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。