the fly,⁵ as they occur, even if a paper and pencil are unavailable. So, our first ground rule is that paper, pencils, and pens are prohibited from this game. Thafs right—no felt-tip markers or pocket computers, either. No traditional writing implements, period. Our second rule is that youTe going to have to act quickly, because new ideas are usually fleeting, and they can be difficult to remember.”
即使沒有紙和筆，蒼蠅也會出現^{5 次}。因此，我們的首要規則是禁止使用紙、鉛筆和鋼筆參加此遊戲。沒錯——也沒有氈尖記號筆或袖珍電腦。沒有傳統的書寫工具，就這樣。我們的第二條規則是，你必須迅速採取行動，因為新想法通常轉瞬即逝，而且很難記住。

At this point you might want to give an example of an on-the-fly capturing device. Feel free to boirow one of mine: At a wedding years ago I had a pleasant chat with a woman sitting near me, and I asked for her phone number. Neither of us had a pen or paper, but there were plenty of napkins around. I said, "Okay, what's the number?” and proceeded to make small tear marks around the edge of the napkin—six tears for the number six, and so on, with a space between each number. I marked the starting point with a dab of mustard. Our eventual date was a disaster, but the capturing device worked like a charm.
此時，您可能會想給出一個動態擷取裝置的範例。請隨意詢問我的一個：幾年前的一場婚禮上，我與坐在我旁邊的一位女士進行了愉快的交談，我詢問了她的電話號碼。我們倆都沒有筆或紙，但周圍有很多餐巾紙。我說：“好吧，電話號碼是多少？”然後在餐巾紙的邊緣留下小淚痕——六滴眼淚代表數字六，依此類推，每個數字之間留有一個空格，我用一點芥末標記了起點，我們最終的約會是一場災難。但捕捉裝置卻發揮了神奇的作用。

Trainer: 'Td like two volunteers to come to the front of the room. The volunteers will have to restrict their construction activities to the specific materials Fve provided for them. The rest of you can use anything in this room—except for traditional writing aids. Any questions? Is everyone ready? Okay, on my signal, ycm'll have thirty seconds in which to create your first capturing device. Ready, Go!”
培訓師：'我希望有兩位志工來到房間前面。志工必須將他們的施工活動限制在Fve為他們提供的特定材料。你們其他人可以使用這個房間裡的任何東西——除了傳統的書寫輔助工具。有疑問嗎？大家準備好了嗎？好的，根據我的指示， ycm 將有三十秒的時間來創建您的第一個捕獲設備。準備好了，出發！

After thirty seconds have passed, the trainer should spend a few minutes pointing out what the volunteers and some other members of the group have accomplished. The procedure should be repeated until everyone has built (or tried to build) about five devices.
三十秒過去後，培訓師應該花幾分鐘指出志工和小組中其他一些成員所完成的工作。應重複該過程，直到每個人都建造（或嘗試建造）大約五台設備。

Customizing the Procedure
定製程式

For Small Groups. In a small group, everyone could conceivably use the objects provided by the trainer; however, the challenge is even greater if you leave most of the participants the task of locating their own materials.
適合小團體。在一個小團體中，每個人都可以使用培訓師提供的物品；然而，如果讓大多數參與者自行尋找材料，那麼挑戰就更大了。

For Large Groups. In a large auditorium where people can't easily change their seats, you might give the audience the option of sketching their machines on paper, perhaps using Form 4.3. L Volunteers should still be brought to the front of the room to build the machines using the materials you've supplied.
適合大型團體。在人們無法輕易更換座位的大禮堂中，您可以讓觀眾選擇在紙上繪製他們的機器草圖，也許可以使用表格 4.3。 L 志工仍應被帶到房間前面，使用您提供的材料建造機器。

For Non-Business Settings. This exercise is fon and informative in any setting. No special modifications are required for non-business settings.
對於非商業設定。這個練習在任何環境下都是有趣且資訊豐富的。非業務設定無需特殊修改。

For Schools or Homes. Children can't benefit from this exercise until they⁵ve developed what some psychologists call a ^<(meta-memory^,*—that is, they need to have some idea about the limits of their own ability to remember things. I hesitate to attach an age to this ability, because children vary considerably in their abilities. The exercise is simple and fun, so there's no harm in trying it.
適用於學校或家庭。孩子們無法從這項練習中受益，直到他們⁵發展出一些心理學家所說的^<（元記憶* -也就是說，他們需要了解自己記住事物的能力的局限性。我猶豫是否要這樣做給這種能力加上一個年齡，因為孩子們的能力差異很大，這個練習既簡單又有趣，所以嘗試一下沒有什麼壞處。

Building a Better Capturing Machine 93
建造更好的捕獲機器 93

Other Options
其他選項

You may want to have more volunteers in front of the room, each with a different collection of odd objects from which to build their machines. The audience, in this case, can simply watch rather than invent their own machines. You can also do the exercise in two phases: Have the volunteers build a couple of machines first, and then have the audience build their own devices with the materials they have on hand.
你可能希望房間前面有更多的志願者，每個人都有不同的奇怪物品集合，可以用來建造他們的機器。在這種情況下，觀眾可以簡單地觀看，而不是發明自己的機器。您也可以分兩個階段進行練習：首先讓志工建造幾台機器，然後讓觀眾用他們手邊的材料建造自己的設備。

Data Collection
數據收集

This is a mechanical, hands-on exercise, so it's difficult to collect data with paper and pencil. Your best bet is a videotape recorder. Form 4.3.1 can be used to record sketches of some of the machines, as well as to provide general feedback about the exercise.
這是一項機械的實踐練習，因此很難用紙和筆收集資料。你最好的選擇是錄影機。表格 4.3.1 可用於記錄某些機器的草圖，並提供有關練習的一般回饋。

FOLLOW-UP
後續行動

Discussion Questions
討論問題

How difficult is it to create a "capturing machine”？
打造一台「捕捉機」有多難？

Tell us about an interesting capturing machine that you've created in the past. What thought were you trying to preserve? Were you successful?
告訴我們您過去創建的一個有趣的捕獲機器。你想保留什麼想法？你成功了嗎？

What did you learn from this exercise?
你從這個練習中學到了什麼？

Debriefing
報告

We all know how to make memoranda, but we tend to rely heavily on paper and pencil. In this exercise, we've pushed the envelope of creativity by having people create their own memory devices. Thus, we're using the creative process to help promote the creative process itself because unless people have good capturing skills, the vast majority of good ideas are lost. .
我們都知道如何製作備忘錄，但我們往往嚴重依賴紙和鉛筆。在這個練習中，我們透過讓人們創建自己的儲存設備來突破創造力的極限。因此，我們利用創意過程來幫助促進創意過程本身，因為除非人們有良好的捕捉技巧，否則絕大多數好創意都會失去。 。

Long-Term Follow-Up
長期跟進

If your training sessions are not conducted in consecutive days, you can plan for some short-term follow-up fairly easily. Before one session ends, ask participants to take note of any new capturing machines they invent before the next training session. Better yet, give them a form or checklist to help them keep track. At the next session, ask them to describe their new machines to the group.
如果您的培訓課程不是連續幾天進行的，您可以相當輕鬆地規劃一些短期後續行動。在一個課程結束之前，請參與者記下他們在下一個訓練課程之前發明的任何新的捕捉機器。更好的是，給他們一份表格或清單來幫助他們追蹤。在下次會議上，請他們向小組描述他們的新機器。

Some trainers routinely contact their trainees long after a session has ended (say, after thirty days). This is a great way to get feedback on the effectiveness of training and hence a great way to bring about continuous improvement in training methods. If this exercise has had an impact, your trainees should report some success at creating new capturing machines. What
有些培訓師通常會在課程結束後很長時間（例如三十天後）聯繫學員。這是獲得培訓有效性回饋的好方法，也是持續改進培訓方法的好方法。如果此練習產生了影響，您的學員應該報告在創建新的捕獲機器方面取得了一些成功。什麼

new ideas, if any, were they able to preserve for the organization? Even one idea of value will more than justify the training effort.
他們是否能夠為組織保留新的想法（如果有）？即使是一種價值理念也足以證明培訓工作的合理性。

COMMENTS
評論

Your choice of objects for the volunteers is an important factor in determining the success of this exercise. Modify your collection of objects to make the exercise as fun and as relevant as possible.
為志願者選擇的對像是決定這次練習成功與否的重要因素。修改您的物件集合，使練習盡可能有趣且相關。

Participanfs Notes and Evaluation
參與者筆記和評估

Exercise: “Building a Better Capturing Machine ^w
練習：「建立更好的捕獲^機器

Please sketch or describe your new capturing machines:
請繪製或描述您的新捕獲機器：

I

2

3

4

5

Did you use any materials or items in ways that were new to you? Yes □ No □ Please explain.
您是否以新的方式使用任何材料或物品？是□ 否□ 請解釋。

From Creativity Games for Trainers, by Dr. Robert
來自羅伯特博士的培訓師創造力遊戲

Epstein. E-mail address: repstein^rohan.sdsu.edit
愛潑斯坦。電子郵件地址：repstein^rohan.sdsu.edit.

“Building a Better Capturing Machine ⁿ (Continued)
「建造更好的捕獲機器（^續）

Participanfs name and contact information (optional):
參與者姓名和聯絡資訊（可選）：

Organization:
組織：

Position:
位置：

Date:
日期：

Trainer:
培訓師：

Value of the exercise:
練習的價值：

LOW □ □ □ □ □ HIGH
低□ □ □ □ □ 高的

Suggestions for improving the exercise:
改進練習的建議：

4/

EXERCISE:
鍛鍊：

"THE ANONYMOUS
「匿名者

SUGGESTION GAME"
建議遊戲”

BASICS
基礎知識

Objective
客觀的

To show that people are usually more willing to express their new ideas when they can do so anonymously—that is, when the risk of ridicule or punishment is removed.
顯示人們在可以匿名的情況下（即消除嘲笑或懲罰的風險時）通常更願意表達他們的新想法。

Brief Description
簡要說明

Participants make suggestions for improving the training session—either with or without the protection of anonymity.
參與者可以在匿名或不匿名的情況下提出改進培訓課程的建議。

Materials and Supplies
材料和用品

For this exercise, you will need to create two different survey forms―those that protect anonymity and those that don't. You may want to use Forms 4.4.1 and 4.4.2, if they suit your needs. If possible, have a paper shredder available in the front of the room. For added drama, keep the shredder hidden until it is needed near the end of the exercise (see below).
對於本練習，您將需要建立兩種不同的調查表單-保護匿名的調查表和不保護匿名的調查表。如果表格 4.4.1 和 4.4.2 適合您的需要，您可能需要使用它們。如果可能的話，在房間前面放一台碎紙機。為了增加戲劇性，請將碎紙機隱藏起來，直到練習接近結束時需要它（見下文）。

Time Requirement
時間要求

Minimum: 15 minutes. Maximum: 30 minutes.
最短時間：15 分鐘。最大值：3 0 分鐘。

PROCEDURE
程式

Basic Procedure
基本程式

This is one of those ^uit^,s-not-what-it-seemsⁿ exercises. You'll see what that means shortly.
這是那些^「並非看上去如此」的^練習之一。您很快就會明白這意味著什麼。

Trainer (modify as necessary): “This next exercise serves several purposes, including a very practical one for me. I'm going to ask each of you to give me suggestions for improving this training seminar. Half of you will be able to do so anonymously, and half of you will need to put your names and contact information on the survey form. When you've completed the forms, I'll collect them. We'll tally them, and then we41 pick some forms at random to see if we can detect a diflerence in the kinds of comments people make with anomymity and
培訓師（根據需要進行修改）：「下一個練習有幾個目的，包括對我來說非常實用的目的。我將請大家給我提出改進本次培訓研討會的建議。你們中的一半人可以匿名進行，一半人需要在調查表上填寫你們的姓名和聯絡資訊。當你填完表格後，我會收集它們。我們會對它們進行統計，然後隨機選擇一些表格，看看我們是否能夠發現人們匿名發表的評論類型之間的差異，以及

w辻hout anonymity. My department head and I will review all of the sheets later to help plan future training sessions. Any questions?⁵⁵
沒有匿名。我和我的部門負責人稍後將審查所有表格，以幫助規劃未來的培訓課程。有疑問嗎？ ⁵⁵

Form 4.4.1 (or equivalent) should be given to half the group and Form 4.4.2 (or equivalent) should be given to the other half.
表格 4.4.1（或同等內容）應分發給一半的小組，表格 4.4.2（或同等內容）應分發給另一半。

When the forms have been completed, have an assistant or volunteer collect them and compile a quick tally of the average number of suggestions made by members of each half of the group. Form 4.4.3 should be used for this purpose; it contains instructions for completing the tallying, and, more important, it masks the suggestions people have made (simply cut out the box as indicated on the form). While the tallying is being done, the trainer can let the group stretch for a few minutes or can lead a discussion about the advantages and disadvantages of anonymity.
表格完成後，請助手或志工收集它們，並快速統計小組每一半成員提出的平均建議數量。表格 4.4.3 應用於此目的；它包含完成統計的說明，更重要的是，它掩蓋了人們提出的建議（只需剪掉表格上所示的方框）。在進行統計時，培訓師可以讓小組伸展幾分鐘，或者可以引導討論匿名的優點和缺點。

When the tallying is complete, the trainer should review it quickly. If the group is typical, people in the anonymous group will have made more suggestions (on the average) than people in the group without anonymity. (In a small group, outlying values can unfairly skew the mean; the more appropriate statistic is the median.)
統計完成後，培訓師應快速檢視。如果該組是典型的，則匿名組中的人（平均而言）將比非匿名組中的人提出更多建議。 （在一個小群體中，異常值可能會不公平地扭曲平均值；更合適的統計數據是中位數。）

Trainer (modify as appropriate): “The tallying is complete, and I must admit that I deliberately misled you. All I'd like to look at are the number of suggestions that were made in each of the groups. Do you think we'll find a different number of suggestions in the two groups? If we did look, at the specific suggestions that were made, do you think they would differ in the two groups? Which suggestions are more candid (and what is the opposite of 'candid')? Which suggestions are more valuable to the organization? y/hat are the key issues here?" (See further discussion questions below.)
訓練者（視情況修改）：「統計完畢，我必須承認我故意誤導你們了。我想查看的是每個組別中提出的建議數量。您認為我們會在兩組中發現不同數量的建議嗎？如果我們確實看看所提出的具體建議，您認為兩組的建議會有所不同嗎？哪些建議更坦率（「坦率」的反義詞是什麼）？哪些建議對組織更有價值？你/那是這裡的關鍵問題？

There are different ways to end the exercise. Because you never actually intended to put individuals on the spot, it's a good idea, in front of the group, to shred the surveys that have the names on them. Better yet, shred all of the surveys, and keep the tally.
有不同的方式來結束練習。因為你從來沒有真正打算讓個人處於困境，所以最好在團隊面前撕碎帶有個人名字的調查。更好的是，粉碎所有調查並保留統計數據。

Customizing the Procedure
定製程式

For Small Groups. In small groups, computing the means for each half of the group might produce a spurious result, because means are overly sensitive to outlying values. If your group has fewer than twenty members, you're probably better off with medians.
適合小團體。在小組中，計算該組每一半的平均值可能會產生虛假結果，因為平均值對異常值過於敏感。如果您的小組成員少於二十人，那麼採用中位數可能會更好。

For Large Groups. For large groups you may need two or more assistants to tally the sheets. If you have the resources, create a foim that can be read by a high-speed scannei'j and let your computer do the scoring.
適合大型團體。對於大型團體，您可能需要兩名或更多助手來清點表格。如果您有資源，請建立一個可以透過高速掃描器讀取的表格，然後讓您的電腦進行評分。

For Non-Business Settings. This exercise needs no special modifications for the nonbusiness setting.
對於非商業設定。此練習無需針對非商業環境進行特殊修改。

For Schools or Homes. To their credit, young children, generally speaking, are not afraid of having their ideas ridiculed by peers or authority figures. That fear is established during the grade-school years, when we "socialize” our children. This exercise is unlikely to produce group differences until children have passed this important but costly milestone.
適用於學校或家庭。值得讚揚的是，一般來說，年幼的孩子並不害怕他們的想法受到同儕或權威人物的嘲笑。這種恐懼是在小學時期形成的，當時我們讓孩子「社交」。

Other Options
其他選項

If you have suitable equipment, you may want to project the completed tally sheet onto a screen. Copying it onto a transparency is one easy way to accomplish this.
如果您有合適的設備，您可能想要將完成的計數表投影到螢幕上。將其複製到透明膠片上是實現此目的的簡單方法。

The task itself can be changed. Instead of having the group evaluate the trainer or training session, you can substitute almost any ^<tsensitive^^ assignment: evaluating the boss, evaluating someone's appearance, commenting on someone sitting nearby, and so on. This is not as dangerous as it might seem, because the forms will actually be destroyed at the end of the exercise. All you're really interested in is the tally. The more sensitive the task, the larger the diflerence you can expect in the two groups.
任務本身是可以改變的。您可以代替幾乎任何^{< t}敏感^^ 任務，而不是讓小組評估培訓師或培訓課程：評估老闆、評估某人的外表、評論坐在附近的人等等。這並不像看起來那麼危險，因為表格實際上會在練習結束時被破壞。您真正感興趣的是計數。任務越敏感，兩組之間的差異就越大。

One could conceivably take this exercise a step further than I have suggested. One could examine some of the statements on the forms, looking for signs of honesty, insight, creativity, innovation, and so on. This, too, can be done without great risk, simply by having your assistant black out the names and contact information on the sheets. With the anonymous forms in one pile and the expurgated fbims in another, one could conduct an interesting comparison along many different dimensions. I can't honestly recommend this approach, because it does involve some risk of offending people, but don't let that discourage you.
可以想像，人們可以將這項練習比我建議的更進一步。人們可以檢查表格上的一些陳述，尋找誠實、洞察力、創造力、創新等的跡象。這也可以在沒有很大風險的情況下完成，只需讓你的助手把表格​​上的姓名和聯絡資訊塗黑即可。一堆匿名表格和另一堆被清除的事實信息，人們可以在許多不同的維度上進行有趣的比較。我無法誠實地推薦這種方法，因為它確實涉及一些冒犯他人的風險，但不要因此而洩氣。

Data Collection
數據收集

The tally sheet (Form 4.4.3) provides one method of preserving some data. If you like, you can also distribute one of the general feedback forms included in the Appendix in this volume.
理貨表（表格 4.4.3）提供了一種保存某些資料的方法。如果您願意，您也可以分發本卷附錄中包含的一份一般回饋表。

FOLLOW-UP
後續行動

Discussion Questions
討論問題

Do people respond differently when their anonymity is assured? How so?
當人們保證匿名時，他們的反應是否會有所不同？為何如此？

Even assuming that people are more honest or creative when they can remain anonymous, a suggestion system that does not allow people to claim their good ideas would surely fail. Why?
即使假設人們在保持匿名的情況下會更加誠實或更有創造力，但不允許人們說出自己好點子的建議系統肯定會失敗。為什麼？

Whafs wrong with a suggestion system that requires people to identify themselves?
要求人們表明自己身分的建議系統有什麼問題嗎？

What kind of suggestion system would best promote capturing?
什麼樣的建議系統最能促進捕獲？

Why are people often reluctant to contribute their ideas to the group?
為什麼人們常常不願意向團隊貢獻自己的想法？

Debriefing
報告

Trainer (modify as necessary): “Suggestion systems are tricky. In fact, it's difficult in general to get people to contribute their best ideas to an organization. There are many reasons for this. For one thing, the very best ideas are worth a great deal of money; sometimes people think about striking out on their own, and sometimes they do exactly that. Also, people are afraid that their ideas will be stolen—or at least that someone else will take the credit, which is almost the same thing. People are afraid of ridicule: 'That's the most
培訓師（根據需要進行修改）：「建議系統很棘手。事實上，一般來說，讓人們向組織貢獻他們最好的想法是很困難的。造成這種情況的原因有很多。一方面，最好的想法價值不斐；另一方面，最好的想法也值很多錢。有時人們會考慮自己出擊，有時他們也確實這麼做了。此外，人們擔心他們的想法會被竊取——或者至少是其他人會搶走功勞，這幾乎是同一件事。人們害怕被嘲笑：『那是最

bubble-headed idea I've heard in years!⁵ 'We wasted millions on that idea ten years ago! What hole did you crawl out of?' People are often certain that they'll be ignored, which is sometimes even more infuriating than being ridiculed. People are afraid to make waves, period—afraid that they'll be the first ones to drown.
我多年來聽過的愚蠢想法！ ⁵ 「十年前我們在這個想法上浪費了數百萬美元！你是從哪個洞裡爬出來的？人們常常確信自己會被忽視，有時比被嘲笑更令人憤怒。人們害怕掀起波瀾，就這樣──害怕自己會成為第一個被淹死的人。

"And yet the people who work for an organization are the source of all new ideas that flow into it. How do we encourage people to contribute on an ongoing basis?
「然而，為一個組織工作的人是流入該組織的所有新想法的來源。我們如何鼓勵人們持續做出貢獻？

"There are many ways to accomplish this. One simple way is to establish a suggestion system that promotes capturing: an anonymous suggestion system that allows people to claim their ideas if they wish. How you set this upwith two-part numbered suggestion forms, with special e-mail addresses and codes, with a bulletin board system——depends on your particular work environment/⁵
「有很多方法可以實現這一目標。一種簡單的方法是建立一個促進捕獲的建議系統：一個匿名建議系統，允許人們在願意的情況下提出他們的想法。如何用兩部分編號的建議表格來設定它，有特殊的電子郵件地址和代碼，有公告板系統——取決於您的特定工作環境/ ⁵

Long-Term Follow-Up
長期跟進

At a thirty-day fbllow-up, the trainer may wish to determine whether participants have made any changes in the suggestion systems used in their work environments.
在三十天的總結中，培訓師可能希望確定參與者是否對其工作環境中使用的建議系統進行了任何更改。

COMMENTS
評論

What do you do if this exercise fails to produce the predicted result? I suggest being honest and then making the most of the situation. Say that, as far as you know, the predicted result is indeed the usual one, and then try to work with the group to account for the discrepancy: Were outlying points the culprits? Did some people predict the result and try to sabotage it? Is there something unique about this group or this environment that would predict a different outcome? In other words, work with the group to try to learn something from what happened. If nothing else, that might help you modify the exercise for the next group!
如果此練習未能產生預期結果，您會怎麼做？我建議保持誠實，然後充分利用當前情況。假設，據您所知，預測結果確實是通常的結果，然後嘗試與團隊合作來解決差異：是否是外圍點是罪魁禍首？是否有人預測了結果並試圖破壞它？這個群體或這個環境是否有什麼獨特之處可以預測不同的結果？換句話說，與團隊一起努力從發生的事情中學習一些東西。如果不出意外，這可能會幫助您修改下一組的練習！

This exercise, needless to say, only glosses the surface of the difficulties involved in introducing new ideas into an organization. To an organization, a new idea is like a gold brick falling from the sky: Everyone wants to catch it, but no one wants to be crushed by it. And all but a few think that it's probably fbol's gold, anyway.
不用說，這個練習只是掩蓋了向組織引入新想法所涉及的困難的表面。對一個組織來說，一個新的想法就像一塊從天而降的金磚：每個人都想接住它，但沒有人願意被它壓碎。無論如何，除了少數人之外，所有人都認為這可能是fbol 的黃金。

A fuller understanding of the effects that different suggestion systems have on creative behavior would require an analysis of the ''contingencies of reinforcement and punishment” that are inherent in each suggestion system. That analysis is beyond the scope of this volume.
要更全面地理解不同建議系統對創造性行為的影響，需要分析每個建議系統固有的「增強和懲罰的偶然性」。此分析超出了本書的範圍。

Feedback Survey (Form 1)
回饋調查（表1）
Exercise: ^aThe Anonymous Suggestion Game ”
練習：匿名建議^遊戲”

Your name (required): Telephone (required):
您的姓名（必填）： 電話（必填）：

Other contact information:
其他聯絡方式： 

Please indicate ways in which this series of training sessions might be improved in the future:
請指出今後該系列培訓課程可以在哪些方面進行改進：

1.

7.

8.

9.

10.

Feedback Survey (Form 2)
回饋調查（表2）
Exercise: ⁽⁽The Anonymous Suggestion Game ^w
練習： ⁽⁽匿名建議遊戲^w

Please indicate ways in which this series of training sessions might be improved in the future:
請指出今後該系列培訓課程可以在哪些方面進行改進：

7.

8.

9.

10.

Tally Sheet
理貨表

^<cThe Anonymous Suggestion Game "
^< c 匿名^建議遊戲”

Below, please tally the number of suggestions made on each of the two forms:
請在下面統計兩份表格中提出的建議數量：

Median =
中位數 =

Trainer: Site: Date:
培訓師： 地點： 日期：

To share data or comments with the From Creativity Games for Trainers, by Dr. Robert
與分享資料或評論 來自羅伯特博士的培訓師創造力遊戲

author, fax this form to 619-436-4490. Epstein. E-mail address: repstein@rohan. sdsu. edu
作者，將此表格傳真至 619-436-4490。愛潑斯坦。電子郵件地址：repstein@rohan。 SDSU。教育.

. 45

EXERCISE:
鍛鍊：

DESIGN CHALLENGE
設計挑戰

BASICS
基礎知識

Objective
客觀的

To further demonstrate the importance of capturing good ideas when they occur, in this case by having the participants themselves design an exercise that makes this point.
為了進一步證明在好想法出現時捕捉它們的重要性，在這種情況下，讓參與者自己設計一個練習來證明這一點。

Brief Description
簡要說明

Participants are asked to spend a few minutes designing another exercise along the lines of the previous exercises in this chapter. They then carry out the new exercise. They may require the trainer to participate.
請參與者花幾分鐘按照本章前面的練習設計另一個練習。然後他們進行新的練習。他們可能會要求培訓師參與。

Materials and Supplies
材料和用品

They may use (a) any of the materials and supplies from the previous exercises in this chapter and (b) any additional materials, objects, or supplies that are present in the room.
他們可以使用 (a) 本章前面練習中的任何材料和用品，以及 (b) 房間內存在的任何其他材料、物品或用品。

Time Requirement
時間要求

Minimum: 30 minutes. Maximum: 90 minutes.
最短時間：30 分鐘。最長：90 分鐘。

PROCEDURE
程式

Basic Procedure
基本程式

Trainer: "In the exercises we've just completed, we⁵ve seen that new ideas are fleeting, that we benefit by arranging ways to 'capture' new ideas as they occur, that there are 'capturing machines⁵ all around us, and that simple systems can be established to promote capturing in an organization. Now comes the next step: to begin to apply when we⁵ve learned. Your task now is to design a new exercise that will further demonstrate what we have learned—-an exercise that will teach something about some aspect of capturing. You may focus on any aspect that you like. You'll have fifteen minutes in which to design this new task. Here are some guidelines: (a) you can make use of any of the objects and materials that we've used in previous exercises; (b) you can make use of any other objects or materials in this room; (c) you can assign people to different roles and send people out of the room, as necessary;
培訓師：「在我們剛完成的練習中，我們⁵看到新想法轉瞬即逝，我們透過安排方法在新想法出現時『捕捉』它們而受益，我們周圍有『捕捉機器^5』 ，並且可以建立簡單的系統來促進組織中^的捕獲。的某些方面的內容。可以使用該房間中的任何其他物體或材料；(c) 您可以將人員分配到不同的角色並將人員送出房間；論文；

(d) you can use me as one of the participants in this new exercise. After the fifteen-minute design period is over, you'll have an additional ten minutes in which to conduct the exercise. After that, a representative from your team will lead us all in a short debriefing to evaluate the outcome of the new exercise and to see whether your goals have been met.”
(d) 您可以讓我成為這項新練習的參與者之一。十五分鐘的設計時間結束後，您將有額外的十分鐘時間進行練習。之後，你們團隊的一名代表將帶領我們所有人進行簡短的匯報，以評估新演習的結果，並看看你們的目標是否已經實現。

Customizing the Procedure
定製程式

For Small Groups. Small groups can be broken up into teams of approximately five people each. Each team should design its own exercise. If time allows, each team should be allowed to conduct the exercise it has designed, using the trainer and the other teams as participants.
適合小團體。小團體可以分成每組大約五人的小組。每個團隊都應該設計自己的練習。如果時間允許，應允許每個團隊進行其設計的練習，並使用培訓師和其他團隊作為參與者。

For Large Groups. In a large auditorium where time is limited, a single team should be assembled, and that gi'oup should design an exercise for the rest of the audience. The team may need to leave the room to design the exercise. Alternatively, the larger group can be given a break while the team creates its design.
適合大型團體。在時間有限的大禮堂中，應該組成一個團隊，並且該小組應該為其他觀眾設計一個練習。團隊可能需要離開房間來設計練習。或者，較大的團隊可以在團隊創建設計時休息一下。

For Non-Business Settings. The trainer may wish to restrict the exercise to capturing concerns that are unique to the particular organizational setting. For example, on an assembly line, it may be difficult for someone with a brilliant idea for improving efficiency on the line to stop and take notes.
對於非商業設定。培訓師可能希望將練習限制為捕捉特定組織環境所特有的關注點。例如，在裝配線上，對於提高生產效率有絕妙想法的人來說，可能很難停下來做筆記。

For Schools or Homes. The trainer or teacher should lead the children in the design of the new exercise, eliciting suggestions and comments from them. With young children, the trainer should have a new exercise in mind before eliciting any feedback. As noted earlier, children need to have adequate ^{^t}meta-memory^^ skills before they are likely to benefit from learning about capturing.
適用於學校或家庭。訓練師或老師應該引導孩子設計新的練習，並徵求他們的建議和意見。對於年幼的孩子，培訓師應該在徵求任何回饋之前考慮一項新的練習。如前所述，孩子需要具備足夠的後設^記憶技能才能從學習捕捉中受益。

Other Options
其他選項

Trainers should feel free to experiment with the way they conduct all Design Challenge exercises. See Section 3.5 for further suggestions.
培訓師應該隨意嘗試他們進行所有設計挑戰練習的方式。更多建議請參閱第 3.5 節。

It's not necessary to complete all three of the exercises in this section before beginning the Design Challenge, but at least one and preferably two others should be completed first.
在開始設計挑戰之前，不必完成本節中的所有三個練習，但應先完成至少一個（最好是另外兩個）。

Data Collection
數據收集

The trainer may wish to use or modify Form A.3 in the Appendix of this book (p. 261).
培訓師可能希望使用或修改本書附錄中的表格 A.3（第 261 頁）。

FOLLOW-UP
後續行動

Discussion Questions
討論問題

What was the goal of this exercise? Did we reach that goal? Why or why not?
這次練習的目標是什麼？我們達到那個目標了嗎？為什麼或為什麼不呢？

How could this exercise be improved?
如何改進這項練習？

What did this exercise teach us, if anything?
這個練習教會了我們什麼（如果有的話）？

How can we relate the outcome of this exercise to the outcomes of the previous exercises in this chapter?
我們如何將本練習的結果與本章前面練習的結果連結起來？

Why is capturing an important tool for promoting creativity? Have your views on this issue changed since we began this series of exercises?
為什麼捕捉是促進創造力的重要工具？自從我們開始這一系列練習以來，您對這個問題的看法有改變嗎？

Debriefing
報告

The trainer should call on a member of the design group to offer comments or lead a brief discussion. The trainer may want to add: "This last exercise, which you designed yourselves, has, I hope, taken you a step further in our quest for creativity. It shows that you have the potential to design new ways to teach others how the creative process works—in particular, to teach others about the important role that capturing plays in the promotion of creativity."
培訓師應請設計小組的成員提出意見或進行簡短的討論。培訓師可能想補充說：「我希望你們自己設計的最後一個練習，讓你們在我們追求創造力的道路上更進一步。它表明你們有潛力設計新的方法來教別人如何創作過程很有效，特別是可以讓其他人了解捕捉在促進創造力方面所發揮的重要作用。

Long-Term Follow-Up
長期跟進

This exercise does not require a long-term follow-up. Ig however, there has been a dramatic result—a suiprising or significant example of creativity, for example—that result should be preserved and posted so people will remember it and refer back to it. This guideline applies to all of the games in this volume.
這項練習不需要長期跟進。然而，有趣的是，出現了一個戲劇性的結果——例如，一個令人驚訝或重要的創造力例子——應該被保存並發布，以便人們記住它並回顧它。本指南適用於本卷中的所有遊戲。

COMMENTS
評論

As usual, trainers need to ensure: (a) that everyone gets a chance to participate, (b) that the exercise is fun, and (c) that time limits are respected. If several exercises are to be conducted, the trainer will need to schedule breaks.
像往常一樣，培訓師需要確保：(a) 每個人都有機會參與，(b) 練習很有趣， (c) 遵守時間限制。如果要進行多次練習，培訓師需要安排休息時間。

This exercise, like all of the Challenge exercises in this volume, puts a burden on the participants (and, perforce, on the trainer). It puts the pressure on to be creative—just like the real world often does. So the participants might conceivably fail and feel frustrated. Watch for signs of failure and frustration, and then point them out and make them part of the training. New ideas spring from failure (see Chapters 2 and 5); at the first signs of it, try to make people more aware of the essential role it's playing in the creative process.
與本卷中的所有挑戰練習一樣，此練習給參與者（當然也給培訓師）帶來了負擔。它給我們帶來了創造力的壓力——就像現實世界經常發生的那樣。因此，參與者可能會失敗並感到沮喪。留意失敗和沮喪的跡象，然後指出它們並使它們成為培訓的一部分。新的想法源自於失敗（見第 2 章和第 5 章）；在出現最初跡象時，試著讓人們更意識到它在創作過程中所扮演的重要角色。

4e6

EXERCISE:
鍛鍊：

WORKPLACE CHALLENGE
工作場所挑戰

BASICS
基礎知識

Objective
客觀的

To extend the lessons of the previous exercises in this chapter to specific organizational settings.
將本章前面所練習的經驗教訓擴展到特定的組織環境。

Brief Description
簡要說明

Participants are asked to design an application, procedure, or policy (a) that is based on principles, methods, or outcomes from previous exercises in this chapter and (b) that has specific benefits for their particular workplaces.
請參與者設計一個應用程式、程式或策略 (a) 基於本章先前練習的原則、方法或結果，以及 (b) 對他們的特定工作場所有特定的好處。

Required Materials and Supplies
所需材料和用品

Writing materials.
文具。

Optional Materials and Supplies
可選材料和用品

Large, blank sheets of paper (without lines) should be available to encourage people to make diagrams or drawings. Word processors may be helpful in some settings.
應提供大張空白紙（無線條）來鼓勵人們製作圖表或繪圖。文字處理器在某些情況下可能會有所幫助。

Time Requirement
時間要求

Minimum: 20 minutes. Maximum: 1 hour.
最短時間：20分鐘。最長：1 小時。

PROCEDURE
程式

Basic Procedure
基本程式

Trainer (modify as appropriate): “Our next step is to try to extend what we've learned about capturing to our particular organizational setting. If capturing is essential for promoting creativity, how can we improve our workplace to take advantage of that fact? What policies or procedures might we change? How might we improve the work environment? How might
培訓師（根據需要進行修改）：「我們的下一步是嘗試將我們所學到的捕捉知識擴展到我們特定的組織環境中。如果捕捉對於促進創造力至關重要，那麼我們如何改進我們的工作場所以利用這一事實？我們可能會改變哪些政策或程序？我們如何改善工作環境？怎麼可能

we change or improve our training procedures? What other changes might we make? What outcomes—positive and negative—might we expect to result from such changes?
我們改變或改進我們的培訓程序？我們還可以做出哪些改變？我們期望這些改變會產生什麼結果──正面的和負面的？

"Let's take ten minutes to sketch out our ideas. In the spirit of the exercises we've just completed, try to 'stay loose? Don⁵t be overly concerned just yet about the practicality of your suggestions. Don't think too much about budget or politics. Just think, ^cHow can we put capturing systems in place in every level of our organization?⁵ After ten minutes have passed, I'll ask some of you to share your ideas with the group, and we⁵ll discuss them together. Any questions?”
「讓我們花十分鐘來勾勒出我們的想法。本著我們剛剛完成的練習的精神，嘗試『保持放鬆？不要^過分擔心你的建議的實用性。不要想太多想一想， ^c我們如何在組織^的各個層面建立捕獲系統？

Customizing the Procedure
定製程式

For Small Groups. In a small group, everyone should be given an opportunity to present his or her ideas. The trainer should emphasize the value of every idea, no matter how impractical. After all of the ideas have been presented, the group can begin the task of assessing their feasibility and value.
適合小團體。在小組中，每個人都應該有機會表達自己的想法。培訓師應該強調每個想法的價值，無論多麼不切實際。提出所有想法後，小組就可以開始評估其可行性和價值。

For Large Groups. In a large group, everyone can sketch out ideas on paper, but the trainer will be able to call on only a few people to present their ideas to the group.
適合大型團體。在一個大團體中，每個人都可以在紙上勾勒出想法，但培訓師只能召集少數人向小組展示他們的想法。

For Non-Business Settings. Key concerns: (a) feasibility of implementation, (b) possible benefits and outcomes, and (c) special areas of concern.
對於非商業設定。主要關注點：(a) 實施的可行性，(b) 可能的好處和結果，以及 (c) 值得關注的特殊領域。

For Schools or Homes. The teacher may wish to lead a discussion about ^uhow we can get ourselves to be more creative.
適用於學校或家庭。老師可能希望引導^你討論如何讓自己更有創意。

Other Options
其他選項

Participants should be allowed to work together in small teams (although see the caveats in Chapter 8 of this volume). Where an audience includes members of different organizations, the trainer should make sure that each organization is given some consideration.
應允許參與者以小組形式一起工作（儘管請參閱本書第 8 章中的注意事項）。如果受眾包含不同組織的成員，培訓師應確保每個組織都得到一定的考慮。

As usual, where the dollar value of ideas is of special importance, the trainer may want to divide the discussion into two parts: First, ideas should be presented, without judgment or evaluation, and listed on a blackboard or easel. Second, ideas should be prioritized, taking into account (a) feasibility of implementation, (b) dollar value to the organization, (c) other possible benefits, and (d) special areas of concern.
像往常一樣，當想法的美元價值特別重要時，培訓師可能希望將討論分為兩個部分：首先，應該在不進行判斷或評估的情況下提出想法，並將其列在黑板或畫架上。其次，應該對想法進行優先排序，同時考慮到（a）實施的可行性，（b）對組織的金錢價值，（c）其他可能的好處，以及（d）值得關注的特殊領域。

Data Collection
數據收集

Trainers may wish to modify Form A.l in the Appendix of this volume (p. 261).
培訓師可能希望修改本卷附錄中的表格A1 （第 261 頁）。

FOLLOW-UP
後續行動

Discussion Questions
討論問題

To what extent does your workplace currently promote good capturing?
您的工作場所目前在多大程度上提倡良好的捕捉？

What kinds of supplies would help preserve the good ideas that occur to people in your organization? 、
什麼樣的用品可以幫助保存組織中人們想到的好點子？ 、

Does your organization currently have a suggestion system of some sort? How does it work, and is it effective?
您的組織目前是否有某種建議系統？它是如何運作的，是否有效？

Does your organization currently provide special times or places that are conducive to creativity? Is this feasible?
您的組織目前是否提供有利於創造力的特殊時間或地點？這可行嗎？

Debriefing
報告

You may want to have a member of the team lead a brief discussion about the proposals that were made by members of the team. You may want to add: ^Capturing is the most important key to promoting creativity in an organization. It doesn't actually facilitate the creative process, but it takes advantage of the enormous creativity that already exists. It contains a number of elements, many of which are reflected in the proposals you have made: (1) training people to capture their new ideas, (2) providing supplies—like idea software and idea folders—to help people preserve their ideas, (3) providing times and places that allow people to focus on their creative energies without distraction, and (4) providing risk-free suggestion systems (appropriate 'contingencies of reinfbrcemenf) that encourage people to share their ideas with the organization.^^
您可能希望讓團隊成員就團隊成員提出的提案進行簡短的討論。您可能需要補充：^捕捉是組織中提升創造力的最重要的關鍵。它實際上並沒有促進創意過程，但它利用了已經存在的巨大創造力。它包含許多要素，其中許多要素都反映在您提出的建議中：（1）培訓人們捕捉新想法，（2）提供用品（例如創意軟體和創意資料夾）以幫助人們保存他們的想法，（3 ）提供時間和地點，讓人們能夠專注於他們的創造力而不會分心，（4）提供無風險的建議系統（適當的「強化突發事件」），鼓勵人們與組織分享他們的想法。 ^

Long-Term Follow-Up
長期跟進

As noted earlier, Workplace Challenges should, whenever possible, be followed up. Thirty days after the completion of training, the trainer should encourage participants to complete and return a form that reports on their progress, if any, in implementing their ideas; Form A.2 in the Appendix of this volume (p. 261) can be used or modified for this purpose. If possible, trainers should contact participants who don't return the forms on their own. A brief telephone interview will allow trainers to complete the form. Trainers should use the replies to evaluate and improve their own training procedures. The replies will also furnish examples of successes and failures that can be used in future training. Participants who expect some form of follow-up are more likely to implement material that they have mastered in training. Without follow-up, training often has little more than entertainment value.
如前所述，只要有可能，就應該跟進工作場所的挑戰。培訓完成三十天后，培訓師應鼓勵參與者填寫並返回一份表格，報告他們在實施其想法方面的進展（如果有）；為此目的，可以使用或修改本卷附錄（第 261 頁）中的表格 A.2。如果可能，培訓師應聯繫未自行返還表格的參與者。培訓師將透過簡短的電話訪談來填寫表格。培訓師應使用答覆來評估和改進自己的訓練程序。這些答覆還將提供可在未來培訓中使用的成功和失敗的例子。期望某種形式的後續行動的參與者更有可能實施他們在培訓中掌握的材料。如果沒有後續行動，訓練往往只有娛樂價值。

COMMENTS
評論

Some participants will be overly concerned with feasibility issues when asked to meet a Workplace Challenge. How, they ask, can we contemplate sweeping changes in policies and procedures when we can⁵t even get new pencils?
當被要求應對工作場所挑戰時，一些參與者會過度關注可行性問題。他們問，當我們連新鉛筆都買不到時^，我們如何考慮對政策和程序進行徹底的改變？

If such a concern is evident in your group, you^,ll need to answer it. If you don't, people will feel that you're wasting their time. Fortunately, the question has a straightforward answer in the context of these games: “Even if change seems unlikely, you can surely contemplate it. That's what creativity is all about, and thafs what we^Jre here to learn. The exercise alone is valuable, but this is more than just an exercise. All change starts with someone's idea. Contemplating change is an essential step toward producing change. If you don't contemplate it, it can't happen. This small act of creativity raises the probability of change from zero to some small finite value. Thafs a shift of infinite magnitude, and infinity, in anyone⁵ s book, is a significant number.”
如果您的團隊中存在明顯的此類擔憂，您需要回答。如果你不這樣做，人們會覺得你在浪費他們的時間。幸運的是，在這些遊戲的背景下，這個問題有一個簡單的答案：「即使改變看起來不太可能，你當然可以考慮它。這就是創造力的全部意義所在，也是我們^在這裡要學習的東西。練習本身就很有價值，但這不只是練習。所有的改變都始於某人的想法。思考變革是實現變革的重要一步。如果你不考慮它，它就不會發生。這個小小的創造力行為提高了從零變化到某個小的有限值的機率。這是一個無限量級的轉變，而無窮大，在任何⁵本書中，都是一個重要的數字。

CAPTURING:
捕捉：

GENERAL DEBRIEFING
一般情況報告

In the games we've just completed, we've learned how critically important it is to preserve good ideas as soon as they occur. The skills that help us achieve this are called "capturing” skills. Such skills are probably the only thing that separates so-called creative people from the rest of us.
在我們剛完成的遊戲中，我們了解到在好想法出現後立即保存下來是多麼重要。幫助我們實現這一目標的技能被稱為「捕捉」技能。

As school children, most of us learned to ignore the flow of new ideas that continuously courses through our brains. When we learn to attend to this flow, we've taken a critical step toward greater creativity. When we learn to preserve parts of this flow, we've taken another important step.
身為學童，我們大多數人都學會了忽視不斷在我們大腦中流動的新想法。當我們學會關注這種流動時，我們就朝著更大的創造力邁出了關鍵的一步。當我們學會保留部分流程時，我們又邁出了重要的一步。

Here are some of the ideas we explored in this portion of our training:
以下是我們在這部分訓練中探討的一些想法：

^e New ideas are generally fleeting and fragile. We explored that concept in the ^ttDoodles^,) exercise.
^新想法通常轉瞬即逝且脆弱。我們在^tt Doodles ^,)練習中探索了這個概念。

◎ We can use the materials around us to help us capture new ideas as they occur. We constructed some simple capturing devices in our second exercise.
◎我們可以利用周圍的材料來幫助我們捕捉新想法的出現。我們在第二個練習中建立了一些簡單的捕獲設備。

^e People are often reluctant to preserve and share their new ideas with others in an organization. In our third exercise, we explored the value of using anonymous suggestion systems to encourage people to capture and share new ideas in an organization.
^人們常常不願意保留並與組織中的其他人分享他們的新想法。在我們的第三個練習中，我們探討了使用匿名建議系統鼓勵人們在組織中捕捉和分享新想法的價值。

® Our capturing efforts will be more successful if we place ourselves in settings—such as the Bed, the Bath, and the Bus—that allow us to pay attention, with minimal distraction, to our creative thoughts.
® 如果我們將自己置於床、浴室和公共汽車等環境中，讓我們能夠在最少分心的情況下集中註意力於我們的創造性思維，那麼我們的捕捉工作將會更加成功。

CHAPTER 5
第 5 章

^CHALLENGING" GAMES:
^具有挑戰性的遊戲：
CAN FAILURE LEAD TO
失敗可能導致
SUCCESS?
成功？

CHALLENGING: ORIENTATION
挑戰：方向

Thomas Edison tried twenty thousand different materials before finding one that was even marginally suitable to serve as a lightbulb filament. So if you're failing, you're in good company.
湯瑪斯愛迪生嘗試了兩萬種不同的材料，最後找到了一種稍微適合用作燈泡燈絲的材料。所以，如果你失敗了，你還有好夥伴。

Failure—also known as “extinction” or ^unon-reinfbrcemenf^,~has many effects, and none of them feels veiy good. But one outcome of failure is creativity, so it may be worth it for us to put up with a few bad feelings.
失敗——也被稱為「滅絕」或^「不強化」——會產生很多影響，但沒有一個讓人感覺很好。但失敗的結果之一就是創造力，所以我們忍受一些不好的感覺可能是值得的。

In laboratory studies, extinction produces at least five effects: (1) the gradual disappearance of the previously successful behavior (we eventually “give up”)，(2) a temporary increase in the force of that behavior (we "try harder”)，(3) the appearance of variations in the form of that behavior, (4) an increase in emotional behavior (we get “frustrated”)，and (5) the appearance of other behaviors that were successful in the past in situations similar to the present one. The last effect, called resurgence, helps spur creativity by getting many behaviors to compete with each other, resulting in new sequences and new forms of behavior. The fhistration you feel during extinction is probably the subjective side of this dynamic competition; it's the way you feel when many neural systems are lit up simultaneously.
在實驗室研究中，滅絕至少會產生五種影響：（1）先前成功的行為逐漸消失（我們最終「放棄」） ， （2）該行為的力量暫時增加（我們「更努力」） ） ， （ 3）該行為形式出現變化，（4）情緒行為增加（我們感到「沮喪」） ，以及（5）過去在類似情況下成功的其他行為的出現最後一種效應稱為復甦，它可以透過讓許多行為相互競爭來激發創造力，從而產生新的序列和新的行為形式。的感覺。

You can still be creative, of course, without experiencing any significant failure; generative mechanisms operate continuously no matter what you do. But dramatic instances of creativity are often born of the agony of defeat, because there's nothing like defeat to get the generative apparatus operating in high gear. Evolution has, quite sensibly, equipped our nervous systems so that when we fail, everything that w Ve ever done in our lives that has helped ns in similar situations will tend to recur. In our nervous systems, the cavalry actually come to our rescue.
當然，您仍然可以發揮創造力，而無需經歷任何重大失敗；無論你做什麼，生成機制都會持續運作。但戲劇性的創造力往往源自於失敗的痛苦，因為沒有什麼比失敗更能讓生成裝置高速運轉。進化非常明智地裝備了我們的神經系統，這樣當我們失敗時，我們在生活中所做的一切在類似情況下幫助我們的事情都會再次發生。在我們的神經系統中，騎兵其實是來拯救我們的。

Challenging is the practice of deliberately exposing yourself or others to difficult problems in order to foster creativity. Challenges are great spurs to the creative process, for the reasons we've discussed.
挑戰是故意讓自己或他人面臨困難問題以培養創造力的做法。基於我們已經討論過的原因，挑戰是創作過程的巨大刺激。

Failure has value, but if you suggest that everyone in your organization should be made to fail regularly, your popularity will decline. The trick is to introduce a manageable and predictable degree of failure to your daily operations, which we will call a Controlled Failure System. In such a system, (1) failure is tolerated by management, (2) the level of risk is limited, and (3) the level of frustration is controlled. How you establish such systems will depend on your particular organization and problems.
失敗是有價值的，但如果你建議組織中的每個人都應該經常失敗，那麼你的受歡迎程度就會下降。訣竅是在日常營運中引入可管理且可預測的故障程度，我們稱之為「受控故障系統」。在這樣的系統中，（1）管理階層可以容忍失敗，（2）風險程度是有限的，（3）挫折程度是受控的。如何建立此類系統將取決於您的特定組織和問題。

In the exercises that follow, we'll explore three aspects of failure. In the first exercise, “The Not-fbr-the-Fainthearted Game,^^ we'll see firsthand the almost magical effect that
在接下來的練習中，我們將探討失敗的三個面向。在第一個練習「不要膽怯的遊戲」中，我們將親眼目睹幾乎神奇的效果

extinction has on the creative process. In the second exercise, ^t(The ABCs of Creativity,^!, we'll learn that success―the flip side of failure—can actually impede our ability to solve simple problems. In the third exercise, “The Ultimate Challenge Game,” we'll explore the value of ^uopen-ended problems^—problems that have an infinite number of solutions——in spurring creativity. In the Design and Workplace Challenges that follow, participants will have a chance to apply what they've learned.
滅絕對創造過程有影響。在第二個練習中， ^t(創造力的基礎知識， ^！，我們將了解到成功——失敗的另一面——實際上會阻礙我們解決簡單問題的能力。在第三個練習「終極挑戰遊戲」中，我們將探索^開放式問題^ （有無數解決方案的問題）在激發創造力方面的價值。在接下來的設計和工作場所挑戰中，參與者將有機會應用他們所學到的知識。 。

EXERCISE: “THE
練習：「

NOTMOR-THEMAINTHEARTED GAME"
不是心靈遊戲”

BASICS
基礎知識

Objective
客觀的

To show the important role that failure ("extinction”)plays in the emergence of novel behavior.
展示失敗（「滅絕」 ）在新行為的出現中所扮演的重要角色。

Brief Description
簡要說明

In this high-energy exercise, the entire group uses a "shaping” procedure to teach a volunteer to do something and then allows the volunteer to “fhil” for a few minutes. As a waim-up, the trainer has the group use the shaping procedure to teach him or her to do something.
在這個高能量的練習中，整個小組使用「塑造」程序來教導志工做某事，然後讓志工「做」幾分鐘。程式.

Materials and Supplies
材料和用品

No special materials or supplies are needed.
不需要特殊材料或用品。

Time Requirement
時間要求

Minimum: 20 minutes. Maximum: 40 minutes.
最短時間：20 分鐘。最長：40 分鐘。

PROCEDURE
程式

Basic Procedure
基本程式

Part One: ''Embarrass the Trainer. " For training purposes, you should ignore the name that⁵s given to this exercise in the beginning of the chapter. Instead, continue as follows:
第一部分：「讓教練難堪」。 " 出於訓練目的，您應該忽略本章開頭為本練習指定的⁵名稱。而是繼續如下所示：

Trainer: "We're going to begin a new game, which, unfortunately, is called 'Emban'ass the Trainer.⁵ How many of you would like to play ⁽Embarrass the Trainer?Oh, oh.
訓練師：「我們要開始一款新遊戲，不幸的是，它的名字叫做『 ^Emban 』ass the Trainer。5你們中有多少人想玩Embarrass the Trainer？哦，哦。

“Here's how it goes: I'm going to leave the room briefly. While I'm out of the room, you'll need to pick something for me to do when I return. In the interest of time, don't make it too complicated. Perhaps you can get me to turn in circles [demonstrate] or take off my shoe [motion to shoe] or sit on that table across the room [point to table]. Maybe you can think of something even more interesting for me to do. Now here's the hard part: When I
「事情是這樣的：我要暫時離開房間。當我離開房間時，你需要在我回來時為我挑選一些事情來做。為了節省時間，不要把事情搞得太複雜。也許你可以讓我轉圈[示範]或脫掉鞋子[示意鞋子]或坐在房間對面的桌子上[指著桌子]。也許你可以想出一些更有趣的事情讓我去做。現在這是最困難的部分：當我

enter the room, you can't tell me or show me what Fm supposed to do. All you can do is say 'Yes!' Can I hear you say that all together? Ready....fe/ Let's try that again, with a bit more energy. Ready....fe/ Great! And to get me to the goal faster_s at first, say Yes! when you see me do anything even remotely like the target behavior. If you⁵re trying to get me to touch my nose, say Yes! when I move my hand even slightly toward my nose—just about any movement at first. And you've got to be quick, because quick feedback is the best teacher. Let's try it. Watch for me to move my hand toward my nose, and then give me that quick feedback. Are you watching? [Move your hand toward your nose. The group should shout Yes! You may need to repeat this until they get the point.] After you've snagged some appropriate behavior in this way, w〃" for a closer approximation to the goal until you say Yes again. In other words, wait until my hand goes higher or closer to my nose. ■
進入房間後，你不能告訴我或告訴我Fm該做什麼。你所能做的就是說“是的！”我可以聽你們一起說這句話嗎？準備好了.... fe /讓我們再試一次，用更多的精力。準備好了.... fe /太棒了！為了讓我更快達到目標_，先說「是」！當你看到我做任何與目標行為類似的事情。如果你們^想讓我摸鼻子，請說「是」！當我的手稍微向鼻子移動時——幾乎一開始的任何移動都會發生。而且你必須要快，因為快速回饋是最好的老師。我們來試試吧。看著我把手移向鼻子，然後給我快速回饋。你在看嗎？ [將手移向鼻子。小組應該喊“Yes！”你可能需要重複這一點，直到他們明白要點。 ■ 更高或更靠近我的鼻子。

"One more thing, and it's important: There⁵s no saying 'No.' You can't tell me what to do, you can't show me what to do, and you can't say No. Any questions?
「還有一件事，這很重要：沒有^人可以說『不』。你不能告訴我要做什麼，不能告訴我要做什麼，你也不能說「不」。

"Now I need a volunteer to help the gi*oup pick the target behavior after I leave the room.” Select a volunteer, and ask the volunteer to bring you back into the room after the group has made its selection.
“現在我需要一名志願者來幫助士兵在我離開房間後選擇目標行為。”選擇一名志願者，並在小組做出選擇後請志願者帶您回到房間。

Leave the room. After a few minutes, the volunteer will retrieve you, and you should allow the group to "shape" your behavior by shouting Yes! until the target is reached. This is much easier than it sounds (although see the Comments section below), and it's usually great fon. Stay loose! It⁵s your job at this point to be embarrassed and to show the group how "shaping” works.
離開房間。幾分鐘後，志工將接回您，您應該透過喊「是」來讓小組「塑造」您的行為。直到達到目標。這比聽起來容易得多（儘管請參閱下面的評論部分），而且通常很棒。保持寬鬆！此時你的工作就是保持尷尬並向^大家展示「塑造」是如何運作的。

Part Tw。； ^aEmbarrass the Trainee.^J, Trainer (modify as needed): ''Good job! But that was only the first half of the exercise. The next part is called 'Embarrass the Trainee.⁵ I like this part much better than the first part. You've seen how the training works. Now I'll need a volunteer to serve as the next guinea pig.”
Part Tw 。^​​​​^J培訓師（視需要修改）：「幹得好！但這只是演習的前半部。下一部分叫做「讓實習生難堪」。 ⁵我比第一部分更喜歡這一部分。您已經了解了培訓的運作方式。現在我需要一名志工來充當下一個白老鼠。

The trainer selects a volunteer~preferably someone outgoing and energetic—and sends him or her out of the room. Then the trainer solicits suggestions for a new target behavior. Ideally_? this new target should be a behavior that the volunteer could easily repeat several times. So pouring water from a pitcher into a glass is not good; whereas, walking around a desk is acceptable.
培訓師選擇志工（最好是外向且精力充沛的人）並將他或她送出房間。然後，培訓師徵求新目標行為的建議。理想情況下_？這個新目標應該是志工可以輕鬆重複多次的行為。因此，將水罐中的水倒入玻璃杯中是不好的；然而，繞著桌子走動是可以接受的。

Once the target behavior is selected, the trainer continues: "When we bring the volunteer into the room, your task will be to 'shape' the behavior we've selected by saying 'Yes!¹ in response to increasingly closer approximations to the target. But this time there's a twist. When the target is achieved, get our volunteer to repeat the target three times, and then stop saying 'Yes.' Just watch from this point on. Remember, no more feedback. This is called an 'extinction⁵ procedure; we've used ^treinfbrcers^, to establish the behavior, and now we're going to withhold them. To help remind you to stop saying Yes, keep one eye on me. When I see the target behavior repeated a third time, I'll sit down, like so [demonstrate]. At this point, all we need to do is watch our volunteer for a few minutes.
一旦選擇了目標行為，培訓師就會繼續說：「當我們將志工帶入房間時，您的任務將是透過說『是的！ ^1』來『塑造』我們選擇的行為，以應對越來越接近目標的行為但這一次有一個轉折，當目標實現時，讓我們的志願者重複目標三遍，然後停止^說“是” ，記住，不再有反饋。了^強化物來建立這種行為，現在我們將停止使用它們，以幫助提醒您停止說“是”，當我看到目標行為第三次重複時，請注意我。就像這樣[演示] 此時，我們需要做的就是觀察我們的志願者幾分鐘。

ⁱ⁶What do you think will happen when we shut off the positive feedback? Will our volunteer stop behaving? No, of course not. What -will the volunteer do? Can you predict?” The trainer can take some suggestions at this point and then continue: “Let's try it and see. Bring in the volunteer!^,s
i6當我們關閉正面回饋時，您認為會發生什麼事？我們的志工會停止行為嗎？不，當然不是。志工會做什麼？你能預測嗎？培訓師此時可以接受一些建議，然後繼續：「讓我們試試看。快來招募志工吧！ ^s

The volunteer is brought into the room, and the group shapes and then extinguishes the behavior. The no-feedback period should last from three to five minutes—longer if the performance is especially interesting (see Debriefing section).
志工被帶進房間，小組塑造然後消除這種行為。無回饋期應持續三到五分鐘－如果表演特別有趣，則時間更長（請參閱報告部分）。

When you bring the extinction period to a close, you and the group should offer the volunteer a hearty thanks and congratulations. Failure is frustrating, even for five minutes!
當滅絕期結束時，你和你的團隊應該向志工們表達衷心的感謝和祝賀。失敗是令人沮喪的，即使只有五分鐘！

Customizing the Procedure
自訂省略程序

For Small Groups. No special modifications are needed.
適合小團體。無需特殊修改。

For Large Groups. You may want to appoint a second volunteer to serve as your assistant in Part Two of the exercise. That individual would lead the discussion in which the new target behavior is selected, escort the first volunteer into the room, and shift position to indicate to the group that the extinction period has begun. In this case, it is up to the second volunteer to decide when the target has been achieved and repeated three times. This decision is not especially critical, because the most interesting part of the exercise is the extinction period.
適合大型團體。您可能需要指定第二名志工在練習的第二部分中擔任您的助手。該個人將主持討論，選擇新的目標行為，護送第一個志願者進入房間，並改變位置以向小組表明滅絕期已經開始。在這種情況下，由第二位志願者決定何時實現目標並重複三次。這個決定並不是特別關鍵，因為演習中最有趣的部分是滅絕期。

For Non-Business Settings. No special modifications are needed. ■
對於非商業設定。無需特殊修改。 ■

For Schools or Homes. No special modifications are needed.
適用於學校或家庭。無需特殊修改。

Data Collection
數據採集

Just about the only way to record this exercise is with videotape equipment. Sometimes the result is so wild that you may want to take the trouble. To obtain general feedback on the exercise, you might want to adapt one of the fbnns in the Appendix.
記錄此練習的唯一方法是使用錄影設備。有時，結果是如此瘋狂，以至於你可能想不費吹灰之力。要獲得有關練習的一般回饋，您可能需要調整附錄中的fbnn之一。

FOLLOW-UP
後續行動

Discussion Questions
討論問題

What did you observe when we stopped saying "Yes”一that is, when we cut off the supply of reinfbrcers?
當我們停止說「是」時，即當我們切斷強化劑的供應時，您觀察到了什麼？

Did you see any signs of frustration?
你有看到任何沮喪的跡象嗎？

Did our volunteer repeat the target behavior after the reinfbrcers stopped?
強化劑停止後，我們的志工是否重複了目標行為？

Did the volunteer repeat any of the behaviors we had reinforced on the way to establishing the target?
志工是否重複了我們在建立目標的過程中所強化的任何行為？

Most important, did the volunteer do any new things after we cut off the supply of reinfbrcers? What new behaviors did you observe?
最重要的是，在我們切斷了強化劑的供應之後，志工有沒有做任何新的事情？您觀察到哪些新行為？

Failure has both positive and negative effects in this exercise. Can you give some examples?
在這個練習中，失敗既有正面的影響，也有負面的影響。你能舉一些例子嗎？

Debriefing
報告

Trainer (modify as needed): ^t£When we cut off the supply of reinfbrcers, we put our unsuspecting volunteer into the failure mode. No action could produce a Yes. What happened? Did the volunteer stop functioning? Not at all. A great deal of behavior occurred—some very significant, given our concern with creativity. Many things happen when behavior is 'extinguished'—that is, when reinfbrcers are cut off People get a little upset, as you saw. This is normal and healthy. It happens to great artists and writers and inventors. Ifs a natural part of the creative process.
訓練師（根據需要修改）： ^t£當我們切斷強化劑的供應時，我們將毫無戒心的志工置於失敗模式。沒有任何行動可以產生「是」。發生了什麼事？志工停止工作了嗎？一點也不。發生了很多行為——考慮到我們對創造力的關注，有些行為非常重要。當行為被「消滅」時，即當增強物被切斷時，很多事情都會發生。這是正常且健康的。偉大的藝術家、作家和發明家都會遇到這種情況。這是創作過程的自然組成部分。

"You also see resurgence—the recurrence of previously reinforced behaviors. When we're failing, we resort to old methods for rescue. We resort to behaviors that used to work in similar situations. In this exercise, the volunteer not only repeats the target behavior a few times, but also some of the earlier forms of that behavior that we reinforced during the shaping process. Resurgence gets many behaviors competing with each other. ¹ One result is that feeling of confusion and frustration that we've already talked about. Another is novel behavior. As behaviors compete, they produce new ones—a virtually steady stream. That⁵ s a process we want to learn to manipulate to our advantage.”
「你還會看到復甦——以前強化的行為再次出現。當我們失敗時，我們會訴諸舊的方法來救援。我們訴諸過去在類似情況下有效的行為。在這個練習中，志願者不僅重複目標一些行為，而且我們在塑造過程中強化了這種行為的一些早期形式，導致許多行為相互競爭^。著行為的競爭，它們會產生新的行為——這是^一個我們想要學習的過程，以對我們有利。

Long-Term Follow-Up
長期跟進

No long-term follow-up is needed; however, it's important to follow-up on the Workplace Challenge in this chapter (Section 5.6).
無需長期追蹤；然而，跟進本章（第 5.6 節）中的工作場所挑戰非常重要。

COMMENTS
評論

Unlike most of the exercises in this volume, this one puts the trainer in an awkward situation: The trainer is at the group ^!s mercy in a shaping exercise. Uh oh. Wliat will they have you do? This is the perfect opportunity for a fiin-loving group to get mischievous. Even if your trainees are not out to embarrass you, you may think they are during the shaping process. One group decided that they wanted me to turn my head from side to side, but shaping can be tricky. When the group says Yes, they⁵11 often strengthen some irrelevant behavior along with the target behavior (the irrelevant behavior is properly called “superstitious” behavior). Whenever I turned my head to the right, I also took a step toward a woman sitting in one corner of the room. The superstitious step got carried along with the head-turn whenever the group said Yes. As I got closer to the woman―who also happened to be the director of the facilityI thought to myselg "They want me to kiss this woman! Well, I'm not going to do it!” Fortunately, the group decided that I had done enough headturning before I had to make the decision.
與本書中的大多數練習不同，這個練習將培訓師置於一種尷尬的境地：在塑造練習中，培訓師受到團隊的擺佈。呃哦。他們會讓你做什麼？對於一群愛吃魚的人來說，這是一個惡作劇的絕佳機會。即使你的學員並不是想讓你難堪，你可能會認為他們正在塑造過程中。一群人決定讓我把頭從一邊轉到另一邊，但塑造形狀可能很棘手。當群體說「是」時，他們⁵ 11經常在目標行為的同時強化一些不相關的行為（不相關的行為被恰當地稱為「迷信」行為）。每當我向右轉頭時，我也會向坐在房間一角的一位女士邁出一步。每當這群人說「是」時，這種迷信的做法就會伴隨著人們的回頭。當我靠近那個女人時——她也恰好是該設施的主管——我心裡想： “他們想讓我親吻這個女人！好吧，我不會這麼做！”幸運的是，團隊認為在我做出決定之前我已經做了足夠的思考。

Shaping occurs quickly. Often a target can be reached in less than a minute. Unfortunately, if the target is met too quickly with the volunteer (in Part Two of the exercise), the extinction may also be rapid and uninteresting. The solution is to select a target behavior thafs moderately difficult~not too hard and not too easy. Touching one's nose is too easy.
整形發生得很快。通常不到一分鐘就可以達到目標。不幸的是，如果志工太快達到目標（在練習的第二部分），滅絕也可能很快且無趣。解決辦法是選擇一個中等難度的目標行為—不太難也不太容易。摸鼻子太容易了。

Stacking all the chairs into a large pile is too difficult. The gi*oup should do the selecting, but you'll need to guide them.
要將所有椅子堆成一大堆太困難了。 gi * oup應該進行選擇，但您需要指導它們。

Other tips: Don^Jt let the group select a target behavior that involves a sequence of behaviors. Try to stick with one action. And don't let them pick vocal behavior; stick with movement.
其他提示：不要^讓小組選擇涉及一系列行為的目標行為。嘗試堅持一個動作。不要讓他們選擇聲音行為；堅持運動。

If you've never done this kind of exercise before and you're nervous about letting the group have its way with you, practice first with friends or family. When you're the guinea pig, your best strategy is to move around a lot, trying to elicit a Yes as soon as possible.
如果您以前從未進行過此類練習，並​​且擔心讓團隊隨心所欲，請先與朋友或家人一起練習。當你是小白鼠時，你最好的策略就是經常走動，試圖盡快得到「是」的答案。

Finally, what happens if you walk into the room, and the group doesn't say Yes to anything you do? This means that the participants haven't quite gotten the idea of "successive approximations.^5, Early on, they need to reinforce almost any behavior and then, rapidly, to increase their requirement. The solution? Simply remind them how shaping works and continue from there.
最後，如果您走進房間，而小組成員對您所做的任何事情都沒有說“是” ，會發生什麼？這意味著參與者還沒有完全理解「連續近似」的概念^。 。

53

EXERCISE:
鍛鍊：

“THE ABCs OF CREATIVITY"
“創造力的基礎知識”

BASICS
基礎知識

Objective
客觀的

To show that success can interfere with one's ability to solve a simple problem.!
表明成功會幹擾一個人解決簡單問題的能力！

Brief Description
簡要說明

The trainer asks some volunteers to spell a series of words using children's alphabet blocks. Some volunteers are given a series of easy tasks before being given a difficult one; others start out with a difficult task.
培訓師要求一些志工使用兒童字母塊拼寫一系列單字。有些志工在完成一項困難任務前會先完成一系列簡單的任務；其他人則從一項艱鉅的任務開始。

Materials and Supplies
材料和用品

The main thing you need is a set of standard children's alphabet blocks (or three identical sets if you choose to follow the instructions for large groups). For dramatic effect, you might also want to use a large timer that can be placed in the front of the room; however, a stopwatch or wristwatch will suffice (you'll need three timing devices if you're in the large group mode).
您需要的主要東西是一套標準的兒童字母塊（如果您選擇遵循大型團體的說明，則需要三套相同的字母塊）。為了獲得戲劇性的效果，您可能還需要使用一個可以放置在房間前面的大型計時器；但是，秒錶或手錶就足夠了（如果您處於大型團體模式，則需要三個計時設備）。

Your volunteers will need to sit, one at a time, at a table or desk in front of the room, so that they face the audience. (You'll need three such tables if you conduct the exercise with three people at once. Ideally, the participants should be spaced well apart, or there should be partitions between them, so that they can't see what the others are doing.)
您的志工需要坐在房間前面的桌子或桌子旁，一次一個，以便他們可以面對觀眾。 （如果您同時與三個人一起進行練習，則需要三個這樣的桌子。理想情況下，參與者之間應該保持足夠的距離，或者他們之間應該有隔板，這樣他們就看不到其他人在做什麼。

Time Requirement
時間要求

Minimum: 30 minutes. Maximum: 1 hour.
最短時間：30 分鐘。最長：1 小時。

PROCEDURE
程式

Basic Procedure
基本程式

Advance preparation. Before you conduct this exercise, you must prepare the alphabet blocks. The preparation is simple, but you must do it carefully, or the exercise will fail. All you need to do is to remove all blocks containing the letter "T” (either uppercase or
提前準備。在進行此練習之前，您必須準備字母塊。準備工作很簡單，但一定要認真去做，否則練習就會失敗。您需要做的就是刪除所有包含字母“T” （大寫或