.Category
{Team Building Applications}
.Stage
{Beyond Basics}
.note1
{Created by our colleague, Ray Linder}
.Title
{Temperament and Creative Problem Solving}
.Minimum
{2 - 3 of each Temperament}
.Ideal
{4 - 6 of each Temperament}
.Maximum
{7 or more of each Temperament – If you have more than 8 in a Temperament group, divide that group into two sub-groups.}
.Mintime
{60 minutes}
.Maxtime
{120 (time will vary by group size)}
.Objective1
{To determine the effects of Temperament on approaches to creativity and problem solving within groups and intact teams.}
.Objective2
{To help people view creativity from different perspectives, affirming their own contributions to the creativity and problem-solving process, and making them sensitive to the different styles of others.}
.Objective3
{To facilitate the group or intact team in contracting with each other as to how they can make constructive use of their Temperament differences.}
.Materials1
{Flipchart paper (several sheets) for each group}
.Materials2
{Markers}
.Materials3
{Masking Tape}
.Materials4
{Large Type Table}
.Materials5
{Blank Type Table (See Other Handouts)}
.Instruct1
{Separate the participants according to their Temperaments.}
.Instruct2
{If you need to break a Temperament group into a subgroup, differentiate them by either E/I or J/P (if an NT or NF group); or E/I or T/F (if an SJ or SP group).}
.Instruct3
{<b>Variation:<n> This exercise can be done with other preference combinations if the group's type makeup suggests that it is better divided along lines other than Temperament.   Good results can be obtained by forming groups based upon their first two letters: ES, EN, IS, and IN; or by their attitude pairs: IJ, EJ, IP and EP.}
.Instruct4
{Give the participants the following instructions:}
.Instruct4a
{Prepare a group report on the flipchart paper that answers the following questions:}
.Instruct4b
{What does creativity mean to you?}
.Instruct4c
{What does your type bring to the creativity process?}
.Instruct4d
{What types of problems are the most satisfying for you to solve?}
.Instruct4e
{What types of problems are the least interesting for you to solve?}
.Instruct4f
{You have 20 minutes to complete this assignment.}
.Debrief1
{Have each subgroup present their work to the large group. Ask them to discuss the process they used to develop their work as well as the content of the report itself.}
.Debrief2
{<b>Tip:<n> It will help to make a large Type Table with each person's name written in the appropriate type box. Individuals should then also use a blank Type Table to record the information for themselves.}
.Debrief3
{Then have the large group discuss the following questions:}
.Debrief4
{What similarities and differences do you observe?}
.Debrief5
{What kinds of issues do the differences present and how significant are they?}
.Debrief6
{What are the strengths of each group?}
.Debrief7
{How can the groups' differences be used constructively? If you are working with an intact team ask: “What changes can the team make in order for it to be more effective?}
.Option1
{We also suggest that the trainer collect all of the flipchart paper and compile it into a handout for participants to reinforce learning.}
