Brainstorming, as practiced in its various forms, has achieved widespread acceptance as a tool for solving problems creatively. Recent research now suggests that the yield of brainstorming sessions isn't much better than the results of just asking all participants to generate ideas not in a formal session but in whatever way they wish [Brown 2002]. Explanations for this finding differ, and I suspect that a consensus explanation has yet to emerge. In the meantime, people who must solve difficult problems need an approach of some kind, and it's up to them to fashion or adopt whatever method they think will work.
Because of ongoing debate about measuring the effectiveness of brainstorming, there is at least some doubt about these recent findings. A metric such as ideas generated per unit time seems on its face to ignore other benefits, like strengthening interpersonal relationships, or disseminating organizational knowledge, to name just two. But for now, let's accept that brainstorming might not be the "one best way" to create ideas. Because examining alternatives might be worthwhile, I looked at one that goes by the name speedstorming.
In a brainstorming session, there is a facilitator, a scribe, and a group of up to 20 or 25 participants. In my experience, groups above 15 might need an additional scribe. The group addresses an issue captured in a problem statement. Participants contribute ideas that might relate to a solution, either in turns or at random, as the scribe records the contributions. Brainstorming might not
be the "one best way"
to create ideasSpeed is important, and no idea is too crazy. The most important rule of brainstorming is that evaluation of ideas is banned.
In speedstorming, contributors work in pairs, recording the ideas their own pair generates [Hey 2009]. To support a group of, say, 20, the room is equipped with ten pairs of chairs. The pairs are arranged far enough apart to enable each pair of participants to converse without hampering its neighbors. One chair of each pair is designated for a Stationary participant, and the other for a Mobile participant. Each pair of chairs is labeled in some ordered way, numerically or alphabetically. The session begins with a problem statement, as in brainstorming, and then each pair of participants generates a set of contributions. After a short time, of order five or ten minutes, everyone seated in a Mobile chair moves to the Mobile chair of the next station in order, and the new pairs begin work. It's a little like speed dating. At the end of the session, the group compiles all contributions from all pairs. In a group of 20, there will be 190 unique pairs. One hundred of them will be covered by the process above, which omits pairing members of the Mobile group with each other (45 pairs in this example), and members of the Stationary group with each other (45 pairs).
So that's how the two structures work, mechanically. Each has advantages and disadvantages.
One difference between these two approaches is their degree of parallelism. In brainstorming, when one participant makes a contribution, and the scribe records it, all other participants must wait. Contributions are thus captured serially. In speedstorming, because each pair works independently, all pairs work in parallel. The rate of contribution generation in speedstorming is therefore much higher than in brainstorming.
But there's another very important consequence of the difference in structures of these two methods. When one person makes a contribution, it can trigger new ideas on the part of the rest of the participants (in brainstorming) or on the part of the contributor's partner (in speedstorming). In brainstorming, some of these triggered ideas are lost because people might need to wait to get a chance to comment to the group. That doesn't happen in speedstorming, because each conversation is between only two people. Triggered ideas are then much more likely to be captured in speedstorming.
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More articles on Problem Solving and Creativity:
- Choices for Widening Choices
- Choosing is easy when you don't have much to choose from. That's one reason why groups sometimes don't
recognize all the possibilities — they're happiest when choosing is easy. When we notice this
happening, what can we do about it?
- Clueless on the Concept
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risks embarrassment and humiliation. It's even worse when the person attempting the "straightening"
is wrong, too. How can we deal with people we believe are clueless on the concept?
- Group Problem-Solving Tangles
- When teams solve problems together, discussions of proposed solutions usually focus on combinations
of what the solution will do, how much it will cost, how long it will take, and much more. Disentangling
these threads can make discussions much more effective.
- Intentionally Unintentional Learning
- Intentional learning is learning we undertake by choice, usually with specific goals. When we're open
to learning not only from those goals, but also from whatever we happen upon, what we learn can have
far greater impact.
- Office Automation
- Desktop computers, laptop computers, and tablets have automation capabilities that can transform our
lives, but few of us use them. Why not? What can we do about that?
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- Group problem-solving sessions sometimes focus on where to begin, even when what we know about the problem is insufficient for making such decisions. In some cases, preliminary exploration of almost any aspect of the problem can be more helpful than debating what to explore. Available here and by RSS on October 2.
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44017: November 7,
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- Baldwin-Wallace University, 275 Eastland Road, Berea, Ohio 44017: November 7, Kerzner Lecture Series/International Project Management Day, sponsored by Baldwin Wallace University and the Northeast Ohio Chapter of the Project Management Institute. Register now.
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