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Suggests a structured approach to decision making in the context of generating appropriate marketing strategies. The method includes the use of a creative problem‐solving method, brainstorming. Decisions often involve several people and different people may have different viewpoints on the suitability of various strategies which can be pursued. The approach facilitates the sharing of different viewpoints and the bringing together of disparate ideas in the formulation of specific marketing strategies. The approach employs a structured approach to identifying possible strategies using a combination of the “TOWS matrix” and brainstorming. The method has applicability to other areas, where strategy is being formulated.

Idea generation is central to many quality improvement methods and techniques but examination of that part of the quality literature which relates to problem‐solving improvement shows a remarkable concentration on just one technique‐brainstorming. Examines the drawbacks of brainstorming and puts forward two further idea‐generation techniques which the author has found particularly useful in the context of quality problem solving.

Brainstorming shouldn't be a free‐for‐all—there are some rules to follow to ensure effective results.

One of the primary goals of the project was to create a supportive environment for experimentation to enhance classroom effectiveness.

A group of librarians, the enhancement team, scheduled brainstorming sessions with instructors interested in making changes in their classroom approaches. At the brainstorming plans for session objectives, activities, timing, roles and desired outcomes were made for a specific upcoming class. Most participating instructors chose to enhance their classes by trying either an active learning activity or a group work activity that was new to them. A member of the enhancement team attended each of the peer‐planned sessions to take notes and act as an observer, assistant or team teacher, as requested by the instructor. The instructors who participated also filled out brief assessment forms.

Although neither the non‐library faculty nor the students were formally surveyed, the active learning techniques used in the one‐shots received positive feedback. In particular, several teaching faculty told the library instructors at the end of the classes that the immediate hands‐on activities and the group activities aided the students’ comprehension of materials. In addition, a majority of the library instructors noted in their follow‐up surveys that the students were noticeably more engaged in the learning process during these classes.

The model of peer coaching at the planning stage, combined with team teaching, will be used to introduce new staff to teaching in the UNLV Libraries’ instruction department and continuing staff will be encouraged to open their classrooms to colleagues for ongoing professional development and constructive peer evaluation.

This paper aims to present a model of collaborative inquiry play: rule-based imaginary situations that provide challenging problems and support agentic multiplayer interactions (c.f., Vygotsky, 1967; Salen and Zimmerman, 2003). Drawing on problem-based learning (PBL, Hmelo-Silver, 2004), this paper provides a design case to articulate the relationship between the design goals and the game-based learning environment.

Drawing on conjecture mapping (Sandoval, 2014), this paper presents an iterative development of the conjecture map for crystal island: ecojourneys and highlights the development of the story and tools in crystal island: ecojourneys, an immersive game based on PBL pedagogy. By articulating this development, the authors highlight the affordances and constraints of designing for collaborative inquiry play and address challenges in supporting learner agency.

The PBL inquiry process served as the foundation of collaborative inquiry play. Attending to the rules of inquiry fostered student agency, and in turn, playful engagement in the game-based learning environment. Agency however meant holding students accountable to actions undertaken, especially as it pertained to generating group-based explanations and reflecting on productive collaboration. Moreover, socially shared regulation of learning and systems thinking concepts (i.e. phenomenon, mechanisms, and components) must also be externalized in representations and interactions in the game such that students have the agency to decide on their learning paths.

This paper presents the model of collaborative inquiry play and highlights how to support player agency and design content-rich play environments which are not always completely open.

The purpose of this paper is to introduce examples and methods of incorporating creative brainstorming and integrative thinking skills into training programs.

The paper discusses an innovative training program as a case study to demonstrate the application of creative brainstorming and thinking skills into the design of the program.

Interdisciplinary thinking, engagement, flexibility, individual customization, collaboration and inspiration are critical to the development of creative and integrative thinking skills for managers.

This paper invites trainers and practitioners to consider new perspectives and customized approaches to develop creative and inter‐disciplinary thinking skills for managers.

This paper opens up new possibilities for innovation and customization in training programs to develop creative thinking skills.

Contends that in order to be successful with many quality improvement techniques ‐ such as TQM, empowerment, re‐engineering and continuous improvement ‐ it is vital that employees be able to articulate their ideas and inquiries. An atmosphere that facilitates and encourages brainstorming will enhance employees’ desire and ability to articulate their viewpoints. Elaborates on the importance of this aspect of employee empowerment and also addresses implementation issues.

This chapter focuses on design capability. The authors draw from the work of design models to define design for intelligence work. Design is presented as both a way of thinking and a way of working. This chapter breaks the design capability down to several critical activities, including environmental scanning, problem detection, discovery, problem decomposition and recomposition, brainstorming, critical thinking, problem definition, factor identification, hypothesis development, model building, and source identification blueprinting.