It is to me; that’s the point.

Few days ago I was facilitating my first Mowgli mentoring workshop in Amman, the Leader Mentor Training Programme (LMT). I was too excited to move to the next level of the Mowgli Experience . Each level and role has its own flavour, lessons learned and relationships.

During that session, I was listening to my colleague Raed while he was explaining the relationship and the empathy between the mentors and the mentees, at that time a scene from my favourite TV series the Big Bang Theory came to my mind (or my internal journalist start to talk to me, a familiar concept Mowgli family members).

I shared the story of the scene to the workshop participants, which I invite you to watch before I continue with my comments. (The transcript of the scene is available at the end)

 

As Sheldon Cooper said in this video “It is to me; that’s the point.” I liked this scene because it shows how the what happens to people when they open up and start to talk about themselves and the real feelings. The role of the listener sometimes it is much harder to balance between being transparent, show empathy and truest worthy. The listener should not focus on the problem from his/her own point of view, it is important to listen to the deep feelings of the speaker as it will help building the trust in the relation.

I liked what Prof. Sheldon Cooper said in this scene “It is to me; that’s the point.” and I will keep it always in my mind and share it with my colleagues whenever I can. In my opinion this is the best Mentor Mentee relationship and I hope one day I can prove it with the success of the mentees

 

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Transcript:

Scene: The apartment.

Sheldon: Here is a hot beverage to comfort you. It’s in a to-go cup. Make of that what you will.

Penny: Come on. It’s still early. Let’s do something.

Sheldon: Well, I have been toying around with an idea for 4D chess.

Penny: How about we just talk?

Sheldon: All right. In 4D chess…

Penny: No. Come on, let’s talk about our lives. Tell me something about you I don’t know.

Sheldon: I own nine pairs of pants.

Penny: Okay, that, that’s a good start, but I was thinking maybe something a little more personal.

Sheldon: I see. I own nine pairs of underpants.

Penny: How about I go first?

Sheldon: But I don’t want to know how many underpants you own. Although, based on the floor of your bedroom, I’d say it’s a thousand.

Penny: Okay, look, here’s something people do not know about me. When I first moved out to L.A., I did a topless scene in a low-budget horror movie about a killer gorilla. Ugh! After I did it, I felt so ashamed. Thankfully, that thing never came out.

Sheldon: I’ve seen that. Yeah. Serial Apeist. Howard found it online the day we met you.

Penny: Oh, God.

Sheldon: And it was literally the moment you walked out the door. But I see the type of personal revelations you’re going for. Okay, here’s one I thought I’d take to the grave.

Penny: Okay.

Sheldon: Hmm. A while back, YouTube changed its user interface from a star-based rating system to a thumbs-up rating system. I tell people I’m okay with it, but I’m really not.

Penny: That’s your big revelation?

Sheldon: Yes. Whew, I feel ten pounds lighter.

Penny: Okay, you know what? I give up. I’m going to bed.

Sheldon: Here’s something else you don’t know about me. You just hurt my feelings.

Penny: What did I do?

Sheldon: I opened up and shared something deeply upsetting to me, and you treated it as if it were nothing.

Penny: I, I didn’t think it was a big deal.

Sheldon: It is to me; that’s the point.

Penny: Sheldon, you are right. I’m really sorry. I should’ve known better.

Sheldon: Your apology is accepted.

Penny: Thank you. How about a hug?

Sheldon: How about a hearty handshake?

Penny: Come on.

Creative thinking program for schools

Creative thinking program

“Thinking is a skill; it can be developed and improved if one knows how”- Edward de Bono

Introduction:

The purpose of thinking is to collect information and to make the best possible use of it. Because of the way the mind works to crate fixed concept patterns we cannot make the best use of new information unless we have some means for restructuring the old patterns and bringing them up to date. Our traditional methods of thinking teach us how to refine such patterns and establish their validity. But we shall always make less than the best use of available information unless we know how to create new patterns and escape from the dominance of the old ones. Vertical thinking is concerned with proving or developing concept patterns. Lateral thinking is concerned with restructuring such patterns (insight) and provoking new ones (which we can call creativity). Lateral and vertical thinking are complementary. Skill in both is necessary. Yet the emphasis in education has always been exclusively on vertical thinking (critical and logical thinking).

In order to practice the Lateral Thinking, De Bono was the first to suggest several methods such as the six thinking hats which supports the human mind to look at problems from new perspectives, which enables finding solutions to problems in different ways and create ideas for novel products.

This creative thinking program will help the youth to learn the creative thinking and how to stimulate their minds to look at problems in different ways to find non-traditional solutions.

Through the course not only techniques related to lateral thinking and six thinking hats will be used but also other techniques will be discussed such as mind maps that can help to visualize the thinking to focus and have overall view of problems.

In order to have creative thinking it is important to be able to collect wide range of information and remember them on demand. For that memory enhancement tools will be studied using creative thinking techniques such as mind maps for visualization and imagination.

Moreover creative thinking is used to generate ideas and solutions for that within this program, some techniques will be discussed to generate new ideas such as brain storming and random words to switch the thinking context. All that will be combined within the six thinking hats technique.

Program objectives

  • Introduce creative thinking techniques (Lateral thinking and six thinking hats method, etc.)
  • Introduce how the creativity can be learned, practiced and stimulated on demand
  • Increase the motivation of the youth to solve problems in creative ways

Target group

 kids of age 14-16 years old

Contents

  • Thinking, creativity and minds
  • Creativity barriers
  • Creativity Techniques
    • Mind maps
    • Lateral and Vertical Thinking
  • Creativity and memory enhancement
  • Ideas Generation techniques
    • Brain storming sessions
    • Random words
  • Six Thinking Hats
    • White Hat (Facts and Information)
    • Red Hat (Emotions and Feelings)
    • Black Hat (Cautious and Careful)
    • Yellow Hat (Speculative-Positive)
    • Green Hat (Creative Thinking)
    • Blue Hat (Control of Thinking)

Sessions:

The program was conducted for 2 groups of distinguished kids of Jerusalem schools in June 2013.

Selected slides of the program:

مواضيع برنامج التفكير الابداعي لطلبة المدارس

–          الإبداع ومعوقاته

–           تقنيات الإبداع

–         الخرائط الذهنية

–         التفكير العمودي والجانبي

–         تطبيقات التفكير الجانبي

–         الابداع وتنمية الذاكرة

–          تقنيات توليد الأفكارو حل المشاكل

–         العصف الذهني

–         الكلمات العشوائية

–         قبعات التفكير الست

–          القبعة البيضاء (الحقائق ومعلومات)

–         القبعة الحمراء (المشاعر وعواطف)

–          القبعة السوداء (الحذر والحرص)

–          القبعة الصفراء (الإيجابية)

–          القبعة الخضراء (التفكير الإبداعي)

–          القبعة الزرقاء (مراقبة التفكير)

Amman Chamber of Industry Innovation Workshop

During the Global Entrepreneurship week Jamil has conducted a workshop at Amman Chamber of Industry entitled:

“Towards more innovative industrial sector in Jordan”

The following shows some slides of the workshop indicating different levels of innovation management

Amman Chamber of Industry published an article about this workshop which can be read below:

Download (PDF, 946KB)