101 Activities for Teaching Creativity and Problem Solving.Copyright © 2005 by John Wiley &
Sons, Inc. Reproduced by permission of Pfeiffer, an Imprint of Wiley. http://www.pfeiffer.com
Suggest that participants conduct a discussion on the benefits of using experts versus
non-experts, including situations in which either or both would be most beneficial and
when they might be unproductive or counterproductive. Also consider having partici-
pants debrief using the following questions:
- What was most helpful about this exercise?
- What was most challenging?
- What can we apply?
- How would you rate the value of this exercise to helping us with this issue?
- Will this exercise be helpful in the future for other sessions?
- What did you learn?
- What will we be able to use from this exercise?
- What ideas were generated, and which ones were most interesting?
- If consulting an expert is not feasible, have the participants consult several people
with absolutely no knowledge of your problem and take written notes. They can be
friends, co-workers, spouses, or even children. Have them do this prior to the meet-
ing. (Such people can bring a fresh perspective to the problem. Unfettered by disci-
pline-bound assumptions and logic, they can often see things we cannot. Not only are
they more removed from the problem, but also they are more likely to avoid precon-
ceptions. So ask them how they would solve the problem.)
- Repeat Steps 2 through 6 in the procedure above.
- If experts are available, have the groups consult them as well as non-experts and use
those responses with Steps 2 through 6.
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