Brainstorming – Lead a brainstorming session
As an individual using MENTA-MORPHOSIS, you brainstorm. As a MENTA-MORPHOSIS Facilitator, you lead a brainstorming session.
For most meetings, it is the heart of the meeting. It is your responsibility, as the facilitator, to generate a productive brainstorming session. As with most of the facilitator competencies, this practice is best achieved when you meticulously stick to a set of proven techniques.
Used For
This is the tool used to create a long list of possibilities. For example, we use it in the learning system to create a list of good ideas from some learning event, and we use it in the problem-solving Thinking Path to create a long list of possible actions.
Typically, it follows something. In the Learning System, for example, it follows the learning experience. In the problem-solving Thinking Path, it follows the statement of a problem, and then a major question.
How To
Assuming that you have selected the content appropriately, set the atmosphere effectively, and are exercising the tactics for creating a positive atmosphere, then the heart of the process is to ask questions relative to a shared experience, a piece of information, or a possible solution. Ask the questions and then record the answers.
The quality of the brainstorming session is judged by the quantity and variety of responses. You need to manage the interactions so that you hear from everyone, and each is encouraged to share quality input. When we are brainstorming in a group, it’s common to limit the brainstorming session to a specific time – for the next hour, for example.
| Begin with a question. Remember, the quality of the question dictates the quality of the answers which follow.
|
So, begin with a question. Remember, the quality of the question dictates the quality of the answers which follow.
Let’s say that you have just watched a 30-minute video on “Advantages and Disadvantage of Electric Vehicles.” You could say, “I’d like to create a couple of lists of the pros and cons from your perspective. What’s one of either that is on the top of your mind?”
You may find it helpful to first assign an individual exercise to ensure that everyone has something to contribute. So, you could say, “I’ve going to give you five minutes, and I want each of you to write down at least one pro and one con from the video. I’m going to ask each person to share their work. Go”
Notice that your direction is very specific and quantifiable. “One pro and one con.” It has a duration – five minutes. The group members know exactly what you want from them, and they know what happens next — “I’m going to ask each person to share their work.” This language will make a difference in the quality of your responses. You could have, for example, given this direction. “Write down some of your thoughts about the video.” Because this direction is vague and leaves too much room for interpretation, it is likely to generate very little response, or responses that take you down a path you don’t want to tread.
On some occasions, if you want to increase the quantity of responses, you may add this direction. “Now, write down one pro and one con that you think may have occurred to someone else.” For those in the group that feel that their choice of a response says too much about them, this question allows them a face-saving way to share an idea that doesn’t necessarily reflect back on them.
Ask the question and then call on a person to answer. So, instead of, “John, what’s one of your ideas?” You say, “What’s one of your ideas, (pause), John?” When you mention the person’s name first, it lets everyone else off the hook. By asking the question first, you keep everyone engaged.
When you receive an answer, write it down. It’s important at this point that you do not edit– that comes later—but simply generate and record the answers. You can do this yourself on a projection screen or whiteboard, or you can appoint a secretary to do it (as in the San Francisco example).
Don’t respond to the content of the input they just gave you. Rather than saying, “That’s a good idea, “or” I’m not sure about that…” You can respond to the person (See above) without adding judgment or editing their contribution. That will come later.
Occasionally you may get a response that is totally off topic. To handle that without making the person feel bad, say something like this: “Thanks for that thought, Harold. It’s really outside of what we are working on today, but let’s write it down so we don’t forget it and keep it for a more appropriate time.”
To generate more ideas, you can write down each idea, and then ask one or more of these questions before you move onto another person:
“What are some other possibilities?”
“Anything else?”
“Anyone want to add to this?”
“Does that generate any additional thoughts?”
When you have a long list of ideas, and are assured that everyone has had some input, it is time to end the brainstorming session and move onto the next step. So, the output of this step is a long list of ideas coupled with an engaged group of people.
Review other Menta-Morphosis Faciliator Competencies
Implement Accountability: https://www.davekahle.com/implement-accountability-a-menta-morphosis-facilitators-competency/
Set the Stage: https://www.davekahle.com/set-the-stage-a-menta-morphosis-facilitator-competency/
Select The Content: https://www.davekahle.com/select-the-content-a-menta-morphosis-facilitator-competency/
Nurture the Environment: https://www.davekahle.com/nurture-the-environment-a-menta-morphosis-facilitators-competency/
