◇ Originated in the Arthur D. Little Inventive Design Unit in the 1950s.
◇ Synectics, Greek, “the joining together of different and apparent irrelevant elements”
◇ embracing the seemingly irrelevant
◇ use of creative behaviour tools
◇ metaphorical process, to make the familiar strange, and the strange familiar
◇ central principle: “Trust things that are alien, and alienate things that are trusted.”
◇ the success of the synectics methodology depends highly on the skill of a trained facilitator.
source: en.wikipedia.org
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0. synectics process : analogy building and/ or metaphorical knowing
1. embracing the seemingly irrelevant
2. use of creative behaviour tools (designed probes)
2.1 a special set of exercises
2.2 to extract the true meaning (the apparent true meaning)
2.3 generative mode or generative phase
2.4 guide toward the more difficult subject
2.5 avoiding the issue of closure
2.5.5 avoid ... the “Zeigarnik effect, named for the Russian [Lithu...] psychologist who first documented the finding that when someone is faced with an overwhelming goal and is procrastinating as a result, getting started anywhere will launch motivation to finish what was started.”, p.218, David DiSalvo, What makes your brain happy and why you should do the opposite, 2011.
3. metaphorical process : to make the familiar strange, and the strange familiar
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Michael J. Hicks, 2004, Problem solving and decision making [ ]
p.170
CPS - creative problem solving
In the Synectics CPS process, there are no binary judgements like this until we get to a possible solution; and even then, we can only judge a solution's merits after it has been implemented. Nolan (1989, p.60) comments,
ideas ... are only words and pictures they do not change anything in the real world. So we do not need to make an instant judgement on them; we can explore them in a more gentle, open-minded way. They are neither good nor bad just more or less interesting and appealing ....
This belief is a fundamental aspect of the way we handle judgements, and ‘goes to the very heart of Synectics’.
p.182
We should never look upon WANTS criteria as of secondary importance, as they are used for a different purpose, namely, to differentiate and decide between the alternatives selected by the MUSTS criteria. In summary, it is the MUSTS that decide who plays the game, but the WANTS that decide who wins.
(Michael J. Hicks, 2004, Problem solving and decision making : hard, soft and creative approaches, )
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Synectics Theory holds that the real meaning in a statement comes from places other than the pure content of the words.
source: cascadestrategies.com/synetics-theory/
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The practice of creativity : a manual for dynamic group problem solving
by George M. Prince
Harper & Row, publishers
copyright (c) 1970 by George M. Prince.
George M. Prince, The practice of creativity: a manual for dynamic group problem solving, 1970
p.166
Tony: Because people climb them.
Leader: Hang on a minute, Tony. Let Jamie tell us first.
Jamie: It's horrible because it's brown and black.
Leader: But why is a tree happy?
Jamie: Because it has flowers and leaves and things.
Leader: That's very good. Were you going to say the same thing, Tony?
Tony: Yes.
Bridget: Thistles. They are happy to be growing, but they're horribly prickly.
Leader: Yes, fine. Shall we talk about dandelions for a while? Tell me
what you know about dandelions.
Tony: They have lots and lots of little yellow things sticking out.
Leader: Anything else we know about them?
Bridget: They're green and yellow; they've got green leaves and yellow petals.
Leader: Do you know anything else?
Jamie: They're weeds.
Peter: They've got prickly leaves.
Group: They haven't.
Leader: That doesn't matter. Peter thinks they have, and that's all
that matters.
p.172
In this culture, like any other, the establishment conspires to make each of us a compliant member. Cooperative behaviour is often rewarded with material plenty. This is a beguiling reward. Who does not want plenty? So most of us are co-conspirators. Too few of us realize that there is a whole spectrum of alternatives. If we have the power to understand that a problem exists we have a worthwhile start. For example, it is quite feasible to have a life of plenty and of satisfying quality, too. Each of us deserves no less.
John Holt has written extensively about the use and effect of fear in education.1 It seems to me that wherever we find fear of authority we should look for the thoughtless establishment. This may bring us close to home. Also there is little doubt that education is one of the best designed, most pervasive, most effective servants of the status quo. In conversation John Holt has said, “Any kid who is not paranoid by the time he graduates from high school is crazy.” He went on to point out that each child, by mastering language, has demonstrated the astonishing power, range, and subtlety of his intellect before he gets to school. Instead of continuing to flower and flourish the child is systematically taught his limitations.
1. John Holt, 1964, How Children Fail.
p.1
In his inner heart, each of us knows that he is capable of great deeds. To watch any six-year-old build a dream world and courageously overcome some powerful threat to it against great odds is to see such confidence in operation.
1. Antony Jay, Management and Machiavelli. pp.82-83.
p.2
We make virtue of adult consistency and rigidity; we diminish our ability to grow and to change; we find that while our eye was upon imitating adulthood, we have let slip our grasp of originality.
p.47
What we want to change is the behaviour that is destructive and that interferes with the purpose of the problem-solving meeting.
We find that such behaviours do not surprise our course participants; what surprises them is the degree of the destructiveness and the existence of such patterns in themselves. It is part of man's instinct for self-preservation that each person thinks of himself as exception: the one who behaves decently. It comes as a shock to learn the far-reaching consequences of certain common and accepted actions.
pp.184-186
Appendix 3
Intervening Without Manipulating
The leader who encourages each individual of the group to give his own unique response to the various questions he asks (Example, Personal Analogy, Force Fit, etc.) will make the best use of his group. In both Synectics and more traditional meetings the leader must handle each person with care even if it seems clear the person is attempting to put down another. Below are some so-called intraverbals, phrases that encourage a direction without imposing or narrowing. These are intended as specific examples of how to express an intent. You are welcome to use them but also make up your own that feel comfortable to you.
OK.
What you want to do, if I get you, is ...
Good, yes?
Do you have an idea how to do that?
What would you like it to be? (looking for information)
Great.
How about that? What is your feeling about that? (direct at expert)
Any other thoughts about this?
I'd like you to word it ...
What about that? (to expert)
What is particularly useful about ...?
What is your concern about this?
Can we draw something out of this?
What is appealing about that?
Would you write a goal based on that? (slight change in subject)
This is very useful.
I am not sure. Let me hear. (bring out bashful ideas)
Let's wish for the real thing.
Good. Great. The more difference the better.
Wait a minute. (slow speaker down)
What is your reaction?
Let's put that one down. (new goal)
That is the kind of solution I like because ...
Very interesting.
Say more about it. (draw out idea)
Anybody feel different? (personal analogy)
What comes to your mind?
I want just anything at all that comes to your mind. (examine)
It's fine. (reassurance)
Is there some way we could use this so that ...? (overcome objection)
You have an idea. How might we do that?
What would you like it to be?
Can we improve on this?
Write it down. (when someone interrupts with new idea)
How should I word this? (to expert)
Tell me more.
What do you like about this?
What's on your mind?
Tell us about it -- we don't care.
Is there some way we could use this? (and turn it around)
Keep talking.
I love the idea that ... but can we add to that by ...?
How can we use this idea?
That's an interesting notion, what do you think?
Why don't you put the meanings to the words that you like.
How about that?
What specifically is implied there that you like? What concerns you about it?
Could you phrase that as a goal?
I'd like you to word it in such a way that it directs us to do something.
What would make this more effective?
Can you give me words? (in writing a goal or possible solution)
What is appealing about that?
I think I've got you. How can we put that? (discourages person from monopolizing the conversation)
Can we go on?
Can we do any more with this? If not, shall we make it into a goal?
Anything goes here.
I have the feeling that here is a marvelous goal. If no one has a solution, I'd like to put it up.
How can we turn that into a goal and keep all the pluses?
Rather than a raise a philosophical question, can you word it as a goal so we can do something about it?
What are you thinking?
What is your reaction?
Any others?
Have you got it written down?
What is bothering you?
What you said is very desirable.
If I get you what you want to do is ... (making sure you understand)
This notion is very valuable because ...
Sounds as if it might be a possible solution.
Can you wish for something?
Would you like to address a goal to a bigger problem?
Maybe we can build on that.
( The practice of creativity : a manual for dynamic group problem solving, by George M. Prince, Harper & Row, publishers, 1970, )
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