We are very proud of international team of passionate innovators who are experts in Creativity Thinking. We come from different fields: coaching, psychology, education, technology, innovation hubs..
With over 20 years of research and experience behind us, we are experts in creating results-driven coaching, ensuring the best possible outcomes for our clients.
We believe EveryOne has got Talent and Brain Power to live a more fulfilled life and make a contribution for this world to be a better place.
Our Dream is to make a difference in developing Thinking & Creative Minds in order to have a better and more colorful world!
We are dedicated to enhance Thinking & Creative Skills by awaking self-empowerment, creativity, practical thinking, personal responsibility and connection to values.
Our Goal is to tailor the right tools to Think Better, Be More Creative and Enhance the Power of Your Mind..during all Your Life!
Edward de Bono gave Lateral Thinking its name and developed techniques for using it. He has devoted his life to encouraging people to approach thinking as a skill that can be learned and improved.
Why have a mind if you can't change it?
Clients worldwide have benefited from Dr. de Bono’s methodology. Organizations whose teams use these tools regularly report increased productivity, creativity, reduced meeting time and improved attitudes with fewer grievances among team members.
Our coaching is focused on these methods and how to structure your thinking so that you can create alternatives at will.
These methods are for you, if you are:
In your personal life or at work, the purpose of this approach is to enable you to:
Thinking is as much a skill as tying a shoelace, riding a bicycle or playing football.
When we neglect to treat thinking as a skill we are relying on raw intelligence and knowledge to carry out the thinking function—this is rather like relying on a player's reach and the tennis racquet to play tennis for the player.
CoRT aims to develop skill in broad practical thinking.
Intellectual virtuosity as such is definitely not an aim of CoRT.
Brilliant mental gymnastics as such are often of little practical value except to delight and dazzle.
There are people who can think brilliantly about everything except what they really need to think about!
It is a CoRT aim to encourage students to feel that they can think about anything that is put before them - but in a practical and sober way.
For instance, in the Experimental Results section is described the effect of some CoRT lessons on the thinking about the suggestion that everyone should spend one year doing social work after leaving school.
Before the lessons there was a great deal of idealism with only positive points being considered. After the lessons the thinking was more balanced and there was far more consideration of administrative difficulties and the like.
CoRT aims to develop a skill in practical thinking rather than in philosophical excursions.
CoRT aims to get students to look at thinking objectively instead of regarding it as based on ego and emotion.
Students should be able to be cool and critical about their own thinking and dispassionately observant of the thinking of others.
Emotions do have a real value - in fact they are the ultimate value. But emotions should be based on good thinking and not become a substitute for it.
The CoRT aims could be summarised as follows:
1. To acknowledge thinking as a skill.
2. To develop the skill of practical thinking.
3. To encourage students to look objectively at their own thinking and the thinking of othersHaving a big sale, on-site celebrity, or other event? Be sure to announce it so everybody knows and gets excited about it.
What is a Mind Map?
A Mind Map is a powerful graphical technique which unlocks the full potential of the brain. How does it do this? It does this by encouraging Mind Mappers to use their imagination, creativity, imagery and colour in the serious task of aiding memory recall. As a picture is better than a thousand words, the example below is a Mind Map describing some concepts from the world of science. Students can apply the technique across all of their subjects and create a catalogue of Mind Maps to revolutionise how they study.
Key applications of Mind Maps include its use in
Tapping into their imagination, colour and imagery allows students to increase memory recall and have fun while studying. This synergy appeals to all types and especially to students who need more of a stimulus than pure black and white learning. One ex-student described how his daydreaming and imagination was at odds to traditional school learning until Mind Maps allowed him to channel his energy in a positive direction.
Mind Maps - No Limits!
When you use Mind Maps on a daily basis, you will find that your life becomes more productive, fulfilled, and successful on every level. There are no limits to the number of thoughts, ideas and connections that your brain can make, which means that there are no limits to the different ways you can use Mind Maps to help you.
Mind Mapping therefore becomes a skill for life – a skill to be accessed any time you need to learn, remember or access your innate creativity.
Why are mind maps good for learning?
Mind Maps in Education and Teaching with Mind Maps. Mind mapping is abeneficial learning tool to help students brainstorm any topic and think creatively.Mind maps are particularly helpful in the writing process and provide students with a natural way of thinking and building thoughts on a story plot or theme.
In a Mind Map, information is structured in a way that mirrors exactly how the brain functions – in a radiant rather than linear manner. A Mind Map literally 'maps' out your thoughts, using associations, connections and triggers to stimulate further ideas.
We offer a complimentary one-hour service to go over your needs and relative coaching process.
We are fully aware about differences of culture, language and age and we will apply a tailored approach and coach You as a Unique Human Being, as You are indeed!
Changing our behavior is a self-engineering challenge with few equals. We are talking about long-term, sustained change, not short-run bursts that sputter out before real change happens.
After our initial consultation, we follow up with our agreed coaching sessions, measure progress, make adjustments and work together to determine the changes You are looking for.
Whether the change involves diet, exercise, habits, ways of thinking and doing things, changing behavior is one of the hardest things any of us will ever try to do.
We offer a complete service that includes establishing reachable goals, monitoring progress throughout the coaching process, and our commitment is to guide Your efforts and support Your Will to Achieve Change!
Lateral Thinking is for creating ideas, and The Six Thinking Hats are for exploring, developing and implementing them.
De Bono's Six Thinking Hats is a powerful technique for looking at decision making from different points of view.
It allows emotion and skepticism to be brought into what might normally be a purely rational process, and it opens up the opportunity for creativity within decision making.
Decisions made using the Six Thinking Hats technique can be sounder and more resilient than would otherwise be the case. It can also help you to avoid possible pitfalls before you have committed to a decision.
The Six Thinking Hats are used by individuals and groups to separate out conflicting styles of thinking. They enable and encourage a group of people to think constructively together in exploring and implementing change, rather than using argument to fight over who is right and who is wrong.
Six Thinking Hats enables everyone to look at a Decision or Situation From All Points of View!
What is your instinctive approach to decision making? If you're naturally optimistic, then chances are you don't always consider potential downsides. Similarly, if you're very cautious or have a risk-averse outlook, you might not focus on opportunities that could open up.
Often, the best decisions come from changing the way that you think about problems, and examining them from different viewpoints.
"Six Thinking Hats" can help you to look at problems from different perspectives, but one at a time, to avoid confusion from too many angles crowding your thinking.
It's also a powerful decision-checking technique in group situations, as everyone explores the situation from each perspective at the same time.
It forces you to move outside your habitual thinking style, and to look at things from a number of different perspectives. This allows you to get a more rounded view of your situation.
You can often reach a successful solution or outcome from a rational, positive viewpoint, but it can also pay to consider a problem from other angles.
For example, you can look at it from an emotional, intuitive, creative or risk management viewpoint. Not considering these perspectives could lead you to underestimate people's resistance to your plans, fail to make creative leaps, or ignore the need for essential contingency plans.
During our Coaching Sessions, we explore how to use the Six Thinking Hats technique, and show an example of how it can work.
How to Use the Six Thinking Hats Model:
You can use Six Thinking Hats in meetings or on your own. In meetings, it has the benefit of preventing any confrontation that may happen when people with different thinking styles discuss a problem, because every perspective is valid.
Each "Thinking Hat" is a different style of thinking. These are explained below:
Most situations in school. business – and in life – are ambiguous and confusing. And confusion is the enemy of action. The brilliant yet amazing Six Action Shoes framework lets us identify different situations so that we can take control of them and respond in the most effective way possible. Following routines, reacting quickly, responding sensitively, surmounting obstacles, getting information, taking charge – there’s a shoe and an action mode for every situation you face. While people may be nature respond in one particular style – say, taking emergency action (orange shoe) rather than accumulating information (grey shoe) – the truly successful person with master all six action modes, learning to tailor action to the situation at hand. The Six Action Shoes allows you to think about an issue in order to choose or design a course of action.
The Shoe Metaphor Implies Action
It's not enough simply to set your daily work and self-care goals in My Wellness Journal. The single most important ingredient that will determine your success is ACTION. Not all of us have a flair for taking action. Some of us are great at planning or thinking up ideas but when it comes to execution, we often fall short. The good news is everyone can learn how to develop a flair for action. And what better way to learn this than with shoes!
The skill of taking action is a two-step process:
Step 1: A desire to achieve a goal or objective and knowing what action is required to get there.
Step 2: Taking action to achieve it.
Now Get Ready to Slip on Your Action Shoes to Make it Happen:
Six Action Shoes identifies various styles to help us choose the best course of action in a variety of situations. It also demonstrates ways to effectively deal with hindrances that arise as we work towards our goals. We’ve just been a little creative when it comes to the shoe type:
1. NAVY FORMAL SHOES – OR NAVY COURT SHOES
Navy formal shoes – or navy court shoes – suggest “routines, drills and formalities”. Routines release our brain from thinking and planning because we work within known patterns. At an organisational level, this could be a checklist or detailed procedure staff are required to follow to mitigate errors. If you look at a task or situation and know that it will require a routine, slip on your smart navy court shoes and execute that routine as perfectly as possible. In your personal life, this might include a morning routine such as exercise, stretching or meditation.
2. GREY SNEAKERS – OR BALLET FLATS
Grey sneakers – or ballet flats – are all about gathering and applying information. The purpose of collecting information is to clarify things in your mind. This forms a vital step towards future action. Some situations and tasks that might call for your ballet flats include interviewing a candidate for a job, deciding on buying a new car or writing a research paper. You can wear your ballet flats in combination with your blue court shoes, slipping one set off and the others on. For example, let’s assume you want to learn more about the benefits of meditation or a gluten free diet, so you read a book about them. This information gives you a new perspective that helps you decide to commit to the routine of meditation or a gluten free lifestyle.
3. BROWN BROGUES – OR WEDGES
Brown Brogues – or wedges – emphasise practicality and pragmatism with a combination of good values, good sense and good principles. It requires us to assess the situation and act on our own initiative. These are situations where initiative based on your values determines your action. For example, think about when someone cuts you off in traffic, or a work colleague is consistently rude and interrupts you, or you’ve just seen a climate change documentary and feel drawn to act. The actions you take in these circumstances are determined by your assessment of the situation and your personal principles.
4. ORANGE GUMBOOTS
Orange Gumboots highlight when action needs to be taken as a result of a crisis, emergency or danger. The action is focussed on dealing with the emergency and rectifying the situation. This could include danger to human life where events unfold quickly and the situation is unpredictable and volatile. Getting the situation under control is the first priority. These are not normal everyday shoes. But sometimes life throws challenges at us that require exemplary courage. Emotions are heavily activated so courage and leadership is needed both in making decisions and taking action.
5. PINK SLIPPERS (THIS ONE WE CAN AGREE WITH!)
Pink slippers (this one we can agree with!) suggest tenderness, help and care. It’s an action style focussed on service because people matter. By having an understanding of the situation and the values of the person or people concerned, you’re in a position to care both for yourself and others. Sometimes pink slipper action requires you to just listen. For example, you’ve been devastated by some recent news or you need to deliver the news that an employee is to be made redundant. Circumstances like these call for sensitivity, softness and respect.
6. PURPLE RIDING BOOTS – OR KNEE-HIGHS
Purple Riding Boots – or knee-highs – suggest style and authority. In this role, your actions may not be liked by everyone but your behaviour is guided by what’s expected from the role. (Individuals in uniform are a good example this action style). When you’ve got your knee-highs on, you sometimes need to draw clear boundaries that you’re acting in an official capacity. If you are in a leadership role, this might mean that you might have to deal with individual poor performance issues. These aren’t always easy situations to deal with.
Each circumstance will call for any one or a number of action shoes to slip into. When we have an understanding of the style of action a situation needs, we have a guide for our behaviour and are able to create more effective personal and professional relationships.
We are bombarded by information in our daily lives. We don’t always look out for the information we need, examine it all or give specific pieces of information the amount of attention or weight they deserve. This book gives you six ways of looking at the world, frames to look through, to collect, weigh, and use information more intelligently. The shapes are mnemonics.
TRIANGLE - PURPOSE
Consider where to look AND Where to direct the arrow of your attention.
The triangle is made up of points, meaning that there is a point to our search for information.
Generally speaking we can find information by accident, noticing the details we are drawn to, or under direction as in when looking for the answer to specific questions. For example, we can walk down a supermarket aisle and have our eye drawn to bright colours or unusual packaging, or we can choose to direct our attention towards particular products or prices.
When using the triangle frame, we should ask our selves what information we are looking for, where we are looking for it and why we need to know.
CIRCLE - ACCURACY
Evaluate how close to the bullseye on archery target the data might be.
The circle is in the shape of a target, emphasising our need for information to be ‘on target’
We make a lot of assumptions about the accuracy and validity of information, especially when from supposedly credible sources. We should check our facts, and challenge our assumptions regularly. Partial or uncertain information can be gathered, but it should be recognised along with its level of uncertainty.
SQUARE - POINT OF VIEW
remember that every issue could have different sides, like a building or table facing north/south/east/west
A square consists of different, but equal sides. Using the square frame, multiple points of view are treated with equal importance. By adopting a number of points of view systematically, we can explore a problem more comprehensively, hopefully reducing the perceptual bias of considering only a single view.
HEART - INTEREST
Ask whether the topic speaks to you personally or emotionally and why.
The heart is symbolises attraction, and is used as the frame for recognising what information we are attracted to, and interested in. Sources of interest include surprise, new information, credible or authoritative information, implied knowledge.
DIAMOND - VALUE
Judge the importance, monetary or otherwise, of information as if it’s diamonds, gold, or jewels.
Diamonds are a symbol of value. Using the diamond frame, we will identify the value of information e.g. what are we going to do with this knowledge.
Information can demonstrate value by satisfying a need, answering a question, confirming a fact, stating the opposite of a previously held opinion, or just by being interesting.
RECTANGLE - OUTCOME
Decide what the upshot is and present it on a slab or stage to yourself and others.
The slab is in the shape of a platform upon which we put our final conclusions. A bit like the table we would lay our cards on. Using this summary frame, a group would check the following:
What do we know?
What is important to know?
What do we need to do next?
Are we all agreed?
Using a technique like the SIx Frames, along with appropriate supporting techniques, can be a great way to systematically direct our attention across a large volume of information before we choose how to frame our problem and move forwards. Understanding why we are solving, who stands to benefit, what is important, what we know and what we don’t know can give a rich understanding of the problem space.
The best-known and widely used team-based creative problem solving and creative thinking technique is brainstorming.
One major reason why brainstorming is useful is that it helps to free us from 'fixed ideas':
→ Creative Problem Solving
→ Turn Problems to Opportunities
Three Parts of the Brainstorming Session:
1. Problem identification
2. Idea generation
3. Idea selection and evaluation
Understanding Right / Left Brain Functions:
The RIGHT side of the brain controls your creative, visual, spatial concepts.
The LEFT side of the brain controls your logical, mathematical judgmental, analytical activities... More
As evaluation and judgment get in the way of creativity, divide your time between these two types of activity.
In a brainstorming session, suspend judgment – your left brain activity – while you're coming up with ideas by using your right brain.
So, CREATE, CREATE, CREATE!!!
Then switch over and EVALUATE, EVALUATE, EVALUATE, to arrive at the best Option.
Creative problem solving is the mental process of creating a solution to aproblem. It is a special form of problem solving in which the solution is independently created rather than learned with assistance. Creative problem solving requires more than just knowledge and thinking.
CPS is a simple process that involves breaking down a problem to understand it,generating ideas to solve the problem and evaluating those ideas to find the mosteffective solutions. Highly creative people tend to follow this process in their heads, without thinking about it.
CPS is a proven method for approaching aproblem or a challenge in an imaginative and innovative way. It's a process that helps you redefine the problems and opportunities you face, come up with new, innovative responses and solutions, and then take action.
7 Ways to Improve Your Creative Problem-Solving Skills.
We all have the potential to be creative, but what most people do not realize however is that our ability to solve problems creatively, whether applied to product development, business models, brand strategy, positioning platforms or creative executions, is significantly limited by a series of natural mental biases. The way we think and the mental patterns we use to select, process and analyze information can act as barriers and hold back our creative potential.
Some of the most common biases are:
1. The confirmation bias: The tendency to search for or interpret information in a way that confirms one’s preconceptions. In addition, individuals may discredit information that does not support their views.
2. The self-serving bias: The tendency to claim more responsibility for successes than failures. It may also manifest itself as a tendency for people to evaluate ambiguous information in a way beneficial to their interests.
3. The belief bias: When one’s evaluation of the logical strength of an argument is biased by their belief in the truth or falsity of the conclusion.
4. Framing: Using a too-narrow approach and description of the situation or issue.
So what can we do to overcome those biases and boost our creative problem skills?
Swot analysis involves the collection and portrayal of information about internal and external factors which have, or may have, an impact on business.
SWOT is a framework that allows managers to synthesize insights obtained from an internal analysis of the company’s strengths and weaknesses with those from an analysis of external opportunities and threats.
SWOT is an acronym which stands for:
Strengths: factors that give an edge for the company over its competitors.
Weaknesses: factors that can be harmful if used against the firm by its competitors.
Opportunities: favorable situations which can bring a competitive advantage.
Threats: unfavorable situations which can negatively affect the business.
Swot tool has 5 key benefits:
We will coach you to transform it's limitations into Opportunities:
Each of the lessons in CoRT 1 is designed to encourage students to broaden their thinking.
In the thinking of both children and adults, the dominant fault is often the tendency to take too narrow a view. An example of this would be to take up an instant judgment position on an issue without examining all the factors involved, before you reach, or make a decision.
The lessons in CoRT 1 define attention areas into which thinking can be directed:
Looking for plus and minus points
Considering all factors
Aims and objectives
Taking other people's views into account.
By making the deliberate effort during the lessons to direct their thinking towards these areas, students can develop the habit of broadening their thinking.
Research has shown that the use of these lessons can have a considerable effect in increasing the number of aspects of a situation that are considered.
The first five lessons in CoRT 2 deal with five common thinking operations.
We begin by focusing on the subjects of deliberate attention, so that students can use them in an organised manner: asking specific questions and looking for specific answers.
The next five lessons deal with the overall organisation of thinking so that it can be used in a deliberate and productive manner.
The intention is to treat thinking as an organised operation rather than a discursive ramble in which one thing leads to another.
Some of the lessons in the second half refer to processes learned in CoRT 1 (BREADTH) but the lessons can still be used even if CoRT 1 has not been taught, by omitting references to it.
CoRT 3 deals with two-people situations.
The thinker is no longer looking directly at the subject matter but at someone elses thinking. The main area is that of argument, debate, conflict, opinion, etc.
These lessons provide ways of assessing evidence.
We also examine different strategies used to prove a point and the two main classes of error.
There are two practical procedures for helping to solve conflicts;
"Examine Both Sides (EBS)" and in the mapping operation called
"Agreement, Disagreement, Irrelevance (ADI)."
The aim of CoRT 3 is to encourage pupils to listen to what is being said and to assess its value.
We are also encouraged to adopt a constructive approach to resolving arguments.
It is too often assumed that creative ideas come only from inspiration and that there is nothing else that can be done about it.
This is a mistake. We all have the potential to be creative.
CoRT 4 covers the basic creative techniques, procedures and attitudes.
Creativity is treated as a normal part of thinking, involving processes that can be learned, practiced and applied in a deliberate manner.
Some of the processes are concerned with the escape from imprisoning ideas. Others are concerned with the provocation of new ideas.
We understand how "Problem definition" is an important part of creativity, as is the evaluation of "Suggested solutions".
Information and feeling underlie all thinking.
Thinking depends on information and is strongly influenced by feeling.
CoRT 5 deals with information processes, such as questions, clues, guessing, belief, ready-made opinions and the misuses of information.
We also deal with emotions and values and the part these play when dealing with information..
The aim of CoRT 5 is to encourage a definite awareness of these influences - not to change them.
The students are also trained to recognise what information they have, what they still require and how to use information.
The techniques used in each lesson are designed to develop detachment and observation.
In this set of ten lessons the structure takes the form of a framework.
The purpose of the framework is to divide the total thinking process into definite stages.
At each stage in the overall framework there is a definite thinking task to be carried out and a definite aim.
This method simplifies thinking by both removing complexity and confusion.
Without a framework everything tends to crowd in at once on the thinker, who tends to be overwhelmed by all the aspects of the situation. This can result in the thinker taking the easiest way out and useing a slogan, cliché or prejudice instead of thinking.
The stages suggested in the framework are very simple and straightforward.
At each stage the thinker concentrates on carrying out the task defined by that stage.
To make the stages of the framework memorable each of them has been given an initial letter.
These letters have been specially chosen so that they add up to a word that is catchy enough to be memorable.
This is simply a mnemonic device.
The total framework is called TEC-PISCO which stands for Target-Expand-Contract-Purpose-Input-Solutions-Choice-Operations.
The choice of letters has to some extent been dictated by the need for them to add up to a pronounceable word. For example "decision" might have been more appropriate than "choice."