Information about Brainstorming

Contents

Coming Up with New Ideas
Brainstorming Techniques
Brainstorming Factors
Factors that Should Exist Before a Brainstorming Session
Similarities between a Brainstorming Group and a Cooperative Learning Group
Evaluating a Brainstorming Session
Group Brainstorming Session Checklist

Coming Up with New Ideas

Jose:   You know, it seems like every time we get together we are trying to come up with new ideas. The problem is that it takes up a lot of our time. There must be a better way to become more effective at generating new ideas.

Sage:   I know. I don't know how many times I've tried to come up with new ideas for my Web pages and hit a wall.

Heather:   I'm having the same problem in my theater class right now. We have to write a script and we can't get past the creative blocks.

Brian:   Well, not that I'm an expert, but I have learned a few things about brainstorming from my friends. They actually attended training classes. When we're planning parties we have to come up with new ideas. So, I might be able to help.

Jose:   Brian, why do you always have to come up with new ideas for your parties?

Brian:  Before I answer your question, Jose, I think I might have to give you some background. I sort of got into planning parties accidentally. My buddies and I were sitting around talking and they mentioned that they were involved in a community service project for disadvantaged youth.

The idea is to expose teenagers to different experiences, keep them out of trouble, and keep them in school. The party idea works because, after all, who doesn't like to party? When we put on a good party, they come back. We have even branched out into planning activities for fraternities too.

Deena:   I didn't know you were working with at-risk youth. Why didn't you say something before now?

Brian:   Never thought of it really.

Deena:   Have you worked that into your time management plan?

Brian:   Yeah.   Not controlling my time spent with them is what actually started to cause the problem.   It was easy to do. Simply put, I got involved and it was fun.

Jose:   Brian, you've always liked partying, so it should come naturally to you. I don't see why you need to use brainstorming.

Brian:   Not really, a party isn't just getting together. There has to be some planning because we have to get official approval.

Heather:   So what process do you use?

Brian:   I don't think I use any particular process. Using a process tends to make you spend more time focusing on details and less time coming up with ideas.

Sage:   Well, I guess if anyone would be good at brainstorming, it would be you, Brian. So, why don't you clue us in?

Brian:   Thanks a lot, Sage. You know, ever since Lori left our group you have been really curt with everyone. That isn't helpful for effective brainstorming. And just so you know ahead of time, I'll be talking about techniques, factors, rules, and evaluating good brainstorming so you may want to pay attention.

Deena:   How do you think spending time doing this will benefit our research effort?

Now that you have written down your thoughts on brainstorming, let's see what Brian has to say. The conversation that follows is a demonstration of the group of virtual students conducting a brainstorming session on brainstorming. Notice that sometimes they get sidetracked in the same way real groups do. You will also notice the group members referring to the collaborative learning group roles they are each playing. To learn more about working in a collaborative learning group see the iStudy for Success! module on Collaborative Learning.

Brian:   Deena, just believe me, effective brainstorming can benefit our group. I don't want to answer that question right now, so that we can maintain a creative atmosphere.

Deena:   Great. Is this some sort of a game you're playing?

Brian:   No. Brainstorming is a quick way to tap into the creativity of a group of people to generate a large number of ideas in an uninhibited non-judgmental way. In brainstorming, all contributions are valid, and the key to a successful session is to spontaneously contribute as many ideas as possible without evaluating them. Sage, I think this is true for your situation as well. Heather already knows how difficult it is to generate a large number of ideas by yourself or in a small group.

Jose:   We are already throwing around ideas, concepts, and strategies in this group.

Brian:   I think we can do it better, you know, explore areas where we've never been to before.

Heather:   Do you mean galaxies?

Deena:   Heather, are you a Trekkie?

Heather:   Yeah, I do follow it closely. I'm always cruising cyberspace for clips. I just don't talk about it here.

Jose:   Does everybody realize that we have been together as a group for quite a while and we keep learning new things about each other?

Brian:   That's a good example of how brainstorming works. Every contribution is valid so everyone needs to contribute as many ideas as possible without us evaluating them or each other. 

Brainstorming Techniques

Brian:   Like most things, there are suggested techniques to make brainstorming work better.

Jose:   Rules, rules, rules. Don't we ever get a break?

Deena:   Do you think chaos would work better, Jose?

Jose:   Sometimes. I just don't like to be restricted.

Brian:   Effective brainstorming in a group setting has to have some structure. What do you think the techniques for effective brainstorming are? Any ideas?

Deena:   You want to suggest a lot of different ideas, right?

Brian:   Sure, the key is to generate ideas.   Any more?

Deena:   Heather are you writing these down?

Heather:   Uh, no.   I guess I should.

Brian:   We will need them later.

Heather:   What should I call them?

Brian:   Techniques.   OK.   Let's move on.

Jose:   How about adding freewheeling expression?

Sage:   And not to criticize.

Heather:   You could also build on the ideas.

Deena:   They also need to be recorded accurately.

Brian:   You got it. That was just one good example of how our group uses good techniques.   Hey, what can I say?

Jose:   Good job. That's the encouragement part.

Brian:   Right Jose. Now we need to break the techniques down further.

Sage:   That's what I figured would happen next.

Brian:   What do you think we should break the techniques down into? Any thoughts?

Deena:   Probably elements.

Brian:   Could be, anyone else?

Sage:   sssssStuff?

Brian:   Add "stuff" to the list.

Heather:   I don't understand what it is that you want.

Jose:   I think Brian is trying to establish rules for the techniques.

Brian:   Could be.   How about you Sage? Anything else?

Sage:   No. Nothing comes to mind.

Brian:   So what do we want to call them?

Sage:   We should probably rule out "stuff."

Deena:   And "elements," that really doesn't seem to make as much sense as rules because we are trying to breakdown a technique.

Brian:   That leads us back to rules. Is that OK with everyone?

Everyone:   Yeah.

Brian:   OK, moving along. Let's begin with the first technique.

Deena: Everyone should be encouraged to participate. Can we expand on that?

Jose:   It should be without criticizing the idea.

Sage:   At anytime.

Heather:   Got it. The next is freewheeling and expression of ideas.

Sage:   So what do you suggest about freewheeling?

Heather:   Get to the point; the wider the better; it can always be toned down.

Jose:   Freewheeling should fit Sage's personality OK.

Brian:   Or any of us, actually. What's next?

Deena:   Brian, are you trying to become the task master in the group?

Brian:   No. I'm just trying to keep things moving along.

Heather:   The next technique I have is, "do not criticize or evaluate ideas."

Jose:   That sounds like a rule, not a technique.

Deena:   Think about it, Jose. We are trying to get a number of ideas and if you criticize, no one will speak up.

Sage:   We don't have that problem in our group. Everyone just speaks up.

Brian:   Not all the time. I sometimes don't say anything because I think someone will think my idea is weird. Anyway, the idea here is that the more ideas we get, the better.

Heather:   Then new ones are sparked. I'll put that down.

Deena:   OK, so we get a lot of ideas from everyone. Surely my idea is the best.

Brian:   Without a doubt. However, we should probably consider combining it with the others just so they don't feel left out. What do you think?

Deena:   I guess that might work.

Heather:   How about I write down, "build on each other's ideas" for the rule before your egos get in the way?

Deena:   Ha!

Jose:   Heather, what's next?

Heather:   Let's see, "record ideas." That is what I have written down.

Brian:   Definitely essential for this group. We come up with a lot of ideas along the way and if they're not recorded, I would forget them.

Heather:   So who records them?

Brian:   You should continue for now.

Heather:   OK.

Deena:   So you get all these ideas and you write them down. How do you evaluate them?

Brian:   Evaluation is the final aspect. And, I want to emphasize that during the freewheeling, non-judgmental sharing of ideas, ideas should not be evaluated. Evaluation at that point could break down the idea engine. I think we should look at some more factors first before we talk about evaluation.

Deena:   OK.   I guess we can come back to evaluation. It sounds like a non-technique rather than a technique. If that makes any sense.

Sage:   It does to me. It's sort of like deciding to be indecisive. So what do we have so far, Heather?

Heather:

• Solicit quality ideas.
  • Rule: Encourage the generation of lots of creative ideas.

• Encourage everyone to participate.
  • Rule: Quantity is wanted--every idea is accepted and recorded.   The more ideas, the more to choose from and the more likely ideas will spark new ideas.

• Encourage freewheeling and expression of different ideas.
  • Rule: "Freewheeling" is welcomed. Freewheeling means the wilder the idea, the better. It is always easier to tame down an idea than to make one more exciting.

• Do not criticize or evaluate ideas.
  • Rule: Criticism is ruled out. Suspend judgment. Every idea is welcome without critique or ridicule.

• Build upon other group members' ideas.
  • Rule: Combination and improvement are sought. Ideas spark more ideas. Encourage everyone to participate and to build upon the ideas of others in the group.

• Record ideas accurately during the session.
  • Rule: Record the ideas. It is crucial to record the ideas generated during a brainstorming session.

Brainstorming Factors

Brian: OK. So we have a list of brainstorming techniques. New let's talk about how a brainstorming group works - factors that a group needs to know for brainstorming to work well.

Heather:   I think that there is a need to write down all ideas as they evolve.

Sage:   Without a doubt. I think Brian already mentioned that.

Heather:   He did. I just think that it belongs here as a factor.

Deena:   How should it be done? Flip chart?

Jose:   That would work. There are a lot of ways, like note cards.

Deena:   I saw an electronic flip chart demonstration in the student center the other day. It was really neat. It worked like a whiteboard or fancy flip chart.  Whatever was written on it was saved to a computer file. It's an easy way to distribute and share the information later. I thought it was pretty slick.

Sage:   Who can afford one of those?

Deena:   I suppose you could get one at audio visual services if you really wanted to use one for a class or something.

Brian:   They do have a lot of stuff available, but I don't know if they have any of those. I guess I could check.

Heather:   Isn't the real point that ideas are recorded, not how?

Jose:   Yeah. And that they are made available to all group members after they meet. I think computer input is best.

Sage:   I agree, especially if there is a large number of people in the group. The drawback is that you have to have a computer.

Brian:   Good point, not every group has a computer. I think Sage may have just brought up another issue, the size of the group. What do you mean by a large number of people, Sage? Got a number in mind?

Sage:   Not really. I don't think there is any exact number that is defined as best for a brainstorming group. Certainly you would need at least two, or else it wouldn't be a group. I think somewhere between four and six would be just about right.

Brian:   The key is that the group should have the right number of people to function effectively. Not too large or too small.

Heather:   Why don't I write Brian's statement down until we check and see what size is recommended?

Jose:   I think what we will find out is that basically it is whatever size works best. Groups are different and what they want to accomplish is different also, so the proper size could vary.

Factors that should exist before a brainstorming session begins.

Deena:   But, you may not always have a choice in the size of your group. Correct? Knowing that group size can influence a group's performance may help you and your group to identify problems and head them off.

Brian:   Phew! I'm starting to get confused. What are we talking about?

Heather:   Factors that should exist before a brainstorming session.

Brian:   I see why notes are needed.

Deena:   You just need to keep your ideas and thoughts as clear as possible. Focused.

Sage:   That's not a bad idea. Maybe we should add that.

Jose:   I don't understand what you are getting at. Would you mind explaining what you are trying to say?

Sage:   Have you ever been in a group where ideas someone presents are not clear because they are expressed in terms that are not understood?

Everyone:   Yeah!

Jose:   Groups that have diverse backgrounds sometimes have a difficult time understanding an idea.

Brian:   Oh boy. Looks like I opened another can of worms.

Deena:   Your worms come in a can?

Brian:   Just a figure of speech.

Jose:   We know that, but we all know each other. In a group that doesn't know each other well, misrepresenting an idea could be an issue.

Heather:   How?

Jose:   You're over 21. You know that worms can be found in a bottle of Tequila.

Deena:   Not to mention manure piles.

Sage:   Yuck! Come on, I think we are getting a little off the topic.

Similarities between Brainstorming Groups and Cooperative Learning Groups

Deena:   I was just thinking, have you noticed that there is a lot of similarity between how our cooperative group works and a brainstorming group works?

Sage:   I really hadn't thought of it that way.

Brian:   So they have an enforcer to set the guidelines and enforce them? Uh, excuse me, a taskmaster? I know we mentioned other roles so I thought I would throw this in.

Jose:   First, let me ask this: Does a brainstorming group really need a taskmaster? We sort of decided that the group should be freewheeling.

Deena:   They probably do need one. I think taskmaster sounds better than enforcer, even though I think taskmaster may be too harsh for the role.

Sage:   I think there should be one. To keep the group moving along and on task, the same as a cooperative learning group.

Jose:   What about the encourager's role? The encourager helps keep the group moving along too.

Heather:   I think the role should be more of a mediator.

Brian:   Why is that?

Heather:   It falls somewhere in between taskmaster and encourager. I think the mediator has to stay focused on the task so the group doesn't stray too far and at the same time encourage active participation. Tough role.

Deena:   I would like to add that the role should be alternated between the members of the group.

Jose:   That sounds like a good description to me. Anyone else? No? OK, mediator it is.

Brainstorming sessions are most successful when you make sure that certain factors exist before the beginning of a brainstorming session. These factors include:

1. A well-defined and clearly stated problem that needs to be addressed during the session.
2. A group member assigned to act as recorder and write down all the ideas as they are shared.
3. The right number of people.  

   Clues for determining the "right" group size:

   • You don't have trouble scheduling the brainstorming session.
   • You don't have individuals or factions of the group at war with each other.
   • Work is divided equitably among group members.
   • You are able to reach consensus.
   • You are able to generate new and creative ideas to think about.

4. Keep your ideas clear.

   Questions to keep in mind in order to make sure ideas are clear:

   • How similar or diverse are the backgrounds of people in the group?
   • How wide is the range of technical skills and subject knowledge in the group?
   • Is there background information that needs to be presented to make the idea clear?

5. A group member assigned to enforce the guidelines/rules you have set.
   

Your response may have looked something like this: Maybe we could use a point system and give priority for future appointments to the students who regularly keep their appointments.

Techniques and rules used:

• Do not criticize or evaluate ideas.

Rule: Quantity is wanted--every idea is accepted and recorded. The more ideas, the more to choose from and the more likely ideas will spark new ideas.

• Build upon the ideas of other group members.

Rule: Combination and improvement are sought. Ideas spark more ideas. Encourage everyone to participate and to build upon the ideas of others in the group.

Evaluating a Brainstorming Session

Deena:   I know that we have spent a great deal of time discussing group brainstorming and we have come up with some great ideas. But, there is one thing that still bothers me. How do we know if we have maximized our efforts?

Brian:   I don't understand what you are asking, Deena. Isn't it enough that we come up with new ideas?

Jose:   Maybe the key word is "maximize." We need to have checkpoints and evaluations, just like cooperative learning groups.

Deena:   That's what I'm getting at. If we have a specifically focused reason for group brainstorming, then we should have a way to know if things went well. That way we can improve our technique and be more efficient.

Sage:   Do you see this evaluation as an ongoing process during the session or do you see it being done at the end of the session?

Deena:   Maybe both.

Jose:   If we do it during the session it could slow things down because we would lose focus, and the freewheeling aspect that is needed could be disrupted.

Sage:   I agree. However, Jose, that's about the third or fourth time I have heard you mention freewheeling. I would have thought it would have been Brian's pet peeve, not yours.

Jose:   That sounds like an evaluation of an idea to me. I thought we were supposed to avoid those.

Heather:   I think we can agree that there is a need to do some sort of evaluation. Should it be focused on how the session went or the quality of the ideas generated?

Brian:   I think the group performance is more appropriate. Looking at the ideas is another issue.

Deena:   OK.   I like that. Maybe having a grasp of the performance points before the session begins will help us review the session at the end. Not for the content generated or ideas, but for how the session went as a whole. If the session went well, then the content generated should be good, I would think.

Heather:   Maybe.

Sage:   So what do we want to do? What are some ideas for group's evaluating their performance?

Jose:   I remember one point we made is to avoid evaluating ideas being presented; like freewheeling.

Heather:   What should I call these -- since I'm writing them down?

Deena:   I don't think we need a name for now, let's just see what we can come up with.

Heather:   OK. Do I use "avoid evaluating ideas?"

Brian:   Yes, and add "thinking up ideas" and "broad topics" if that is OK with everyone.

Sage:   Fine.

Jose:   It's fine with me, too.

Deena:   I think that's an important point.

Heather:   OK. Think up different topics and broad ideas.

Jose:   Building on other's ideas.

Heather:   Good one. Sage?

Sage:   I have a tough exam coming up and I have to leave. So I don't want to get too involved right now.

Heather:   Oh, OK. I didn't know that. I was just trying to get you to actively participate.   I'll be sure to get a written copy of everything to you. Are you going to be in the lounge tonight?

Sage:   Yeah. After about six. While you're at it, add "getting everyone to participate" to the list.

Heather:   OK. Done.

Sage:   Maybe I'll see you guys later. I need to relax a little bit before the exam.

Jose:   No freewheeling on the exam. Just kidding.

Sage:   Hey, I'm going to creativity class and we study stuff like this. Not exactly the same, but close. We have to generate new ideas all the time for the Web pages.

Brian:   Now she tells us.

Sage:   Just add "actively participate" to the list and I'll see you guys later.

Heather:   OK. Bye.

Everyone:   Bye.

Jose:   Good luck.

Heather:   So can anybody expand on the ideas we have so far?

Brian:   Yes. Let's use that idea, "building and expanding on ideas."

Heather:   OK. I'll add that to the list.

Deena:   You did something else there too. Do you know what it is, Brian?

Brian:   Quiz time! Ugh, I wasn't really listening.

Jose:   You did that before. I think it is important that everyone listens to one another.

Heather:   I'm going to add, "listen to one another." It makes sense.

Brian:   What was the question again?

Deena:   I was wondering if you heard what Heather was saying.

Brian:   No. I was thinking about how Sage and Jose have been critical with each other's ideas lately. That distracted me.

Heather:   That is a good thing to remember--the critiquing of ideas part. I'm adding that too. How many of these do we need?

Deena:   I'd say a few more should be enough.

Jose:   Yeah. And that the notes are made available to all group members after they meet. I think computer input is best.

Brian:   Has anyone noticed that Heather has been playing a duel role lately?

Deena:   What do you mean, Brian?

Brian:   Well, we mentioned earlier that a mediator is needed, it just occurred to me that Heather has been doing that. Sort of fits what we said too, you know that the role shifts between group members.

Deena:   Good point! I think we should add how well the mediator functioned and even if one was in the group.

Heather:   Added in.

Jose:   Without a doubt, there has to be a place for the group recorder and how well he or she did.

Heather:   OK.   I'll put that down. Next time, you be the recorder. I think that should be rotated also.

Brian:   Why don't we give that job to Sage? She's not here so she can't object.

Deena:   That's not fair and you know it.

Brian:   I just don't want the job.

Heather:   Well, Brian, you just got it as far as I'm concerned. Here's the list.

Jose:   Heather, are you upset about the evaluation part?

Heather:   No. I just want a break from having to write everything down.

Deena:   That came on all of a sudden.

Heather:   I've actually been thinking about giving it up for quite a while. I feel like I got stuck with it because I'm the newest.

Deena:   I had it before you. I would like to see Brian give it a shot.

Jose:   I'll bet that Brian can do a good job.

Brian:   I'll do it, but you could have asked.

Heather:   OK. Here's the list.

Brian:   Give me a minute to read this over.

Brian:   Could I suggest that since this is kind of like a self survey, that we put each item in the form of a question? That way it works like a check sheet.

Jose:   Works for me.

Heather:   Me too.

Deena:   Do it.

Brian:   I think all I need to do is add the phrase, "How well did the group members..."   Let me read it back that way. Here goes.

Group Brainstorming Session Checklist

• How well did group members avoid evaluating the ideas presented?
• How well did group members think up different topics or broad ideas?
• How well did group members build, expand, or combine others ideas?
• How well did group members actively participate?
• How well did group members listen to one another?
• How well did group members solicit ideas from other group members?
• How well did group members avoid critiquing others ideas?
• Did the group have a mediator? How did the group mediator function?
• Did they have a recorder to write down the ideas the group generated? How well did the group keep a record of their ideas?
  

Brian:   Do we agree on the brainstorming checklist items?

Deena:   They sound good to me. We can change the list later if we think of other items.

Jose:   Looks OK to me.

Heather:   Me too.

Deena:   We still need to come up with a way to sort out all the ideas that we generate.

Heather:   Maybe we should figure that out now.

Jose:   Seems logical. Heather, do you still have the list?

Heather:   No. I gave it to Brian along with the rest of the notes.

Brian:   Ah. I found them.

Jose:   Anyone have an idea on how to sort these?

Deena:   Why don't we divide the items equally and write each one on a "Post-it" note. Then we can create some categories and group them. That way we can all have some input.

Heather:   We could also use index or note cards and sort them into piles.

Deena:   I suppose that would work. The main point is we need to be able to easily rearrange them until we are satisfied with the groups.

Brian:   So what then?

Jose:   We'll need to formalize them. That should happen just by sorting them into categories.

Heather:   From there, we can decide what ideas we want to develop further. Sounds easy enough. I guess we should get started.

Brian:   I think we should wait until Sage is here. After all, she offers a lot of good input and she is part of our group.

Deena:   That's OK with me. Besides, we need to get some note cards to write these on.

Brian:   I'll make some copies of Heather's notes that have the ideas listed.

Jose:   Normally, I think we should go right into the sorting phase. Do you think the fact that we don't have time right now will have an effect?

Deena:   I don't think so. We have them recorded, so we haven't lost anything.

Jose:   One thing I'd like to mention is that using active listening skills is helpful when generating ideas.

Heather:   This has sure been an interesting session. Although there seemed to be a lot of conflict and stress for awhile.

Deena:   Well, we got through it. That's what's important.

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