LRRH

• Activity – Numbers (Requires handout): o Provide each participant with the Numbers handout. o Tell them that they will have one minute to circle the

numbers, in order, from 1 to 44. o Explain that they are to locate the number 1 and circle it.

Then they are to locate number 2 and, without lifting their pens move to number 2 and circle it.

o They are to do this and circle as many numbers as possible in the minute.

o Ask how far each person got. o Tell participants that you think they can do better. o Provide each person with a new sheet. o From the front of the room, give people a “tip,” i.e., ask

them to fold the page in two, and have them fold the page in two again – making 4 quadrants.

o Show people the pattern (without saying the word “pattern”) – upper left, lower left, upper right, lower right, etc.

o Provide group with another minute. o Debrief by asking them “What helped the second time?” o Potential responses include:

! System ! Process ! Experience

o Explain that this is why we teach you a model/process; because it makes things easier and more efficient.

Talking Points • Present CPS Model • Explain how it has continued to evolve since first developed by

Osborn in 1954, and that this is the model we are currently using. • Show the 4 steps of the model and briefly review the objective and

output from each step. Show • Example:

o Use an example to demonstrate the process. o NOTE – This must be set up effectively. Tell participants that

the reason LRRH was chosen is because it has international appeal, i.e., everyone knows the story. Add that the objective here is for them to focus on the process and not the content.

o Present/read through an example (TBD) to help participants see for the first time how the model works from beginning to end.

Directions

• Introduce methodology for teaching the process. (Tell – Show – Do)


Day 1: Times


How we will teach you

o Review content for phase one. o Demonstrate the step in a large group (LG) using a “Fake

Challenge” (this is a challenge that you, as a leadership team, will utilize as the example to demonstrate the CPS process. Explain that a fake challenge allows participants to focus on the true purpose of the workshop, which is learning, understanding, and applying the model, not getting bogged down in the content of the problem).

o Allow participants the opportunity to apply the new concept to a personal challenge.

Debrief • Review key learning from the day. • Personal reflection time.

o Allow participants an opportunity to journal (10 minutes if possible).

• Reminder to do complete their FourSight Questionnaire is they haven’t already done so

• Encourage participants to use post-it notes to add their thoughts/comments to PPCO wall.

• Remind participants to think about a personal challenge they’d like to work on after lunch as this will be used to help them learn the process (ensure they understand that they will be sharing this problem with others in the class, so they should not select a challenge that is so personal they wouldn’t want to share).

11:45 75

LUNCH

1:00 15

Energizer Preferably outdoors Alternative Blind Square

This is a good time for an energizer. Since people are still getting to know each other, it is good to do an energizer with a component that allows them to learn each other’s names. There is one shared here, however, feel free to use one of your own. Options/Directions: Red Ball o Have group gather in a circle. o Facilitator tells participants that they hold a “red ball” (note, there

is no actual red ball, it’s imaginary). o Instruct that the task is to catch the “red ball” by saying “red ball,”

then they must throw the ball to someone in the circle by saying “red ball.”

o After about a minute add a new element to the activity by telling participants that they now need to add the person’s name and the color of the ball. i.e., say “Gert, red ball.”

o To add another element you can add other colored balls and have multiple balls in the “air.”

Debrief


Day 1: Times

Activity Facilitator Instructions o Active listening o Eye contact/body language o Paying Attention o Fun o Make mistakes, and that’s ok o Reinforcing names

1.15 5

Clarify Talking Points • Explain that Clarify has three separate and distinct steps:

o Explore the Vision o Gather Data o Formulate the Challenge

• Briefly explain each of the three steps involved in the Clarify stage.

o Explore the Vision – a statement of key goal, wish or statement to address.

o Gather data – a list of significant data, information, and success criteria to enable a clear understanding of the challenge.

o Formulate the challenge – a refined challenge question that invites solutions and stimulates new thinking.

1:20 40

Explore the Vision Tools Large Group Demo Personal Application Activity

Talking Points • Review overall goal of Explore the Vision. • Explain the outcome of this phase is to have identified a

statement of key goal, wish, or challenge to address. • Review and explain the tools used in this phase (tell participants

that each of these tools is explained in the Resource Guide). Discuss why they are useful.

o Diverge tools ! Invitational Language Stems ! Word Dance

o Converge Tool ! 3I’s

Directions

• LG Activity - LG – Leaders demonstrate using and “fake” challenge Apply • Individual Activity – Each participant is given an easel sheet. They

fold it and divide it into the following sections – Clarify, Ideate, Develop, and Implement. Participants apply content – Explore the Vision – on a real-life problem. Explain that this will be the area of focus for the rest of the class, so please make sure that it’s something you have heart for.

Debrief

Pair & Share


Day 1: Times


2.00 40

Gather Data Personal Application Activity Review content Tools Large Group Demo

Apply • Apply – Individual Activity. • Explain that all participants should now have one Wish statement

to focus on. • Leader facilitates from the front of the room to help participants

gather data on their Wish. • Have participants select 5 to 7 key pieces of data. Talking Points • Review overall goal of Gather Data. • Explain the outcome of this phase - a list of significant data,

information and success criteria to enable a clear understanding of the challenge.

• Review and explain the tools used in this step (tell participants that each of these tools is explained in the Resource Guide). Discuss why they are useful.

o Diverge tools ! 5 W’s and H ! Brainstorming

o Converge Tool

! Dot Voting Demo • LG Activity - LG – Leaders demonstrate using the “fake” challenge. Debrief • What happened in this step? • What questions do you have about this step? • What challenges do you envision with this step? • How might you find ways to use this?

2:40 40

Formulate the Challenge Large Group Demo Review content Tools

Demo • LG Activity - LG – Leaders demonstrate using “fake” challenge. Talking Points • Explain content and tools (e.g., Sentence stems, Why, What’s

Stopping You?) • Reinforce the reasons and benefits of sentence stems (HMI,

IWWMI). • Review and explain the tools used in this phase (tell participants

that each of these tools is explained in the Resource Guide) . Discuss why they are useful.

o Diverge tools ! Invitational Language Stems ! Brainstorming


Day 1: Times


Personal Application Activity

! Stick ‘Em Up Brainstorming ! Brainwriting ! Why, What’s Stopping You?

o Converge Tool ! Dot Voting

Apply • Apply – Individual Activity • Participants apply content – Formulate the Challenge - on the

real-life problem they selected previously. Journal • Key questions and wonders.

3:20 15

End of Day 1

Debrief Day 1 • Review key learning from the day. • Personal reflection time.

o Allow participants an opportunity to journal (10 minutes if possible).

• One Word Whip to get participants’ pulse (Ask the participants for one word that summarizes their day, with the caveat that no word can be repeated.).

• Preview Day 2. • FourSight Value add session, online questionnaire sent pre-CPSI.

Experiential workshop exploring personal preferences and style in the innovation process. Make sure everyone has completed questionnaire.


• Ask if they have general questions about CPSI – what Extending session to take at 4pm, evening Spotlights, etc.


Day-2 (8:30 to 3:30) – Deepening the Experience Day 2: Times


8:30 20

Welcome Energizing Activity

Key Talking Points • Welcome everybody back. • Review insights/comments from Day 1, including the rest of their

day and evening/night. • Review/discuss items from PPCO wall • Preview Day 2. Directions

• Conduct Energizer (TBD). 8.50 30 10 15 5

Clarify – Revisited Large Group Demo Personal Application Activity Clarify - Summary

Talking Points • Stress the importance of having a Challenge Statement that is big

and broad, and that it doesn't contain either a solution or criteria. Demo • Demonstrate how to use Why, What’s Stopping You? tool on the

“fake” challenge. Apply • Apply – Individual Activity • Participants apply content – Formulate the Challenge - on the real-

life problem they selected previously • While participants are working on their challenge statements,

facilitators walk around to provide coaching and guidance. Make sure that participants are using the Invitational Language Stems, and that their challenge statements are broad enough.

o Have participants select one. Talking Points • Review all three phases of Clarify, ensuring that participants

understand how the information from one phase informs the next phase.

• Review the tools used. 9.20 50 25

Ideate Personal Application Activity (Diverge)

Apply • Apply – Individual Activity • Explain that all participants should now have their Challenge

Statement that now require potential solutions. • Leader facilitates from the front of the room to help participants

generate ideas to solve for their challenge. • Use a variety of tools

o Brainstorming o Excursions o Forced Connections o Participants will be placed in groups of 4 to help generate


Day 2: Times


10 15

Review content Tools Large Group Demo

ideas for their Challenge Statements. Talking Points • Review overall goal of Explore Ideas • Explain the outcome of this phase. • Review and explain the tools used in this phase (tell participants


o Diverge tools ! Brainstorming ! Excursions ! Forced Connections

o Converge Tool ! Highlight/Cluster/Restate

Demo • LG Activity - LG – Leaders demonstrate using the “fake” challenge.

10:10 20

BREAK

10.30 30 5 15 10

Ideate cont’d Energizer Personal Application Activity (Converge)

Quick energizer Divergent Guidelines Mnemonic (memory tool) • Created by the young boys at the Paul Roos Academy in South Africa

during CPS training o Reach for lot of ideas (stretch arms up toward the sky) o Build on the ideas of others (clench hands building) o No judgment, either positive (thumbs up) or negative (thumbs

down) o And go wild (shake hands in the air and spin around)

Apply • Give participants time to converge their ideas. • Ask participants to select their top 2 ideas. • Participants now work individually to converge on potential

solutions and write “What I see myself doing…” statements. • Encourage folks to write at least two potential solutions so that they

can see how they will be evaluated. Debrief • What happened in this step? • What questions do you have about this step? • What challenges do you envision with this step? • How might you find ways to use this? • Another option is to have participants journal key questions and

wonders.


Day 2: Times


11.00 40

Develop Tools Large Group Demo Personal Application Activity

Talking Points • Review overall goal of Develop. • Explain the outcome of this step. • Review and explain the tools used in this phase (tell participants


o Diverge tools ! Invitational Language Stems ! PPCO

o Converge Tool ! Evaluation Matrix

Demo • LG Activity – LG – Leaders demonstrate using the “fake” challenge. Apply • Apply – Individual Activity • Participants apply content – Develop – on the real-life problem they

selected previously. • Use Evaluation Matrix and criteria to evaluate their

potential solutions. • Each participant selects one solution to move forward with. • In dyads, have participants conduct a PPCO on their

potential solutions. • Use PPCO information to refine their potential solutions. • Participants now work individually to converge on potential

solutions and write “Now, what I see myself doing…” statements.

Debrief Pair & Share

11.40 40

Implement Personal Application Activity (Diverge) Review content

Apply • Apply – Individual Activity • Explain that all participants should now have their Solution

Statement that now requires an Action Plan. • Leader facilitates from the front of the room to help participants

generate an action plan for their solution.

Talking Points • Review overall goal of Implement. • Explain the outcome of this phase. • Review and explain the tools used in this phase (tell participants


o Diverge tools


Day 2: Times


Tools Large Group Demo

! Brainstorming ! Assisters and Resisters

o Converge Tool ! Action Plan

Demo LG Activity - LG – Leaders demonstrate using the “fake” challenge. Debrief • PPCO debrief to get participants’ pulse. • Preview Afternoon • Directions for FourSight workshop: Explain that this workshop

will take placed in the HUB and that all participants should meet in the HUB after lunch.


12:30 75

LUNCH

1:45 90

FourSight Workshop (HUB)

Led by Sarah Thurber, FourSight LLC.

3:15 15

End of Day 2

Debrief Day 2 • Springboard group team debriefs • Paint Chip debrief to get participants’ pulse.

o Display an array of paint chips, have participants pick the paint chip(s) that expresses “where they are at” and share why with the group.

• Preview Day 3 – including teach assignment (leader determine level of complexity)


Day 3 (8:30 to 5:30) – Extend the Learning Day 3: Times


8:30 20

Welcome Energizer

Talking Points Welcome everybody back.

• Review insights/comments from Day 2, including the rest of their day and evening/night.

• Review/discuss items from PPCO wall. • Preview Day 3. • Conduct an Energizer (See Appendix for ideas).

8.50 30

Model Recap and Summary

Talking Points • Recap the steps of the model. • Open up to Q & A. Debrief

Journaling. 9.20 40

CPS Full Walk-Through

Directions – Apply: • Pairs use script to facilitate each other through the

entire process. • Each person gets 40 minutes. • Make sure people select a time-appropriate

challenge. Debrief experience in pairs.

10:00 20

BREAK

10.20 40

CPS Full Walk-Through Cont’d

Debrief experience in pairs.

11.00 30

Experiential Activity

The purpose of this exercise is to see whether participants are starting to be more deliberate in solving problems – i.e., are they using the process! Suggested exercises - Egg Drop, Zoom, Gordian Knot, Other. See Appendix for ideas and directions.

12:00 90

LUNCH

1.30 60 15 30 15

Teach Backs - Process Skits

• Process Skit Prep • Teach Backs - Process Skits • Debrief Discuss Key Learrnings

2.30 Topic market • 3 Topics areas led by different leaders.


Day 3: Times


60 3.30 30

Break

4.00 45 15 15 15

Extending the Learning Activity – Slideshow Group Discussion Personal Action Plan

Extending the Learning: What? So What? Now What? • What? - Use the Slideshow improv activity as a tool

to have participants review the content and their experience.

• So What? - LG discussion • Now What? – Paired discussions & apply.

o Pairs get together to discuss possible next steps.

o Individuals then write out an action plan for moving forward.

4.45 15

Evaluations Directions

• Participants complete evaluations. 5.00 30

Closing Closing Activity

Closing Activity - Example spider web (See Appendix for directions). • Closing activity – left up to individual leader teams. • Present certificates. • Say goodbyes.


Appendix - Activities -


Debriefing

Shared by: Dr. Kitty Heusner

When a workshop includes a lot of reflection, it may be beneficial to allow participants to write a letter to themselves about what was most poignant or important to remember about what they learned or thought about – they write a letter to themselves and put it in an envelope, then the facilitators mail the letter to the participant within the next month to remind them about what they wrote and what they told themselves about what they would do next. At the end of a workshop, supply paper and envelopes and ask folks to write a note about what they will use from their new learning. When to use: Reinforce learning. Action Steps, Closing, Extend the Learning. Debriefing is the follow-up and processing of any learning or sharing experience. Through debriefing people can make meaning of the presentation or experience. They may highlight or focus on key points; may identify areas of personal meaning; may anchor their learning; and may identify areas for further exploration or clarification.

HOW? There are many ways to help people debrief. The following are just a few ideas.

• JOURNALING – After a presentation or experience have people reflect and make journal entries. This can be as simple as ‘We have just spent 30 minutes learning about ________/ discussing________/ watching a film, etc., jot down the most important/meaningful things to you.’ It can also be more focused such as ‘based on (whatever you have just presented or facilitated) jot down your own reactions, questions, concerns, challenges… With journaling I usually set a specific time (i.e., 3 minutes) and at the end say – ‘Capture that last idea and now we’ll move on.’ I also make an open invitation - ‘Any ideas or reactions you want to share?’

• CIRCLE TOSS – Have people stand in a circle as the presentation or experience is completed. Directions: think back over (the workshop, this morning, the presentation…) and identify some key learnings (‘ahhas!’) and to put it in a headline/short phrase. Provide a brief think time/silence and then begin. Using a soft ball or koosh, toss it to a person and have that person give a key learning (‘ahha!’) and then toss the ball to another person. This can be modified with different prompts and also done without the tossing by going around the circle or room. Consider providing the option of saying ‘pass’.

• KWL PROCESS (KNOW, WANT TO KNOW, LEARNED) – If you have begun the lesson, presentation,

unit with the K and W, follow up with the L (What have you learned?) Make sure to have people consider both new information and ideas and items in the K (KNOW) column that they now understand differently or more fully. Initial information may have been inaccurate or incomplete.

• WHAT? SO WHAT? NOW WHAT? (Experiential Debriefing Model) – Debrief by asking people first to

list what they learned (WHAT?) – specific facts and ideas. Next ask people to list/describe the meaning of the information (SO WHAT?). Finish the debrief by asking people how they will apply this (NOW WHAT?). This may include what they plan to do, further questions they need to investigate, etc.


Problem Solving Activities

Egg Drop Challenge Category: Teaching creativity Materials: • Raw egg • Sheet of newspaper • Masking tape • Some of the following materials: cardboard, cotton, toilet paper, socks, glue, straws, plastic bags,

balloons, material scraps, popsicle sticks • Paper and pencil to record process and results • A ladder or a second-story window to drop the egg from (suggest from the plaza level to the ground

below) • Timer (smart phone will work) Directions: • Form teams of 3-5 people. • HMW design a package that keeps an egg from breaking when it is dropped from 10 feet in the air? • Design a container that will stop an egg from breaking when it's dropped from ten feet. • You can only use the materials provided. • You cannot paint your egg or coat it with anything. • Time yourself. You should start the timer after you have brainstormed your idea but before you begin

putting your package together. Give yourself 10 minutes the first time you try. • Brainstorm what you will do to keep your egg safe. Which materials will you use? How will you put your

package together? When to use: When learning process is coming to a close. For process or team building debrief, how to think creatively and practically to solve a problem.


Gordian Knot Purpose: Promote creative problem solving, team building, communication, listening, observing leadership patterns in a group. Number of Participants: 8 – 18 Time Required: 15-20 minutes Materials/Special Requirements: open floor space. Description: Standing in a circle, group members reach across and shake hands - use hand connecting to a different person. The group then tries to unravel the "human knot" by unthreading their bodies without letting go of each other people's hands.me: 15-20 mins.

Set up & instructions:

• Be aware that the activity involves close physical proximity and touch potentially in sensitive places! • 18 max group size (you can ask some people to be observers – an important role). Much higher and

the task doesn't really work. The more in a group, the more difficult the task, because of the complexity, and less room to move.

• If there are two or more groups doing the task simultaneously, have the groups reasonably spaced out, so they don't feel distracted by a sense of competition.

• Ask participants to form a circle, shoulder-to-shoulder. Encourage participants to all stand closer can be a subtle way of helping to prepare them for what is about to come.

• Ask participants to each place a hand in the middle of the circle and to grasp another hand. • Don't let participants let go of hands. • Explain to participants that what you'd like them to do is untangle themselves, without letting go of

hands, into a circle. • There will be a mixture of reactions, often including nervous laughter, excitement, trepidation,

suspicion that it can't be done. Often some group members will have done the task before, but this doesn't really matter, each time the task is unique.

• Participants may change their grip to be more comfortable, but are not to unclasp and re-clasp so as to undo the knot.

• Stand back and see what happens. • Be prepared to see little progress for quite some time (up to 10 minutes). However, once the initial

unfolding happens, the pace towards the final solution usually seems to quicken. • However, because each occasion is unique, there are also odd times when a very fast solution falls

out - too easy. In such cases, you ask a group to try the task again - its usually a bit harder second time around. Occasionally, the task seems too hard and participants seem to make almost no progress. Let them struggle for about 10 minutes, then you can offer the group one unclasp and re-clasp - they should discuss and decide what unclasp-re-clasp would be most useful.

• Most of the time a full circle falls out, but occasionally there are two or even three interlocking circles. So, really the task is to sort the knot out into its simplest structure.

Observations:

• It is relatively easy to notice who's talking, who's not, who seems comfortable, who doesn't. Also note that sometimes the natural leaders are not in a good position to lead - do they try to dominate inappropriately or do they sit back appropriately and just do what they can. Sometimes, a new leader emerges from being in an opportune position in the knot. This can offer this person a significant boost. Also, almost everyone gets a positive sense of having played his or her part. Some people have difficultly enjoying the activity due to their uncomfortableness physically (e.g., obese, very tall, or inflexible people may find the activity particularly awkward).


• It is important to provide appropriate help if the activity proves too difficult. This might be encouragement that it can be done (some groups lack confidence and would give up too early), helping a couple of people communicate to find a solution to part of the knot, etc. Or this might be allowing an unclasp-reclasp. How much to give is a fine balancing act. The task should be challenging, but especially as an initial activity, it should give the group some initial confidence and momentum in being able to work together to solve problems.

• Often this activity speaks for itself as an icebreaker. However, because it can be quite challenging, and people will often have been pulled in all sorts of directions (literally), be prepared to have at least a short debrief, e.g. by asking "How well did you think the group worked together?" and "What could have been done differently?" or "What do you think you've learned from this activity which can be applied in future activities?"

When to use: team building, group understanding of communication, leadership, problem solving, teamwork, trust, persistence, etc.

Blind Square Purpose: Communication, Trust Teamwork, Problem Solving Number of Participants: 8 – 18 Time Required: 15-30 minutes Materials/Special Requirements: Outdoors or large room. 10 meters of rope. Blindfolds Challenges teams to communicate when they can’t see one another or their progress. The challenge is to take a length of rope and lay it out on the ground to make a perfect square. Throughout the task all team members must wear blindfolds. Directions: • Give each participant a blindfold. • Explain that this is a task that requires effective verbal communication. • Position the participants in the area where the activity will take place. • Position them in a line; ask them to lower their blind folds over their eyes and turn around until you say stop

(allow them to rotate a sufficient amount so that they become a little disorientated). • Place one end of the rope with the first person in line and the other end with the last person. • Explain that two people are now holding the rope and that on your command they must take hold of the rope

and work together to position themselves while holding rope in the shape of a perfect square. • During the exercise be prepared to intervene if a participant could hurt themselves • Give them a defined amount of time (give time checks each minute); allow the group to say when they have

finished or call time, if everyone is in agreement ask them to remove their blindfolds • Congratulate success or ask them Debrief: What might you do differently? Is there room for improvement? How did it feel to work blind folded? Who were the leaders? How confident were you at the beginning of the task? Was it an impossible task? Would they have succeeded if given more time? What would you do differently next time?


Zoom Purpose: Promote creative problem solving, team building, communication, listening, observing leadership patterns in a group. Number of Participants: 10 – 30 Time Required: 30 minutes Materials/Special Requirements: Zoom cards, open floor space. Getting Set-up: 1. Useful to layout the picture face-up to get organized. 2. 30ish cards (you can remove a few selected cards to reduce # of cards - or give everyone 2 cards - or a

few people 2 cards - just make sure the cards are far apart from each other in the deck so not to give it away.

3. VERY important not to say ZOOM. Directions: 1. Working as a team your task is to assemble a picture puzzle. You will have 20 minutes to complete the

picture facing down. Once you are confident you have completed the picture we will turn over the cards face-up to reveal if you have accomplished your task.

2. I'm handing you each a card (or 2) with a picture that is part of a larger puzzle - please DO NOT show your card to anyone.

3. Again working together your task is to assemble the puzzle picture with the pictures facing down. 4. You may describe your picture to each other in detail but you CANNOT show each other your picture. 5. Let them go for 10 mins then give time check, then another 5 mins and time check. If they are really

confused offer to let them turn over face-up 1 picture to help them move forward and so on Notes: Typically everyone will start talking to their neighbor to describe their picture, leaders emerge who attempt to organize the group, the group starts breaking into subgroups as people discover similarities in their pictures. Chaos often occurs as people do not listen to each other. Sub groups start operating independently. Usually an implementer personality pushes to start laying down the pictures. Observations: Things to watch and listen for – did leaders emerge? Did anyone say the word ZOOM? Or start to figure out that it’s not a square picture? Were they listened to? Debrief: “What?, So What? Now What?” What refers to what happened and what did the participants experience in the exercise. So what refers to the purpose of goal of the exercise - did they learn what you expected they would learn? Now what relates to the transfer of what was learned from the exercise to their work, personal growth or other aspects of the “real world” of the participant.


6 Minute CPS (Sid Parnes) Directions: Have participants line up. Use the script provided to facilitate players through each step of the CPS process – after they complete a step they take a giant step forward. 1 minute per step.

Script:

1. Think of some wishes you have – wouldn’t it be great if… what? Now choose 1 you'd like to work on now. Once you have one selected, take a giant step forward.

2. What’s a brief history of the situation? Who’s else is involved? Why is this important to you? How does the situation make you feel? What does success look like? How would it feel? Take a giant step forward.

3. Now you know where you want to go. What kinds of questions might you have to answer in order to get there? First restate your wish as a question starting with How Might I…. Now try to think of a few other HMI questions as you can. Now choose the most compelling one; that holds the most promise; that you’d really like to answer. Take a giant step forward.

4. List as many ideas to answer your question as you can. Choose 2 or 3 answers that seem to hold promise for you. Now choose 1 idea you'd like to work on now. Take a giant step forward.

5. What do you like about your idea? What’s good about it? What else might be possible if you made this idea happen? Now think about one concern you have with your idea, why might it fail? Now think about something you can do to neutralize or overcome your concern. Now take a giant step forward.

6. Think about some of the actions and steps you need to take you make this solution a reality. What is the first step you’ll take within the next 24 hour? Take a giant step forward. Notes: Explain they’ve just walked through the entire CPS process.


Ice Breakers & Name Games

Windows – Group Introduction 20-40 mins depending on # of participants. Pane 1 – tell us about you, Pane 2 – tell us 3 things you bring to make this week a success for you and the rest of the Springboard team, Pane 3 – tell us about 3 things you’d like to take away from this week, Pane 4 – leave blank for now (have them complete on last day – what I’m taking home.) Instructions posted on the wall with leader samples – all 3 leaders to explain in more detail and answer questions as needed as it’s unlikely the entire group will arrive at the same time – when group is all together give brief instructions. Group introductions using Window Panes - use window to share a bit about yourself – 1 minute each. Leaders to share additional background about themselves at end.

Who Am I: 20 minutes Flip Chart Paper taped on walls around room. Participants arrive and are asked to draw their body outline on a sheet with their name and an adjective that starts w/ the same initial. Leaders have their sheets & outlines to model. 1-MIN INDIVID. INTROS

All About You.COM: 30 minutes Pick 5 themes from list (best sunset, dreams, hobbies, job, passions, friends, favorite holiday), write in journal, switch journal with someone, take turns interviewing other person about 1 theme, scribe what is said, - 3 min each - switch to another person and so on until all 5 themes have been discussed.

Circle Up Name and Add Gesture Everyone is in the circle. The first person states their name and adds an adverb and gesture. Everyone in the circle repeats the name and gesture. The next person gives their name and adds an adverb and gesture. Everyone in the circle repeats the name and gesture of the 2nd person and then the first person. Repeat ….

Cocktail Party Meet everyone exchanging name, where you are from, what you do and one question about something unique you would like to know about someone else.

Red Ball Many different iterations – stand in a circle – leader tosses an imaginary ball to someone 1st stating their name and identifying the color of the ball, they repeat ball color and say thank you, then pass the ball to someone else, and so on, leader then adds in additional balls (we played a game the other day where people had to come up with different types of balls (baseball, baseball, meat ball, eye ball - was a lot of fun).


Creative Stretchers

Alphabet Forced Connections Break into 3 teams. In 10 minutes create a list with one item for each letter of the alphabet from, among the possessions found on the people in your team of each team member list.

Bippiti - Bippiti - Bop Category: Warm-up/energizer Directions:

1) One person in middle of circle suddenly focuses on one other person and says “Bip it tee – bip it tee” or “Bop.”

2) The person focused on must say “bop” before the end of “bip it tee – bip it tee” or says nothing when hearing “bop.”

3) Failure moves them to center. When to use: Use as group energizer.

Experts Exercise Break into groups of 3. Ask for volunteer to be the 1st expert. 1st person expert, the other two ask the expert questions. Repeat until each person has taken a turn as the expert.

1) Expert on teaching elephants to jump out of airplanes. 2) Expert of fitting silkworms with dentures. 3) Expert on giving therapy to bees.

Change 5 things In pairs. Look at your partner, then turn back to back. Ask each person to change 5 things then turnaround and face their partner. They take turns identifying what’s different. Run 4 or 5 times. Debrief.

Clap Focus

Category: Warm-up/energizer Directions:

1) Get in a circle. 2) One person starts and claps to left. 3) People clap one after another until clap gets to first person again. 4) Can send claps both ways. 5) Try it a few times to get it faster.

When to use: At start of a session. After breaks. To get people up and moving and laughing.


Commonalities Category: Warm-up/energizer Directions:

1. Divide into groups of 5-10 people. 2. Challenge: Find as many things as you possibly can that EVERYONE on the team has in common. 3. Rules:

a. Must agree you have item in common (i.e., if someone says “love dogs,” everyone MUST love dogs or it doesn’t go on list).

b. Cannot use physical traits (i.e., we all have toes, all have fingers, etc.). 4. Give prizes for team with most in common. Give prizes for team with most unusual thing in

common. When to use: New comer/first-timer welcome. Icebreaker, getting to know people.

Focus Exercise Category: Divergence Directions:

1) Ask the group to look around the room and find all the “blue” in the room as quickly as possible (keep it short).

2) Tell them to close their eyes. 3) Ask them to make a list of all the items they observed that are…”green.”

Note: Select colors based on the room so that there are items in the room of both colors. When to use: Use as an example for opening your focus and looking for “other colors” in the room. Set up divergence.

Hey, Nice to See You, Gotta Go! Category: Warm-up/energizer Directions:

1. Pair participants face to face, scattered around the room. 2. Have them shake hands quickly and say “Hey, nice to see you, gotta go!” then rush to shake hands

with another participant. 3. Continue for 5-10 minutes.

When to use: Energizer for after lunch or whenever energy is low. Also for group formation…to mix participants/pair new partners.


How Many Words Can You Find? Category: Divergence Directions: Give everyone a marker and a BIG piece of paper.

1. Prediction: Ask them to write down the number of words they predict they can find in the word “customer.” Ask them to write the predicted number at the top of the page.

2. Search for the words in “customer.” 3. Poll: How many words did you find? (People generally say about 10.) 4. Stretch: Now ask them to go for more quantity. 5. Poll: How many words did you find this time? (People generally exceed their prediction.) 6. Debrief: You can exceed your expectation for divergent thinking. 7. Share that there are over 279 words in the word “customer.”

When to use: Training/opening of session to demo people’s ability to stretch/go for more

People Hunt Category: Warm-up/energizer Directions:

1) Set up: Find out something about a few dozen people. 2) Set up a scavenger/people hunt. 3) Everyone must find someone to sign each of the categories:

a. Someone from the southern hemisphere. b. Someone who read a creativity book within the last three days. c. Someone who has kissed the Blarney Stone. d. Etc.

When to use: Ice breaker

Slide Show Category: Energizer, Can be adapted as a review of information (or part of the Springboard final debrief)

Directions Give one player (or a pair) a big activity or topic, perhaps a trip through the jungle, or the construction of a home, or highlights from CPSI. These players needs to present a slide show; the other players will play what`s in the slides. Notes: The idea is that the story is built both by the presenters, and by the images the other players present in the slides. Sidecoach players not to simply just `build` what the narrator has described, but to extend it, to build/show the sequel or next step in the story.


Team Noise Category: Warm-up/energizer Directions:

1. During the session opening, participants agree on a noise/phrase/song they’ll use as an automatic energizer at any time.

2. Anytime someone feels that they want more energy in the room, that person says/does the team noise.

3. The facilitator can call for it at any time too. 4. Example: Everyone can shout “Choo-Choo” together while making a train whistle motion with

their arms. When to use: Energizer useful throughout the session at any time.

What Are You Doing? Category: Warm-up/energizer Directions:

1) Ask people to pair up with someone they haven’t worked with yet. 2) Act an occupation through mime. 3) Person 1 acts. 4) Person 2 asks “What are you doing?” 5) Person 1 says something completely different than what he is doing. 6) Person 2 then acts this sketch activity.

Example: Person 1 does the movements of a music conductor. Person 2 says, “What are you doing?” Person 1 says, “I am a flight attendant.” Then Person 2 does the movements of a flight attendant, and so on…

When to use: Team building, making quick shifts, acceptance building, fun. Energizing to max after lunch.

Yes, And… Category: Divergence Directions: Give each pair of participants one object. Have them pass the object back and forth, naming things they could do with it and/or new uses, new things it can be, etc. Start each turn with “yes, and”. The idea is to defer judgment and build on each other’s ideas. When to use: Divergence or teaching divergence

Yes, Let’s! Category: Warm-up/energizer Directions:

1. One person says “Let’s____________” e.g., jump, run, dance, hop on one foot, etc. 2. Group answers “Yes, let’s!” and everyone follows the instruction. 3. Take turns calling out a new “Let’s____________”

When to use: Energizer, get up and move after sitting, use before starting a session or after a break.


Group Order (lining up) Nice warm-up exercise to help the group function/agree as a whole. Everybody starts milling about the room. You then ask them to line up, according to various criteria. For an added dimension of fun, ask them to do this without speaking. Examples are: Order by street number, Order by shoe size, Order by personal hygiene, Order by knee height, Order by level of happiness at 7am, Order by blue Notes: Keep the silly criteria (order by blue) till the end. Usually, the players will start realizing that it doesn`t really matter what the order is, as long as the group agrees on the order. Blind Line Up variation: his one is like Group Order, except that everyone keeps their eyes closed, and no talking is allowed while the group lines up.


Closings

Affirmations Paired chairs facing each other closely (i.e., knees almost touch) with extra chair at one end. One side of pair tells other everything positive about that person for 30 seconds. Receiving side may only listen, end chair observes all the way down. Affirmations for 30 seconds, stop shift one seat to the right, affirmations repeated until end chair has same person. Or the same thing where the person being “affirmed” stands in the middle of a circle of the group and everyone calls out affirmations for 1 minute.

Web Roll of ribbon is used for each person to connect with someone in the group. Starts with facilitator holding the roll and giving the end to someone and saying something special about that person. Person with end gives it to someone else after saying something special about that person and allows ribbon to flow smoothly through their hands while this is repeated through whole group. Last person returns the end to the facilitator. With end and roll back together request is made to tighten the web. Question is asked……”What would happen if one person let go?” People answer and then instruct group to gently place the whole web on the floor and once again look at the connections made within the group. Ends are then cut so that everyone can take a piece as a memento.

Car Wash Group lines up in two lines facing each other. Leader takes person on one end asks them to cross their arms in front, close their eyes and walk blindly between the lines. As person passes, members lightly guide person and whisper something special in their ear. Leader repeats for each person including other Leaders and then is put into the wash as well.

Certificate Awards by Group Members Certificates are handed out without participants knowing who they get. Each member awards certificate to person on the diploma one at a time saying something special about that person for the whole group to hear.

Send a Letter to Your Future Self Have participants to write a letter to themselves about what was most poignant or important to remember about what they learned and include their action plan –and put it in an envelope, then the facilitators mail the letter to the participant within the next month to remind them about what they wrote and what they told themselves about what they would do next.

“ The one thing that can solve most of our problems is dancing.”— JAMES BROWN

CPS ModelIn the most recent iteration of the CPS Model, there are four stages with six explicit steps. Within each stage, each step uses divergent and convergent thinking.

P U R P O S ES T E PS T A G E

CLARIFY Explore the Vision Identify the goal, wish, or challenge.

Gather Data Describe and generate data to enable a clear understanding of the challenge.

Formulate Challenges Sharpen awareness of the challenge and create challenge questions that invite solutions.

IDEATE Explore Ideas Generate ideas that answer the challenge questions.

DEVELOP Formulate Solutions To move from ideas to solutions. Evaluate, strengthen, and select solutions for best “fit.”

IMPLEMENT Formulate a Plan Explore acceptance and identify resources and actions that will support implementation of the selected solution(s).

CPS Model based on work of G.J. Puccio, M. Mance, M.C. Murdock, B. Miller, J. Vehar, R. Firestien, S. Thurber, & D. Nielsen (2011).

Creative Education Foundation46 Watch Hill Drive | Scituate, MA 02066

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Springboard Leader Guide

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