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Methods Start
  • Clarify Challenge
    The aim is to clarify the assignment and define the goal, so as to ensure that the question is concise and well thought out.
    30 min
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    1. The workshop leader (or the principals) will now animate the group to pose questions related to the understanding of the assignment/question, without going into too much detail.
    2. Questions related to understanding are answered.
    3. Each group member is subsequently asked to summarise the assignment/question as he or she understands it at that moment, and to write down the keywords LEGIBLY, so that they can be read from afar.
    4. Stick these summaries to a flipchart poster, and let the authors read them aloud.
    5. Generally, any differences in terms of understanding and expression will become evident.
    6. The workshop leader will now encourage the group to ask free, open content-related questions concerning the assignment/question.
    7. This crucial phase of the workshop should be used to ask all present questions, to differentiate and clarify them. Are there any existing, helpful or undesirable limits to the assignment/question? Where are the existing freedoms within the assignment?
    8. Write down the questions legibly, so that they can be read from afar, and stick them to the flipchart poster.
    9. Verbalise each answer (depending on workshop leader/principle/group) and, if necessary, write them down legibly, so that they can be read from afar, and stick them to the flipchart poster.
    10. Once the workshop leader has answered all the questions concerning the assignment/question, a poster with all the remarks, including any required additions, is created and displayed in a spot in the room that is visible to everyone.

    It depends on the attitude and vibe within the group. The best foundation for success is to nurture curiosity and openness to all questions, even if they appear silly.

  • Context Mapping
    The priorities for context mapping are to sensitise the participants to a specific topic, the use of tools, such as interviews, collages etc, and the finding of novel approaches to solutions.
    180 min
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    Use these tools to make your participants’ experiences visible. You can, for example, use cultural probes or interview and collage techniques. Discuss the results and immediately enquire about the context, if something is not understood.

    Document and analyse all the insights you have gathered. Share the results with your team. Primarily, it is not about describing a specific state or opinion, but rather about using the process to generate valuable problem-solving hints. Specific inputs are often decisively relevant.

    Since this method is an open process, which results in you developing something in collaboration with others, you can vary your approach. The result depends on the preparation and the setting. You are an expert in innovation, design and communication. Other participants are experts in terms of their own experiences. The aim is to explore them and to develop empathy.

    Sensitising the other participants is essential, in order to realise this. They need to become aware of their special expert role, and be conscious of what is essential to them in everyday life.

  • East-West Uploading
    This method is about making one aware of the knowledge. Ideally, this method should be applied in the classroom. The person who is sitting in the position furthest east starts a dialogue with the individual seated furthest west. They discuss their prior knowledge on a given topic. In a second step, the new knowledge is written down on a sheet of paper, and this way, they benefit mutually from one another’s know-how.
    30 min
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    Duration of discussion: Three minutes

    Duration of note-taking: Two minutes

    All you need for this method is a pen and paper; alternatively, you can take notes on a flipchart.

    Online: make sure there are private meeting rooms, or alternatively moderate the plenum talk in a way that the dialogs are possible.

  • Miscellanous
    Choose this activity if you don't find a suitable method, and edit it in the time table.
    30 min
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  • Uploading: Idea poster
    Collect the prior knowledge, in order to visualise existing resources, or those still to be developed. Record existing ideas and open your mind to new concepts.
    30 min
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    1. Write down the prior knowledge, competencies, experience in connection with the assignment/question legibly on Post-its, and stick them on a wall.
    2. Sort and cluster the Post-its, transfer the results to a resource poster.
    3. Write down existing ideas, and ideas concerning the assignment/question that have been integrated into the workshop legibly on Post-its, and stick them on a wall.
    4. Sort and cluster Post-its, transfer the results to an idea poster.

    Prepare a room and the materials needed.

    Online: Make sure that there is a suitable online tool for the participants, e.g. en online whiteboard.

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Methods Opening 1
  • ABC Method II
    There is one page with a list of all the letters of the alphabet, once each. A term is given, for example, a topic (which must, of course be applicable to my goal). The next step is to write down as many related words as possible, in alphabetical order.
    30 min
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  • ABC-Method
    The ABC-Method can be used to gather knowledge of a group, by associating terms to a given theme. The reflection of personal experience can be used to gather ideas in big groups. The method is suitable to loosen up groups and getting to know each other.
    30 min
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    1. Form 2 (or more) groups.
    2. Start courier.
    1. Enough space.
    2. Position tables, or define start and goal respectively.
    3. Provide writing utensils for each group (start).
    4. Provide ABC-Cards for each group (goal).
  • Analogous Inspiration
    Analogous Inspiration is a creativity technique that emphasizes on the human-centered design and encourages to look in new places to draw inspiration for new solutions, stating that looking in the same places leads to the same answers.
    60 min
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    1. Explain to the participants which activities, behaviors, and emotions they have to investigate.
    2. Split the participants in groups.
    3. Vote and decide in your team on the site visits in order to observe and get inspired.
    4. Remember the participants; during your visit, have your ultimate desired state in mind and be open to any kind of inspiration.
    5. Document your observations.
    1. List the desired activities, behaviors, and emotions to be investigated on a large sheet of paper.
    2. Write down a setting or situation where you might observe this activity, behavior, or emotion next to each of the elements.
  • Analysing of gestures
    60 min
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    Warm up exercise: Participants walk through the room. At the word “stop” they must stop moving and hold their position. Now, all of the others must mimic the position of one participant. Please mimic the position exactly. Is the position of feet/fingers/legs/head identical?

    Main exercise: Participants are divided into groups of two or three. They are given a word and must discuss its emotional characteristics, (e.g. avalanche). Facing one another, and without speaking, the group has one minute to find a gesture that represents the term. They must repeat the gesture until they are synchronised.

    Afterwards, the group is asked to present their gesture. Now, everyone else is asked to copy the gesture until the entire group can perform it synchronously. The next step is to ask participants who were not in the group, to describe the gesture (e.g. rolling, swift, helpless, etc). The moderator takes notes. Afterwards, the members of the group are asked to explain what they actually meant with their gesture. This is noted as well.

    Now a new term is chosen.

    Find a place where the exercises can be performed, unobserved by spectators. Create adequate space for the participants to move freely and engage with each other.

  • Assumption Busting
    Assumption Busting is a brainstorming and questioning technique that identifies and challenges conventional assumptions and consequently eliminates them if they are obstacles to optimal solution.
    30 min
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    1. Topic: Explain the participants which Problem or Situation you want to work on.
    2. Gather data: Ask the participants to ask for the who, what, when, where, why, and how. Make a list of everything you know, think and feel about the situation. These are your assumptions.
    3. Deepen: Pick an assumption and make a list of assumptions about the assumption.
    4. Bust Assumptions: Choose one of the deepened assumptions and reverse it. Restate it in its opposite form.
    5. What if? Now take this reversed statement and use the stem "What if?" and make a list of questions that make this reversed statement more true or that expand your understanding of the assumption.
    6. Results: Show the results to the other participants.
    1. Where do you feel stuck? Identify a problem or situation on which you want to work.
  • Brainstorming
    Brainstorming is presumably one of the most well-known methods of finding creative ideas.
    30 min
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    Find a topic or question.

    Introduce participants to the topic.

    Set deadlines.

  • Catchword-Method
    Quantity over Quality; let your thoughts free. Who can make as many associations as possible to a term (catchword) within a limited amount of time.
    30 min
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    1. Explain the method to the participants and mention the idea of quantity.
    2. Name a catchword and stop the time.
    3. The participant with the most terms should share them with the group.
    4. Repeat the exercise 3-5 times using different catchwords.
    1. Choose 3-5 catchwords that fit to the topic of the workshop.
    2. Make sure to have a timer, or similar, ready.
  • Cognitive maps
    There are many different ways to use cognitive maps. However, a three-dimensional room is best suited for mental representation. That is why they are used when planning and designing showrooms, presenting a brand lands or tourist facilities. People find it easier to navigate with the help of axes, landmarks and so forth. Short, clear messages tend to work much better to create a mental image than multiple information signs.
    180 min
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    Be sure to remind your participants to create a two or three-dimensional geographical representation. The size of the territories, the positions of borders and the creation of connections, via streets or rivers, is of great significance. It also provides insights into the emotional world, routines and hierarchies. Also pay attention to the way in which participants approach the sketch, and how it emerges.

    Discuss the results with the participants and look for the simplifications, distortions, shared elements, and so forth. Where do new roads appear, where are the borders, focal points, tourist attractions and peculiarities?

    Give your participants a topic to work on. For example, let them create the maps individually, to explore the expectations of potential users. You can also visualise specific topics, or the self-conception of groups that interact with each other within an organisation, by having separate teams create the maps.

  • Disruptive Images
    Disruptive images break with conceptions and resemble surrealism. They kindle innovative spirit.
    30 min
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    Find topic-related pictures.

  • Future workshop and Dragon Dreaming
    The future workshop serves to sketch the future in various scenarios. The aim is for the group to find a solution together.
    180 min
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    The success of this method is determined by good preparation on the part of the moderator. It should be planned specifically, to suit to the target group.

    Online: make sure a suitable online whiteboard is available.

  • Hidden Faces
    Sometimes artists draw pictures with double meanings. Many of these are hidden faces, but some have just a hidden or changing content. In German one refers to these pictures as "Vexierbilder". You need mental flexibility to unravel these pictures and they inspire you to see things from a different perspective.
    30 min
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    1. Explain to the participants that the "Vexierbilder" help them to see things differently and that they stimulate the process of creative thinking.
    2. Present the pictures and let the participants discover the hidden.
    3. In an additional step ask the participants to consciously switch between the hidden pictures.
    1. Look for pictures with hidden faces. Makes sure they are not too common.
    2. Print the pictures on cards or prepare a presentation on your computer.
  • Improvisation
    Improvisation is a creativity technique that helps generating new ideas and concepts. It allows the participants to create something together without even knowing each other.
    30 min
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    1. Split the participants into 2 teams. One of them acting, the others giving inputs and collecting ideas.
    2. Give the acting team a couple of roles and inputs for the start.
    3. After the input team can write terms on a visible board to change the direction of the play.
    4. The input team should also note down the ideas that are created from the actors.
    5. Discuss the ideas created in a plenum.
    1. Think about the topic of your workshop.
    2. What setting could be useful to start with? Think about roles for the actors to start with.
  • Photo story
    Create three series of pictures related to the topic, each with five images. The pictures chosen should depict the topic as contrarily as possible, in order to permit a broad perspective on the matter. Project the picture-series – each image should be displayed for a few seconds. At the same time, each person writes down three terms that come to mind when viewing each picture. The exercise is repeated two or three times. After the slideshow, each person picks three of their terms, and creates a sentence with them. The sentences are then read out in the group.
    30 min
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  • Quotation Exercise
    A proverb is a simple and short sentence, popularly known and repeated, that is based on practical experience. Wisdom coming from proverbs or common sayings are fun and inspire.
    60 min
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    1. Place all the cards with the proverbs on a table or on the floor.
    2. Ask the participants to read the sayings and to choose the one that appeals to them the most.
    3. Each participant should read their saying out lout and argue why they choose this particular one.
    1. Choose a topic for the proverbs that matches with your workshop, e.g. creativity, innovation.
    2. Search for at least as many proverbs as there are participants.
    3. Print one proverb on one paper or card.

    Online: Prepare a suitable presentation that can be shared with all participants.

  • Space Explorer
    Simple interaction. Prepare the room and use it to its full potential by silent and mindful exploring of space and team spirit.
    60 min
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    1. Introduce the method.
    2. Ask the participants to spread out in the room and to let it sink in.
    3. Invite the participants to walk around.
    4. Challenge them to stand still in front of each other for a few seconds before continuing to walk about.
    5. In the end the room can be adjusted as wished, e.g. move furniture that is disturbing.
    1. Prepare the room (air the room e.t.c.)
  • Taboo-Method
    Break the ice by playing taboo and get stimulated by adapting the words to the topic of your workshop. A fun way to get inspiration and introduce the participants to the topic.
    30 min
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    1. Split the participants into 2 teams.
    2. Ask the first group to choose one player to explain the word.
    3. First player picks a card (without seeing what is written on it)
    4. First team to guess the word gets a point.
    5. Now a player from the winning team gets to explain the word.
    6. Play as many rounds as you wish to.
    1. Prepare cards with words that fit the topic.
Es sind keine Methoden vorhanden.

Ändere oben rechts den Filter, oder füge Methoden für diese Workshop-Phase hinzu.
Methods Opening 2
  • 6(x) -3-5 Method
    The 6(x)-3-5 method is a brain-writing technique that generates and develops ideas by asking six (more or less) participants to write, within five minutes, three ideas on separate cards. These cards are then passed along to other participants for further refinement or additional ideas.
    30 min
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    1. Every participant writes the problem statement at the top of a blank 6(x)-3-5 worksheet (word for word from an agreed problem definition).
    2. They then write 3 ideas, on the top row of the worksheet in a complete and concise sentence (6-10 words).
    3. After five minutes the worksheets are passed on to the next person upon which each participant writes down another 3 ideas, that add on to the previous ideas or suggest improvements.
    4. The process continues until the worksheet is completed resulting into a total of 108 ideas on the 6 worksheets.
    1. All participants are required to share a deep background knowledge on the topic of the session.
    2. It is of advantage that through a preliminary discussion, the group focuses on identifying the problem to be solved or the aim to be pursued. This can either occur through as independent initiative of the group or guided by the supervisor.

    Online: prepare a solution to rotate questions so that several people can work on them (mail, drive, online forms...)

  • CATWOE
    CATWO, which is the acronym for Clients, Actors, Weltanschauung, Owners, and Environment, is a simple checklist that stimulates thinking concerning problems and solutions. This method enables to take a 360-degree look around a situation by observing these aspects and understanding their interrelation to each other, considering where the emphasis lies and potentially detect any involved risks.
    60 min
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    1. Comment on the problem or Solution. The participants should think about it in the following 6 aspects (In groups or individually):
    2. Customers: Who receives the outcome of this process: is it beneficial to them or an endangerment?
    3. Actors: In this scenario, try to determine the person who has an active role and is responsible for the activities being carried out, while considering participates and those who should be informed.
    4. Transformation Process: List the series of actions or activities that should take place to transforms the inputs into the outputs.
    5. Weltanschauung: Consider the system of beliefs or values that are involved.
    6. Owners: Identify the people who have the power to stop this goal being realized or this problem coming to a solution.
    7. Environmental Restraints: List the influences from the environment that will have an impact on the situation (e.g. regulatory affairs, resources limitations, ethical issues, etc.)
    1. Define a problem or solution you want to work on.

    Online: Make sure that people can discuss in small groups online..

  • Creative Prototype
    Generating ideas through creative prototyping or also known as Rapid-Prototyping, allows free experimentation and creation of a product. To work with your hands means to understand. The goal is to create a simulation of an end product at an early stage, in order to gain better understanding of the object.
    180 min
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    1. Introduce the participants to the method and motivate them to feel free in the creation of their designs.
    2. Working phase. Creation of prototypes.
    3. Participants introduce their prototypes to the group.
    4. Prototypes are discussed in the group, and can be tested accordingly.
    5. If applicable the prototypes can be further developed or be on display.
    1. Think about the material you need to create the prototypes, e.g. modelling clay, aluminium foil, cardboard etc.
    2. Organize enough material and tools to work on the prototypes, e.g. scissors, cutter, hot glue, string, pencils etc.
    3. If necessary organize cutting mats or cover material for the protection of your working environment.
  • Crowdsourcing
    Crowdsourcing is about addressing a large group of people and gathering knowledge that brings different perspectives. By addressing a large crowd, a variety of ideas can be gathered, for many kind of problems.
    60 min
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    1. Think about the task or problem you want to be solved.
    2. Find a platform that is ideal for your project.
    3. List your project on a platform.
    4. Gather the inputs or even solutions you get.
    1. Think carefully about the proposition you want to put on a platform.
    2. Research about platforms that are ideal for your task.
  • Disney-Method
    The Disney Creativity Strategy model is based on the notion that any planning process involves the distinction and coordination of three stages or sub-processes: Dreamer: the person for whom all things are possible. Realist: the person who is pragmatic and sorts things out. Critic: the person who picks up on the bits that don't fit.
    60 min
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    1. Start with the dreamer's area, which means to create ideas enthusiastically without constraints.
    2. The best idea(s) will be transferred to the realist area and its implication will be tested against reality. Ideas that fail are returned to the dreamer for revision.
    3. Ideas from the realist area are criticized in this step.
    4. Ideas that pass the processes of reality and criticism are considered as final solutions.
    1. Prepare the Dreamer's area in a comfortable environment. It should include all the creativity tools you and your team might need.
    2. The Realist's area will be less comfortable and more practical. It should provide the Realist's with all the tools they need to fully analyze the ideas brought in from the creative area.
    3. Prepare the Critics area in a small, uncomfortable room, without chairs in order to put people on edge to speak their minds. Additionally, this environment should be uncomfortable enough that no one wants to stay long for complaining or hanging out.

    Online: one has possibly to accept that there are just three separate private online meeting roooms where people can sequentially enter and leave. It might be not possible to prepare them with some atmosphere.

  • Imagery Modelling
    During Imagery Modelling ideas are sculptured three-dimensionally, in a rudimentary fashion.
    180 min
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  • Lego Serious Play
    Lego Serious Play (LSP) is a playful approach that utilises Lego bricks for team building exercises, to discover ideas or solve problems. The aim is to form ideas with your hands, so as to better understand and internalise them.
    60 min
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    You can use this game for groups or for individuals. The ideal group size varies. In the following instructions, four to eight players are mentioned, and other instructions state that the game is for eight to twelve individuals. In either case, a moderator is required.

    In most cases the process can be divided into three phases:

    • Challenge
    • Building
    • Exchange

    Of course. there are numerous exercises and applications.

    The explanation below the link explains basics, implementation and specific applications concerning the use of Lego Serious Play by yourself or in a group. The system can be expanded or individualised once it has been understood.

    https://www.eveosblog.de/2016/05/31/lego-serious-play-anleitung-grundlagen-beispiele-uebungen/

    It is suitable for use during the association phase (Opening 2), in order to generate new ideas (question should still be somewhat unclear), and to help the participants to internalise the topic.

    Plenty of LEGO/DUPLO bricks, and also figures – base plates are practical, but not essential.

    LEGO sets are not the best option; loose bricks are more suitable for this task.

  • Megatrend
    What does the future look like? What changes will come with it? What are the new ideas and products that will come from it? Use Megatrends as an inspiration for new ideas.
    60 min
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    1. Introduce the participants to the topic of the megatrends.
    2. Let them have a look at the prepared factors of influence.
    3. Encourage the participants to write down Ideas inspired by the trends.
    4. Pin or stick the ideas on a wall. Annotation by participants is possible.
    1. Research the megatrends and choose some that fit the topic.
    2. Analyse or research the societal and technological influence of the respective trends.
    3. Visualise the trends on cards, a poster or on the computer.

    Online: make sure that the trends map can clearly be seen from all participants and that there is a way to collect thoughts to the single stations on the map.

  • Miscellanous (B)
    Choose this activity if you don't find a suitable method, and edit it in the time table.
    30 min
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  • Paradoxical Intervention
    Paradoxical Intervention describes behaviours that do not meet expectations. The paradox is contrasted by including other perspectives.
    180 min
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  • Schnitzelbank
    The group must prepare and perform a sketch, based on several terms and a given story. The story must rhyme, and the provided terms must be analogously integrated into the narrative, and relate to the topic. Each person must create at least one sentence with his or her word. Depending on the time, several rounds can be played.
    60 min
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  • Six Thinking Hats (6TH)
    The Thinking Hats is a role-play method, in which different perspectives are represented by six hats of different colors. When a participant is symbolically wearing a specific hat, they must seek to perceive the situation through the lens associated with that color. This method allows parallel thinking and shows how different aspects of one's personality can approach a problem differently.
    60 min
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    1. Choose a moderator to introduce the problem and present background information on the subject matter to the attendees.
    2. Instruct participants to break into groups and ask each group to select a color hat to begin with. An alternative approach is for the groups to all start out wearing the same hat and then move on to the other ones, in an order predetermined by the facilitator.
    3. Assign facilitators for each group, or ask participants to select their own facilitator. The role of facilitator is to guide a productive discussion.
    4. Move between groups to ensure that participants remain disciplined in their assigned perspectives and that the conversations are progressing according to the learning objectives.
    5. Following all their explorations under each colored hat, instruct the groups to collaboratively evaluate the outcomes of their process and establish action items to solidify the lessons learned.
    6. Each small group must identify a reporter to provide a summary of conclusions to the larger group.
    7. Summarize the results and communicate them for future reference if appropriate.
    1. Arrange the room to allow for conversation in small groups according to the number of participants.
    2. Write down and describe the characteristics/opinions of each colored hat in detail and post clearly visible reminders in the working space.

    Online: make sure that there are enough online sub-meetingrooms that groups can enter and leave.

  • Storytelling
    Storytelling helps you to better connect with novel and unknown ideas.
    180 min
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    Story steps

    1. Finding a topic: What makes the product/service unique, what is the central message and what mission/values are connected to it?

    2. Plot: Use the plot to capture everything that is associated with it, e.g. emotions, characters and so forth.

    3. Reduction: Choose and decide on the essential factors, to bring the story to the point.

    4. Dramaturgy: Utilise all the elements that make up a story. Plan the dramaturgical structure carefully and do not determine everything in the beginning. Allow for growth.

    5. Conclusion: Is there a happy ending? What mood does the story convey, and exactly how can it motivate us?

  • Survey
    The general idea is that two heads are better than one. Addressing the masses will yield results accordingly. A survey can help you to collect various ideas. This can be done verbally, in writing, online, and so forth. In addition, one could also create a selection, for example, what people like most and where there priorities lie.
    30 min
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    Based on the type of implementation, an online survey must be created, or a written version must be compiled. 

  • SWOT
    SWOT (Strengths, Weaknesses, Opportunities and Threats) is an analytical framework that can help organizations to face their greatest challenges and find the most promising new markets, fosters strategic planning and decision-making process.
    180 min
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    1. Designate moderator who has well-crafted listening and group process skills, someone who can keep things moving on the track.
    2. If your group is large, also designate a recorder to support the leader. Use a flipchart or a large board to record the analysis and discussion points.
    3. Introduce the SWOT method and its purpose in your organization. This can be as simple as asking, "Where are we, where can we go?"
    4. Depending on the nature of your group and the time available, let all participants introduce themselves. Then divide your stakeholders into smaller groups (3-10).
    5. Have each group designate a recorder, and provide each with newsprint or dry -erase board. Direct them to create a SWOT analysis in the format you choose-a chart, columns, a matrix, or even a page for each quality.
    6. Give the groups 20-30 minutes to brainstorm and fill out their own strengths, weakness, opportunities and threats chart for your program, initiative or effort. Encourage them not to rule out any ideas at this stage, or the next.
    7. Remind groups that the way to have a good idea is to have lots of ideas. Refinement can come later. In this way, the SWOT analysis also supports valuable discussion within your group or organization as you honestly assess.
    8. It helps to generate lots of comments about your organization and your program, and even to put them in multiple categories if that provokes thought.
    9. Once a list has been generated, it helps to refine it to the best 10 or fewer points so that the analysis can be truly helpful.
    10. Reconvene the group at the agreed-upon time to share results. Gather information from the groups, recording on the flipchart or board. Collect and organize the differing groups' ideas and perceptions.
    11. Proceed in S-W-O-T order, recording strengths first, weaknesses second, etc.
    12. Or you can begin by calling for the top priorities in each category -the strongest strength, most dangerous weakness, biggest opportunity, worst threat -and continue to work across each category.
    13. Ask one group at a time to report. You can vary which group begins the report so a certain group isn't always left "bringing up the end" and repeating points made by others.
    14. Or, you can open the floor to all groups for each category until all have contributed what they think is needed.
    15. Discuss and record the results. Depending on your time frame and purpose:
    16. Come to some consensus about the most important items in each category
    17. Relate the analysis to your vision, mission, and goals
    18. Translate the analysis to action plans and strategies
    19. If appropriate, prepare a written summary of the SWOT analysis to share with participants for continued use in planning and implementation.
    1. Prepare a small example of a SWOT analysis matrix
    2. Provide space to build and work in the sub groups
  • Tracing of social networks
    The applications of social network analyses are extremely diverse. In this way, it is possible to identify where there are knowledge bearers within an organisation, who have remained inconspicuous until now. We can also utilise communication more efficiently if we know how frequently who communicates with whom, and who exerts influence over others. It is one way in which the dissemination of innovations can be channelled via a specific group of people.
    30 min
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    Give the participants ten to fifteen minutes to think about the core functions of their model, and another twenty to thirty minutes to create it. Afterwards, allow the participants some time to reflect on their creation. Thereafter, everyone meets to present their models and clarify the underlying assumptions, ideas and also their intentions.

    We must accurately define and demarcate the network, before we begin with this type of analysis. The data is collected by means of different survey procedures (e.g. recommendation, name generators).  In smaller groups, this can be done, simply by questioning and observation. There are now also online tools available for more complex data collection.

    For analysis and presentation, sociograms are often created; these depict individuals as nodes and relationships as lines. Representation via a matrix is another option. 

  • What do you see?
    Create a solution based on a drawing created by another team member.
    60 min
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    Once the keywords have been selected, the participants must create a drawing (max. fifteen minutes), for example, via the ABC Method.

    In the next step, the participants hand their drawings to the person sitting beside them.

    Afterwards, participants are asked to write down descriptions of the drawing (max. ten minutes).

    In the end, the drawing is passed on once more, and the participants must attempt to explain the solution to each other (five minutes to read it, and fifteen minutes to describe it).

    Pens

    Attached template

  • World Café
    The World Café is a creativity process method, which facilitates collaborative dialogue and the sharing of knowledge and ideas to create a living network of conversation and action. This method offers a practical way to enhance the human capacity for collaborative thought and generating ideas in an organizational or social design process.
    60 min
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    1. The moderator gives a warm welcome and begins with introducing the World Café process, setting the context, sharing the Cafe Etiquette, and putting participants at ease.
    2. Seat four (max. 5) people at small Café-style tables or in conversation clusters.
    3. Set up progressive (min. 3) rounds of conversation, approximately 15-20 minutes each.
    4. Engage questions or issues that genuinely matter to your life, work, or community.
    5. Encourage participants to write, doodle and draw key ideas on their tablecloths (and/ or note key ideas on large index cards or placemats in the center of the table).
    6. Upon completing the initial round of conversation, you may ask one person to remain at the table as a "table host" for the next round, while the others serve as travelers or "ambassadors of meaning." The travelers carry key ideas, themes and questions into their new conversations, while the table host welcomes the new set of travelers.
    7. By providing opportunities for people to move in several rounds of conversation, ideas, questions, and themes begin to link and connect. At the end of the second or third round, all of the tables or conversation clusters in the room will be cross-pollinated with insights from prior conversations.
    8. In the last round of conversation, people can return to their first table to synthesize their discoveries, or they may continue traveling to new tables.
    9. You may use the same question for one or more rounds of conversation, or you may pose different questions in each round to build on and help deepen the exploration.
    10. After at least three rounds of conversation, initiate a period of sharing discoveries and insights in a whole group conversation. It is in these town meeting-style conversations that patterns can be identified, collective knowledge grows, and possibilities for action emerge.
    1. Choose café facilitator beforehand.
    2. Decide on the purpose and focus of the Café conversation (core Topic)
    3. Create a comfortable environment; similar like in a Café, i.e. small round tables covered with a checkered tablecloth, butcher block paper, colored pens, a vase of flowers, and optional "talking stick" item. There should be four chairs at each table.
    4. Prepare questions for discussions.

    Online: prepare private online sub-meeting rooms for groups of participants.

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Methods Turnaround
  • Balance Boards
    Balance boards can be used for mechanical pivot point exercises at the turning point.
    60 min
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    The participants are in groups of two to four people.

    An instructor demonstrates various exercises on the balance boards.

    Each participant is welcome to come up with their own exercises as well.

    Supply approximately one balance board for two to four people.

  • Breathing exercise
    One concentrates on breathing, while stretching at the same time.
    30 min
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    Group size (+)
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    The moderator should speak gently and clearly, but not in a voice that suggests relaxation, since relaxation should be achieved through the breathing exercise and not through the voice of a third person.

    You should write down the sequence.

  • Creative guessing
    For this method, there are two opposing groups. Taking turns, one member of one team draws a card, which has something written on it. The card says whether the term must be drawn or mimed. Both groups can guess what term is being described or depicted. The group who guesses the term correctly gets one point. Neither group receives a point if nobody is able to guess the term within sixty seconds.
    30 min
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    1. Divide the participants into two groups.

    2. Start the first round.

    1. Write terms on the cards, one per participant.

    2. On the card, state whether the word must be drawn or mimed.

    3. Fold the card.

  • Dog's Dinner
    Everyone sits around the table, dressed up and under time pressure, and tries to open a bar of additionally wrapped chocolate with cutlery.
    30 min
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    All of the participants are seated around a table. Explain the game. The first person rolls the dice and passes it on immediately. The first person to roll a six puts on all the gear and starts to unwrap the chocolate. The game is over once the chocolate has been eaten entirely. There is no winner. Alternatively, the person who ate most of the chocolate could be named the winner.

    The game serves to break the ice and provide a little fun.

    Buy the chocolate and wrap it.

    Provide the scarf, sunglasses/ski goggles, gloves, hat and dice.

  • Floating nails
    How can you stack several nails on the head of a nail that has been hammered in?
    30 min
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    Option 1 (Sets are ready made):

    Hand out the sets, explain the task, and provide a timeframe of ten to fifteen minutes, depending on the number of participants and the type of arrangement (individuals, pairs, teams).

    Option 2 (Set still to be prepared):

    Hand out the materials (wood, saws, hammers, nails, protective goggles) depending on the number of testers and type of arrangement (individuals, pairs, teams). Provide safety instructions and permit ten to fifteen minutes for the exercise, once the board has been assembled.

    Be sure to provide enough sets for all the participants.

    Ready-made sets can be purchased.

    Depending on the target group, it can be useful to let people tackle this task in pairs, or as a group. Another option is to let the participants create the set from scratch, e.g., let them cut the wood, hammer-in the nail, and so forth.

  • Miscellanous (D)
    Choose this activity if you don't find a suitable method, and edit it in the time table.
    30 min
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  • Opposite Method
    This method is applied as a turning point. The Opposite Method requires participants to do the opposite of what they were doing in the previous exercise.
    60 min
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    The Opposite Method does not require any preparation. However, it is essential that participants are motivated to engage in a new topic. The turning point is an excellent opportunity for unacquainted workshop participants to get to know each other, and it also gives them a chance to learn about the other participants' skills and knowledge.

    No preparations are needed

  • Pictionary
    Pictionary is a quiz. It promotes creative drawing and expansion of vocabulary.
    30 min
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    Equal-sized groups are formed. Each group selects a speaker, who is permitted to shout out the terms, while another person in each group is responsible for drawing the randomly drawn terms. The groups take turns to play.

    The winner is the group with the most correct guesses.

    A blackboard/whiteboard and several different coloured chalks/markers are required. Beforehand, a referee must define the number of groups and a corresponding number of the terms to be drawn, which must be written on individual cards.

  • Speculative games
    Puzzle game as an icebreaker
    30 min
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    Provide playing cards, dice or something similar.

  • Super Saiyan Method
    The participants must count as far as possible, with their eyes closed. No number may be mentioned twice, and only one person is allowed to say each number. If more than one person says a number, the game is over, and you must start at the beginning once again. You play the game as long as the participants are still motivated and the listeners are still enjoying it.
    30 min
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    The participants must have their eyes closed during the exercise; visual cues are not permitted.

    The game can also be played as a challenge. The rules are as follows: Two or more groups are created, and each group counts once. The group that manages to count highest is awarded a point. The group with the most points at the end wins. Advice: Points should only be awarded if the count exceeds 3. Granting points for counts of 1 or 2 makes little sense.

    No preparation is necessary.

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Methods Closing 1
  • Fishbone Diagram
    Fishbone Diagram is a visualization tool for categorizing the potential causes of a problem in order to identify its root causes. In this diagram, the fish head represents the main problem and the fish bones are the potential causes of the problem that are usually derived from brainstorming sessions or research.
    60 min
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    1. Sketch the diagram. Identify the outcome or effect to be analyzed.
    2. Use a chart pack positioned visible for everyone, draw a horizontal arrow pointing to the right (spine) and create the effect box (brief description of the outcome).
    3. Identify the main causes contributing to the effect being studied and connect them with the spine using a diagonal line to form a branch.
    4. For each major factor, identify other specific factors, which may be the causes of the effect (sub-causes).
    5. Evaluate the selected causes for rightness, identify increasingly more detailed levels of causes and continue classifying them under similar categories. You can do this by asking a series of why questions.
    6. Analyze the diagram and develop the causes until you have extended an appropriate level of details in order to examine a change and measure its effects.
    1. Flower-Method
      The flower-method can be used to develop an idea further and to combine it with other ideas. A best possible outcome can be achieved with 10-12 participants. The method is a visual reflection of: what, who, how and when is needed.
      60 min
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      1. Hand out the circles.
      2. Write down the answers.
      3. Present the ideas within the group.
      4. Plenum.
      1. Wall with enough space.
      2. Cut enough big and small circles.
      3. Provide writing utensils and adhesive tape.

      Online: make sure there is a way that people can collect ideas for the aspects "who, where, when, how". E.g. use a digital whiteboard or prepare documents to share.

    2. Goal Directed Visual Context Scenarios
      The method of "Goal Directed Visual Context Scenarios" for innovation management is derived from the Goal Directed Design Process and blended with Requirements Engineering techniques. In Goal Directed Design user goals inform or direct all design decisions regarding a future product, service or process. A goal is a final purpose or aim, an objective driven by a need. Future users with their needs, goals and their motivation are described with the use of "personas". Personas are not real people, but they represent them throughout the design process. They are hypothetical archetypes of actual or possible users. Although they are imaginary, they are defined with significant rigor and precision.
      180 min
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      1. Gather the workshop participants and split them into teams of 3-8 members.
      2. Divide the pool of ideas into 2-3 ideas for each team. One idea is processed, the remaining are for backup (Duration: 5 min)
      3. Each team runs a workshop to work out scenarios for each idea (Duration: 70 min per idea)
      4. First, the skeleton of one scenario is created: (Duration 25 min)
      5. Intended users, their goals and the general context are identified
      6. Second, the user goals are functionally decomposed into tasks to achieve them. The tasks are written down on post-its and pinned to the bulletin board in the right sequence
      7. Step a and b are iterated, such that goal, persona and scenario, result in a meaningful sequence. This skeleton-scenario must show, if the idea has the potential to result in a valuable, usable and feasible product, service or process. If this is not the case, the idea is skipped and the next one is chosen.
      8. If the skeleton is fine, adequate visuals for the persona and the context information of each task are created by hand drawings, by researching on the Internet or by taking pictures. These pictures are pinned around the tasks. (Duration: 10 min)
      9. The scenarios are fully walked through and the underlying idea is judged on this basis: (Duration: 10 min)
      10. Do the goal, persona and scenario still result in a meaningful sequence?
      11. Are there any possibilities to achieve the goal easier? E.g. by skipping steps or tasks or by assuming other solutions?
      12. Does the solution fit to the persona as well as to the context?
      13. The resulting scenarios are explained to and discussed in a plenum. (Duration: 10 min)
      1. Lotus Blossom Technique
        The Lotus Blossom technique is designed for groups and is used to provide a more in-depth look at various solutions to problems. It begins with a central core idea surrounded by eight empty boxes or circles. Using brainstorming, eight additional ideas (solutions or issues) are written in these boxes.
        60 min
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        1. The facilitator works with the group to articulate and document the central idea or concept to be explored. This is written, usually on a large flip-chart paper for the entire group to see.
        2. The group 'brainstorms' up to eight significant characteristics or attributes of the topic under discussion. These are 'sub-ideas' which are to be explored later. This original diagram becomes the original 'Lotus Blossom' diagram. Each of the sub-ideas are 'seeds' for more Lotus Blossoms.
        3. Each sub-idea seed becomes the central idea for a new Lotus Blossom diagram. This process is repeated for each of the original sub-ideas.
        4. Once all the Lotus Blossom diagrams have been created, they can be used as an agenda and topics for further discussions or analysis.
        5. Create a template on a computer or draw a Lotus Blossom diagram on a wall chart.
        6. If Ideas have been collected in a previous step, they can be collected on Post It's and stuck onto the template to be further developed.
        1. Miscellanous (C)
          Choose this activity if you don't find a suitable method, and edit it in the time table.
          30 min
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        2. Morphological box
          The morphological box is a creativity technique. In this method, the development of ideas is made possible with a systematic approach of constructing a multidimensional matrix.
          180 min
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          1. Explain the participants the problem that is going to be covered in the Workshop. It will serve as a header for the Morphological Box.
          2. Higher-level parameters are allocated to the subordinate aspects, and entered in the first column of the matrix. For reasons of complexity, there should be no more than seven features selected. These should be as independent of one another as possible, and must be applicable to all possible solution variants relevant to the problem in its entirety. This step is the crucial one, and it may be supported by the use of other creativity techniques like mind-mapping.
          3. For each parameter, possible attributes are now determined and entered in the matrix cells to the right of the associated feature. If at this stage the features give rise to too many attributes, so that the scheme becomes unmanageable, it is possible to reduce the undue complexity of the situation by breaking it down into sub-matrices.
          4. The participants should establish possible combinations. Each possible combination of individual attributes represents a solution, which is linked with a line on the matrix.
          5. Evaluation of the alternatives and selection of a solution. The possibilities can be discussed and analyzed in a plenum. An evaluation can also take place in the selection phase.
          1. Define the problem that has to be analyzed.
          2. In case the parameters and values are not established during the workshop, they have to be defined ahead of the workshop.

          Online: make sure that there are enough picutres of tables, which show new combinations to explore. You may use Excels saved as PDF, or fotografed paintings etc.

        3. Repertory grid
          The repertory grid provides insight into the way people evaluate different things. It can be applied to products and expectations, as well as to perceptions of people and their roles. Two or three elements are chosen and weighed up against each other. This way, the preferences of an individual can be evaluated by different variables.
          180 min
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          1. The survey of constructs:

          • Groups of three are formed to record the commonalities and differences in the hidden constructs (TRIAD Method).
          • Commonalities are referred to as ‘Construct poles’, while differences are called ‘Contrast poles’.
          • Testers should find two commonalities and one difference.
          • The exercise continues until they are unable to name any new constructs.

          2. The rating

          • In the end, a tester evaluates all the elements, according to a rating scale, based on all the constructs that have been surveyed.

          3. The evaluation

          • One can use the qualitative approach, for example, the content, contingency or equivalence analysis clarifies how frequently categories correlate with or exclude each other.
          • The grid also permits quantitative evaluation (among others, principal component analysis or cluster analysis).

          How do I utilise the repertory grid?

          Choice of testers:

          The selection of testers is based on their familiarity with the elements, the topic and the questions.

          Choice of elements:

          • They must be known to the testers.
          • They must be comparable to each other.
          • They must mean something to the testers.
          • They must open up a broad spectrum of differences.

          The number of elements should range from six to twenty-five, to ensure that the exercise is not too complex, but that the results are still representative.

        4. SCAMPER
          The SCAMPER technique is a creativity tool based on the philosophy that everything new is a modification of an idea that already exists. In this method a checklist is used in the form of an acronym, in order to remind you of words and questions that will stimulate the imagination, induce new ideas and help to explore the issues. The SCAMPER stands for: S-Substitute; C-Combine; A-Adapt; M-Modify, Magnify, Minify; P-Put to other uses; E-Eliminate; R-Reverse or Rearrange
          60 min
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          1. State the challenge briefly and clearly. Write it on a flipchart.
          2. Pick a letter from the SCAMPER list. State the word it represents and ask, "What new ideas for this challenge might this word suggest?"
          3. Write the answers on the flipchart.
          4. Use several probing questions from the description for this word, to help the group stretch and go beyond their first thoughts.
          5. Choose additional letters from the SCAMPER acronym when you sense that the group needs additional prompting or that they have exhausted the possibilities for any given word. Use any or all of the letters, words, and questions.
          6. Review the list of options generated by the group to determine if they have met the stated task or challenge.
          1. Get familiar with the acronym, make sure you know the probing questions.
          2. If needed print the questions.
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        Methods Closing 2
        • Analytic Hierarchy Process (AHP)
          The Analytic Hierarchy Process (AHP) is structured for decision-making in complex environments as a theory of measurement through pairwise comparisons. In this process the problem is broken down into hierarchy of criteria or attributes that are more easily analyzed and compared independently The comparisons are made using a scale of absolute judgements that represents, how much more, one element dominates another with respect to a given attribute. The judgements may be inconsistent, and how to measure inconsistency and improve the judgements, when possible to obtain better consistency is a concern of the AHP. The derived priority scales are synthesised by multiplying them by the priority of their parent nodes and adding for all such nodes.
          180 min
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          1. Define the problem clearly and specify the solution to be obtained.
          2. Structure the hierarchy from the overall managerial goals through relevant intermediate levels (Criteria) to the level where problems would be solved (Alternatives).
          3. Create a pair wise comparison matrix of the relative contribution or impact of each element on each governing objective or criterion in the adjacent upper level.
          4. Obtain all n(n-1)/2 judgments specified by the set of matrices in step 3.
          5. Synthesize the comparative judgments to determine the relative value of elements.
          6. Repeat step 3, 4, and 5 for all levels and clusters in the hierarchy.
          7. Apply the matrix computation among the relative value of elements in each level to determine the priority of elements in the lowest level with respect to the goal in the highest level.
          1. This is about making a decision in a hierarchical process, therefore ideas have to be collected in a previous step.

          Online: ensure that all participants can see the full hierarchy. 

        • Decision Matrix
          This method is about the spontaneous rating of Ideas with the help of a decision matrix. With the help of different criteria the evaluation gives you a first estimation of the Ideas utility.
          30 min
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          1. Introduce the participants to the method.
          2. Decide on how many points can be distributed, or on the colours that stand for the ideas respectively.
          3. Evaluation of the matrix, coordinate system by the group. Are there tendencies or favourites?
          4. Ideas that are appealing could be further developed.
          1. Think about the criteria you want to use for the assessment.
          2. Decide how many points can be allocated.
          3. Matrix or coordinate system.
        • Dotmocracy
          With this method ideas are rated in a democratic manner within a group. It is about the spontaneous rating of ideas. Preferred ideas are identified through sticky dots. The rating by the means of several criteria can give a first evaluation of an idea.
          30 min
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          1. Explain the criteria of the rating.
          2. Distribute a fixed number of sticky dots.
          3. Assessment through participants with sticky dots.
          4. Identify the ideas that are further developed.
          1. Visible presentation of the existing ideas.
          2. Decide on criteria by which the ideas should be assessed.

          Online: Make sure that participants can color points within images or tables. E.g. use an online whiteboard. At least it is necessary that people can vote over a picture or a picture range so that the voting result becomes (in realtime) visible.

        • Expert Panel
          This method is about the objective evaluation of ideas by a group of selected experts in a problem area. It allows getting additional insights and know-how by experts.
          60 min
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          1. Introduce the ideas tot he panel, whereas the ideas should be comparable and detailed, to allow a valuation by the experts.
          2. Recall the valuation criteria fort he participants.
          3. Present ideas systematically and assess them.
          4. Document the valuation.
          1. Get in contact with experts and arrange an expert panel. Experts can also be selected from the creative team.
          2. Develop valuation criteria.
          3. If applicable, presentation of the topic.

          Online: prepare an online meetingroom (e.g. Zoom), make sure all participants can access and audio and video will work.

        • Half Silent Walk
          The Half Silent Walk is used to conclude a workshop. Pairs of participants reflect on the contents in an open framework.
          30 min
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        • Idea Purchase
          "Idea Purchase" or also known as the 100 Euro test, is about evaluating for which idea the participants are willing to spend their money on.
          30 min
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          1. Hand out 100 Euro notes to the participants.
          2. Ask the participants to spend the 100 Euros on an idea.
          3. Evaluate the results. Which Idea is worth the most?
          1. Print 100 Euro notes.
        • Miscellanous (E)
          Choose this activity if you don't find a suitable method, and edit it in the time table.
          30 min
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        • SCAMPER
          The SCAMPER technique is a creativity tool based on the philosophy that everything new is a modification of an idea that already exists. In this method a checklist is used in the form of an acronym, in order to remind you of words and questions that will stimulate the imagination, induce new ideas and help to explore the issues. The SCAMPER stands for: S-Substitute; C-Combine; A-Adapt; M-Modify, Magnify, Minify; P-Put to other uses; E-Eliminate; R-Reverse or Rearrange
          60 min
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          Group size (+)
          Too long (+)
          1. State the challenge briefly and clearly. Write it on a flipchart.
          2. Pick a letter from the SCAMPER list. State the word it represents and ask, "What new ideas for this challenge might this word suggest?"
          3. Write the answers on the flipchart.
          4. Use several probing questions from the description for this word, to help the group stretch and go beyond their first thoughts.
          5. Choose additional letters from the SCAMPER acronym when you sense that the group needs additional prompting or that they have exhausted the possibilities for any given word. Use any or all of the letters, words, and questions.
          6. Review the list of options generated by the group to determine if they have met the stated task or challenge.
          1. Get familiar with the acronym, make sure you know the probing questions.
          2. If needed print the questions.
        • Spider diagram (also referred to as a Radar chart)
          Spontaneous evaluation within the workshop, based on ideas and the solutions that have been developed. This is done according to defined criteria and clear indicators.
          30 min
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          1. Depending on the variation: For the “together” variant, hand it up where it is visible to everyone. For the “individual” variant, hand each participant a copy.
          2. Remind participants to evaluate honestly and independently.
          3. After covert evaluation, the workshop leader collects the individual evaluations and transfers them to a large sheet of paper, and hangs it up somewhere, where it is clearly visible.
          4. Prepare a brief presentation of the two best ideas.
          • Create worksheets with a radar chart.
          • Print an adequate number of copies, at least A3, (if they are evaluated individually beforehand, A4 sheets might suffice).
        • SWOT
          SWOT (Strengths, Weaknesses, Opportunities and Threats) is an analytical framework that can help organizations to face their greatest challenges and find the most promising new markets, fosters strategic planning and decision-making process.
          180 min
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          1. Designate moderator who has well-crafted listening and group process skills, someone who can keep things moving on the track.
          2. If your group is large, also designate a recorder to support the leader. Use a flipchart or a large board to record the analysis and discussion points.
          3. Introduce the SWOT method and its purpose in your organization. This can be as simple as asking, "Where are we, where can we go?"
          4. Depending on the nature of your group and the time available, let all participants introduce themselves. Then divide your stakeholders into smaller groups (3-10).
          5. Have each group designate a recorder, and provide each with newsprint or dry -erase board. Direct them to create a SWOT analysis in the format you choose-a chart, columns, a matrix, or even a page for each quality.
          6. Give the groups 20-30 minutes to brainstorm and fill out their own strengths, weakness, opportunities and threats chart for your program, initiative or effort. Encourage them not to rule out any ideas at this stage, or the next.
          7. Remind groups that the way to have a good idea is to have lots of ideas. Refinement can come later. In this way, the SWOT analysis also supports valuable discussion within your group or organization as you honestly assess.
          8. It helps to generate lots of comments about your organization and your program, and even to put them in multiple categories if that provokes thought.
          9. Once a list has been generated, it helps to refine it to the best 10 or fewer points so that the analysis can be truly helpful.
          10. Reconvene the group at the agreed-upon time to share results. Gather information from the groups, recording on the flipchart or board. Collect and organize the differing groups' ideas and perceptions.
          11. Proceed in S-W-O-T order, recording strengths first, weaknesses second, etc.
          12. Or you can begin by calling for the top priorities in each category -the strongest strength, most dangerous weakness, biggest opportunity, worst threat -and continue to work across each category.
          13. Ask one group at a time to report. You can vary which group begins the report so a certain group isn't always left "bringing up the end" and repeating points made by others.
          14. Or, you can open the floor to all groups for each category until all have contributed what they think is needed.
          15. Discuss and record the results. Depending on your time frame and purpose:
          16. Come to some consensus about the most important items in each category
          17. Relate the analysis to your vision, mission, and goals
          18. Translate the analysis to action plans and strategies
          19. If appropriate, prepare a written summary of the SWOT analysis to share with participants for continued use in planning and implementation.
          1. Prepare a small example of a SWOT analysis matrix
          2. Provide space to build and work in the sub groups
        • The Delphi Technique
          The Delphi technique is a commonly used and a flexible method for gathering data and harnessing the views of respondents within their field of expertise. This technique is useful where clear-cut information is unavailable and reviews of experts and practitioners on complex matters are vital.
          180 min
          +
          -
          Group size (+)
          Too long (+)
          1. Round 1: Create, develop and send out a questionnaire with open-ended questions to the experts. The questionnaire serves as the foundation in order to acquire specific information regarding the area of investigation from the Delphi panel.
          2. Round 2: Distribute a second questionnaire and ask Delphi participants to review the items summarized by the investigators based on the information provided in the first round.
          3. Send a copy of the collective list to experts and ask them to rate or evaluate each item by some criterion of importance.
          4. Document the areas of disagreement and agreement as a result of round two.
          5. Round 3: Send the summarized items and their rating to each Delphi and ask experts to revise their judgments or to justify the reasons for disagreement.
          6. Round 4: Distribute the list of remaining items, their ratings, minority opinions, and items achieving consensus to the panelists. This round provides a final opportunity for participants to revise their judgments.
          1. Prepare questionnaire and pre-test it.
          2. Provide clear written instructions to panel members.
        • The NAF Technique
          The NAF technique is an idea selection method that creates a new idea from all the previous ideas that is New, Appealing and Feasible. The purpose of this method is basically to score ideas and decide upon whether they are worth pursuing or implementing. In addition, NAF enables you to see the alternatives to increase the chances of success when developing or implementing an idea.
          30 min
          +
          -
          Group size (+)
          Too long (+)
          1. Each item should be scored of 1 to 10 for three items:
          2. The facilitator should read out each idea to the group.
          3. Ask the group to vote for New, Appeal and Feasibility. Give a score from 1(lowest) to 10(highest). This is totally subjective.
          4. Each participant must write all three scores on a single card and pass it to the facilitator.
          5. The facilitator collects the vote cards for each idea and put them next to the corresponding idea card.
          6. Continue until all ideas are considered and voted on.
          7. The facilitator should now go through ideas one at a time.
          8. For each idea, an average score should be calculated for New, Appeal and Feasibility. This should then be shared with the group and discussed.
          9. Analyse the data to see how much variation you get in each parameter, in particular in feasibility. Continue one idea at a time until all ideas are covered.
          10. Now get the group to have an overall discussion about all ideas explored and come up with a series of conclusions and actions.
          1. Prepare blank cards and make them available to everyone.
          2. Designate a volunteer as a facilitator or take this role yourself.

          Online: Prepare a way to set points to ideas so that all partisipants can see it.

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        Methods Finishing
        • Feedback session
          The participants and session leader provide each other with feedback regarding the workshop.
          30 min
          +
          -
          Group size (+)
          Too long (+)
        • Flashing lights
          In this rather basic version of a reflection exercise, the workshop participants each voice their current mood/opinion.
          30 min
          +
          -
          Group size (+)
          Too long (+)

          The workshop leader spontaneously develops final questions, for example within the framework of a larger project, which are based on the progress and importance of the workshop, and time of inquiry.

          The leader asks the participants to stand (if they have just eaten a lot) or sit in a circle, (if the workshop has been very dynamic thus far).

          The workshop leader formulates questions and imposes restrictions in terms of time or the number of words, for example, no more than thirty seconds, or ten words.

          Each participant should have the chance to speak and, and to “shine” briefly, without their comments leading to further reflection or discussion. 

          If necessary, the statements can be recorded.

          It is recommended that you come up with a couple of flashing light questions in advance.

        • Sonstiges (Abschluss)
          Wähle diese Aktivität, wenn du keine passende Methode findest. Editiere den Text im Zeitplan.
          30 min
          +
          -
          Group size (+)
          Too long (+)
        • Target
          The method is useful if workshop participants can evaluate whether a defined goal has been achieved or a novel solution discovered.
          30 min
          +
          -
          Group size (+)
          Too long (+)
          1. The participants stand around the target (on a flipchart, on the floor, or lying on a table, depending on the possibilities and material used for marking).
          2. The workshop leader reads out the predefined goals. Depending on the type, a second marking for personal commitment or effect with regard to the objective, can also be marked.
          3. The participants evaluate the proximity to the bull’s eye and place appropriate markers.
          4. The workshop leader can also ask participants to write down their evaluation on a piece of paper first, in order to keep better control of emerging trends, mutual interference and herd behaviour.
          5. In the end, participants justify the markings they have done.
          6. The target can be archived in analogue or digital format.

          Preparation of the target depends on the size of the group and the expected markings.

          Supply sufficient marking material, for example, coloured Sticky dots, markers, or similar.

          Online: make sure that a suitable online whiteboard is available.

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        Methods
        • Storyboard
          A storyboard is a graphic version of a script or the pre-visualization of a concept or idea. It helps to bring order into the thematic sorting of sequences of inputs.
          60 min
          +
          -
          Group size (+)
          Too long (+)
          1. Ask the participants to choose one or several ideas or fragments of ideas and to create a story on the storyboard.
          2. All participants show their stories.
          3. Discuss in the group. Does the argumentation make sense? Is the central message logic and convincing? Is it a good storyline?
          1. Prepare the templates for the storyboards.
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