Revamping Marino’s Cafe In Robinsvale: Techniques, Reasons, And Cultural, Social, And Environmental Issues To Consider

Marino Enterprises and Their Historical Building Venue in Robinsvale

1. Two techniques that may be used to generate creative ideas and solutions;

2. Six reasons why an innovative concept may not proceed;

3.

Current Situation

The gaps that are being identified for the meeting are;

The group goes for low-hanging fruit: First off, someone says something obvious. Because brainstorming requires every idea to be given its due, the group runs with this first idea, discussing the idea even when everybody knows that it is rubbish. Before one knows it half the session is gone and nothing has really been accomplished. However, anchoring is one of the truly hundreds of cognitive biases we all have. A cognitive bias is like a little rule an individual has in his/her brain for making the world easier to understand and to help us make decisions easily and quickly. Sometimes these work for us, and sometimes against us. With anchoring, we tend to put undue weight on the first idea of piece of information we are presented with. Everything else afterwards is judged on its relative merit compared to that piece of information.

Groupthink’ sets in: Groupthink goes along with the anchoring effect. Generally people want to avoid conflict and we simply can’t help but want to agree with an idea someone presents, even if we have better ideas of our own. This is a particular problem in a group situation like brainstorming. In any group there are going to be some people who are loudmouths and some people who are wallflowers. Because criticism is generally frowned upon in brainstorming, this is supposed to help those of us to find our voice and speak up. But anyone who has ever been in such a meeting knows this is not what happens. The loud people talk first and override the conversation and then everyone goes along with what they say. This is the natural order of such meetings. People want to conform and certainly don’t want to face off against another member of the group, particularly if they themselves are shy. This means that whatever the loudest members say goes, even if it isn’t the best of ideas. This is what brainstorming was supposed to stop, but actually it is made worse by this group thought environment.

Opportunities

The opportunities or ideas that are considered;

Mind Mapping: Mind mapping is a visual tool for enhancing the brainstorming process. It is important to start by writing down one’s goal or challenge, and ask participants to think of related issues. Layer by layer; add content to your map so that you can visually see how, for example, a problem with the telephone system is contributing to issues with quarterly income. Because it has become so popular, it’s easy to find mind mapping software online. The reality, though, is that a large piece of paper and a few marketers can also do the job.

Brainstorming and Mind Mapping Techniques for Generating Creative Ideas

Reverse Brainstorming: Ordinary brainstorming asks participants to solve problems. Reverse brainstorming asks participants to come up with great ways to cause a problem. Starting with the problem and asking “how could we cause this?” can help on the long run. After having a list of great ways to create problems, one is ready to start solving them

Gap Filling: Starting with the statement of where an individual is. Then writing a statement of where he/she would like to be. The participants should respond with a wide range of answers from the general to the particular. Collecting them all, and then organizing them to develop a vision for action is highly important.

Drivers Analysis: Working with the group to discover the drivers behind the problem for addressing. What is driving client loyalty down? What is driving the competition? What is driving a trend toward lower productivity? Uncovering the drivers, will help an individual in beginning to catch a glimpse of possible solutions.

SWOT Analysis: SWOT Analysis identifies the strengths, weaknesses, opportunities and threats. Usually, it’s used to decide whether a potential project or venture is worth undertaking. In brainstorming, it’s used to stimulate collaborative analysis. What are our real strengths? Do we have weaknesses that we rarely discuss? New ideas can come out of this tried-and-true technique. 

The Five Whys: Another tool that’s often used outside of brainstorming, the Five Whys can also be effective for getting thought processes moving forward. It is necessary to simply start with a problem addressing and asking “why is this happening?” Once having some answers, ask “why does this happen?” continue with the processes five times (or more), digging deeper each time until it helps in coming to the root of the issue.

Other players in the market

Organizations compete over hiring the most creative personnel for their enterprise. It is important to understand how innovative and creative work leads to the betterment of any company. Moreover, this part of the report discusses in detail what an individual requires develop their abilities;

1. Truly creative people have developed their ability to observe and to use all of their senses, which can get dull over time. It is important to take time to “sharpen the blade” and take everything in.
2. Innovation is based on knowledge. Therefore, an individual needs to continually expand your knowledge base. Reading things might help, that individuals don’t normally read.
3. A person’s perceptions may limit his/her reasoning. It is important to be careful about how one perceives things. In other words, defer judgment.
4. Practice guided imagery so that the individuals can “see” a concept come to their lives.
5. Let the ideas “incubate” by taking a break from them. For example, when a person working on a big business project, one of the best things he/she can do to take a break from it is play a guitar or the flute for a few minutes, or take a ride on motorcycle. It shifts his/her brain into another place and helps him/her be more innovative and creative.
6. Experience as much as one can. Exposure puts more ideas into the subconscious mind. Actively seek out new experiences to broaden the experience portfolio.
7. Treat patterns as part of the problem. Recognizing a new pattern is very useful, but be careful not to become part of it.
8. Redefine the problem completely. When an individual defines the real problem, he/she can solve it and move on. After all, if the individual had correctly defined the real problem, he/she would have solved it long ago because all problems have solutions.
9. Look where others aren’t looking to see what others aren’t seeing.
10. Come up with ideas at the beginning of the innovation process and then stop. Many times we come up with several ideas and start innovating, and then we come up with more ideas and never get a single idea done. At some point one may have to turn off the idea generation part of the process and really work on the innovation and execution part in order to bring a project to life.

Copies of mind mapping and brainstorming

Brainstorming is the key to working through a problem, breaking down your ideas and finding the best way to solve an issue. Brainstorming is by far the most important step to solving any problem and it is even more effective when done using Mind Maps.

Benefits of Brainstorming and Mind mapping;

• Improved problem-solving
• Better decision-making
• Find optimal solutions
• In-depth analysis
• Goes beyond task level planning
• Visual organization

Brainstorming and mind mapping as a group is highly effective for problem-solving simply because of the combined brain power and the greater number of ideas brought forward. Each member of the team brings their own, different perspective to the issue at hand, which then translates into more solutions. A great strategy when starting brainstorming, is to get each member of the team to brainstorm alone first and then have everyone bring their ideas together. Brainstorming can also be a highly effective tool to develop a strong sense of camaraderie in a team because it gives everyone a sense of responsibility and motivates them to work that little bit harder. The more creative and innovative the team members or the individuals are the more long-term success they will achieve. So rather than constantly chasing “the next big idea” in the industry, it is important to bring in creativity and innovation to what the individual is currently doing.

Six Reasons Why an Innovative Concept May Not Proceed

Refer to the power point presentation.

Assessment Task 4: Project

Answer 1

On reflecting on the research methodology part, it is important to mention that
case studies are a necessary approach to social learning research because long term process analyses are required that are sensitive to social-ecological contexts. Moreover, social learning research tends to focus on initiating, tracking and/or understanding a process of change. In addition to this, social learning research tends to be conducted over the long term. Concept learning research is characterized by an action research agenda, at least in developing countries. Concept learning research is based on temporal, process based analysis of data coupled with in-depth theoretical analysis. A recent review has highlighted that the methodology most commonly employed to research social learning has been the individual case study. Learning is necessary for the adaptations and transformations that will be required to deal with growing social-ecological change at multiple scales. Such learning will involve deep changes in understanding about the inter-relationships between people and their environmental systems.

Answer 2

The implementation plan gave me a better understanding of the concepts. However, there are certain things which could have improved my research. Research methodologies are used to underpin the work and methods one uses in order to collect data. If an individual wishes to collect quantitative data you are probably measuring variables and verifying existing theories or hypotheses or questioning them. Data is often used to generate new hypotheses based on the results of data collected about different variables. One’s colleagues are often much happier about the ability to verify quantitative data as many people feel safe only with numbers and statistics. However, often collections of statistics and number crunching are not the answer to understanding meanings, beliefs and experience, which are better understood through qualitative data. Quantitative data, it must be remembered, are also collected in accordance with certain research vehicles and underlying research questions.

Even the production of numbers is guided by the kinds of questions asked of the subjects, so is essentially subjective, although it appears less so than qualitative research data. This is a common approach and helps an individual to triangulate that is to back up one set of findings from one method of data collection underpinned by one methodology, with another very different method underpinned by another methodology. For example, one might give out a questionnaire (normally quantitative) to gather statistical data about responses, and then back this up and research in more depth by interviewing (normally qualitative) selected members of your questionnaire sample. These methods could have improved my research to a large extent.

Answer 3

If given a similar task in future, I would try to improve my quality further.

1. Emphasize the importance of teamwork—Before the groups are formed and the task is set out, teachers should make clear why this particular assignment is being done in groups. Students are still regularly reporting in survey data that teachers use groups so they don’t have to teach or have as much work to grade. Most of us are using groups because employers in many fields want employees who can work with others they don’t know, may not like, who hold different views, and possess different skills and capabilities.
2. Teach teamwork skills—Most students don’t come to group work knowing how to function effectively in groups. Whether in handouts, online resources, or discussions in class, teachers need to talk about the responsibilities members have to the group (such as how sometimes individual goals and priorities must be relinquished in favor of group goals) and about what members have the right to expect from their groups. Students need strategies for dealing with members who are not doing their fair share. They need ideas about constructively resolving disagreement. They need advice on time management.
3. Use team-building exercises to build cohesive groups—Members need the chance to get to know each other, and they should be encouraged to talk about how they’d like to work together. Sometimes a discussion of worst group experiences makes clear to everyone that there are behaviors to avoid. This might be followed with a discussion of what individual members need from the group in order to do their best work. Things like picking a group name and creating a logo also help create a sense of identity for the group, which in turn fosters the commitment groups need from their members in order to succeed.
4. Thoughtfully consider group formation—Most students prefer forming their own groups, and in some studies these groups are more productive. In other research, students in these groups “enjoy” the experience of working together, but they don’t always get a lot done. In most professional contexts, people don’t get to choose their project partners. If the goal is for students to learn how to work with others whom they don’t know, then the teacher should form the groups. There are many ways groups can be formed and many criteria that can be used to assemble groups. Groups should be formed in a way that furthers the learning goals of the group activity.
5. Make the workload reasonable and the goals clear—Yes, the task can be larger than what one individual can complete. But students without a lot of group work experience may struggle with large, complex tasks. Whatever the task, the teacher’s goals and objectives should be clear. Students shouldn’t have to spend a lot of time trying to figure out what they are supposed to be doing.
6. Consider roles for group members—Not all the literature recommends assigning roles, although some does. Roles can emerge on their own as members see what functions the group needs and step up to fill those roles. However, this doesn’t always happen when students are new to group work. The teacher can decide on the necessary roles and suggest them to a group with the group deciding who does what. The teacher can assign the roles, but should realize that assigning roles doesn’t guarantee that students will assume those roles. Assigned roles can stay the same or they can rotate. However they’re implemented, roles are taken more seriously if groups are required to report who filled what role in the group.
7. Provide some class time for meetings—It is very hard for students to orchestrate their schedules. Part of what they need to be taught about group work is the importance of coming to meetings with an agenda—some expectation about what needs to get done. They also need to know that significant amounts of work can be done in short periods of time, provided the group knows what needs to be done next. Working online is also increasingly an option, but being able to convene even briefly in class gives groups the chance to touch base and get organized for the next steps.

Athey, I., 2018. Contributions of play to development. In Child’s play (pp. 8-28). Routledge.

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Trochim, W.M., 2017. Hindsight is 20/20: Reflections on the evolution of concept mapping. Evaluation and program planning, 60, pp.176-185.

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