Leadership creativity exercise
Brief description of creativity technique
If you implement Phillips 66, then you will enjoy all the advantages of an excellent and structured brainstorming technique. Its essence is a group of six people brainstorming for six minutes. For this purpose, a larger group should be divided into smaller ones. Then a spokesman for each group presents either the best ideas or all ideas to the larger group.
Both simple and easy to apply, this technique is equally useful in small and larger groups, as well as in university and work environments.
Exercise for skills at the level of:
Learning objectives of the exercise
Phillips 66 technique is an excellent tool for promoting leadership, group dialogue, and problem-solving. It will help students overcome their shyness when speaking in public and will support them in gaining personal confidence. One of the great advantages of this kind of structured brainstorming is that it stresses the importance of every opinion and makes it heard in a larger group. Overcoming silence in group discussions and encouraging people who are reluctant to contribute and express themselves in large group situations such as conferences are some of the advantages of this creative technique. Encouraging leadership and willingness to share opinions, as well as supporting personal confidence are also some crucial points, which HE institutions should promote in preparing students for work life.
Phillips 66 is beneficial because it gives all participants the space and freedom to express themselves equally, thus ensuring that as many creative voices as possible contribute to solving the problem in question.
Skills developed/enhanced by the exercise
In person: half an hour: but 6 minutes per brainstorming session
Online: half an hour: but 6 minutes per brainstorming session synchronous
How many people are needed?
6 people (if the group is larger it should be divided)
In person: sketch paper, pen/pencil, template, whiteboard
Online: internet access, devices, template
Instructions for conducting the exercise
Step 1. Divide participants up into smaller teams and if possible have people sit so that they will not be overheard by others.
Step 2. The team selects a spokesperson who will record and present the team’s ideas.
Step 3. Present a problem or an issue for discussion. After a 6 minute discussion, ideas are recorded.
Step 4. Each team evaluates their ideas, edits, and presents them to the conference facilitator which will probably be you!
Step 5. All ideas are then discussed and can be displayed in poster style around the room.
Case study from desk research
The technique has been used for many years in business and beyond. It allows you to get many creative ideas, select them and develop those with the most significant potential for solving the problem. The technique can be applied to the organizational and team level in all areas of business functioning.
This technique can also be used to prepare a “warm-up” before working on another topic. It is also used to verify ideas developed with other techniques from a new perspective.
Case studies prove the effectiveness of Phillips 66 in larger groups of students contributing to their more active involvement in the subject.
The article Lectureclass and Philips 66: a look about the teaching strategies for Academic students (https://www.journalijdr.com/sites/default/files/issue-pdf/1396 1.pdf) cites a case study for the application of the Phillips 66 technique in a group of 43 undergraduate students. A group of six students was provided with a text on the topic of their study. Then they had 6 minutes to appropriate the understanding of the text, then six more minutes to discuss a question on it and finally they had more 6 minutes to present their conclusions to the class. The results of the study show that all the groups were able to elaborate a synthesis, within the expected period of time, highlighting the characteristics of Phillips 66 strategy, encouraging the stimulation of objectivity on the part of the students, considering that the stages are timed. As highlighted in the article, the Phillips 66 created possibilities of learning through joint work, whose participation of the members values the team as being in a group. Knowing how to work in a group is one of the demands of the job market, and this strategy provided the change of the knowledge, the speed of optimization of the activity and in optimization of the time.
Lectureclass and Philips 66: a look about the teaching strategies for Academic students: https://www.journalijdr.com/sites/default/files/issue-pdf/1396 1.pdf