Creativity, ideas and solutions

The diagram shows the stages of design thinking, but the last one is covered with a question mark. In addition, a dashed arrow indicates that the process is not a one-way street.

1. a) State which stage is missing and explain in one sentence what is done in each of the five stages.
2. b) Explain what the dashed arrow means and why being able to go back along it is good news.

Your school canteen has huge queues and half the food ends up in the bin. Apply design thinking: describe a concrete action for each of the five stages (what exactly you would do to empathise, how you would define the problem, etc.).

A team says: 'we already have the idea, we don't need all this process: let's build it directly'. Explain what is lost by skipping the empathise and define stages, and give an example of a school project that could fail by tackling the wrong problem.

In a brainstorming session, the team wrote these rules on the whiteboard, but two are wrong and undermine creativity. Identify which ones they are and correct them: (a) the more ideas, the better; (b) criticise each idea as soon as it is said so as not to waste time; (c) build on other people's ideas and improve them; (d) immediately rule out wild ideas; (e) no judging while ideas are being proposed.

Explain what brainstorming is and write the four basic rules that make it work. Then apply it: run a mini-brainstorm on your own and write six ideas for improving the school library, without filtering any out no matter how wild they seem.

Explain what it means that 'in the idea-generation stage there are no bad ideas' and at which point of the process judging and discarding does come in. Give an example of an idea that looked bad in a school project but, combined with another one, ended up being useful (it can be made up but must be realistic).

Distinguish divergent thinking from convergent thinking with an example from your life: deciding where to celebrate your birthday. Describe what you do at the diverging stage and what you do at the converging stage, and why mixing the two at the same time spoils the process.

In the ideation stage, two phases alternate: coming up with many different ideas without judging (diverging) and keeping the best ones by evaluating pros and cons (converging). Explain the difference using an example applied to this challenge: getting more students to cycle to school.

Your team must come up with ways to raise $300\ \text{€}$ for the end-of-year trip. Do the whole process on paper: five minutes of diverging (write at least eight ideas without judging), then two converging criteria (for example: effort versus expected return) and keep the two best ideas, justifying your choice.

The SCAMPER technique suggests looking at a product and asking: what can I substitute, combine, adapt, modify, put to other uses, eliminate or rearrange? Choose three of those questions and apply them to the school backpack to propose three concrete improvements.

The school canteen wants to reduce bread waste. Apply SCAMPER with four of its letters (substitute, combine, other uses, eliminate) and generate one proposal per letter. Then choose the most viable one and explain what makes it better than the others.

'Constraints kill creativity.' Discuss this statement with a school example where a constraint (low budget, limited time, small space) pushed — or could push — for a more ingenious solution than one that would come from unlimited resources.