Jie Ren DMGT 732

Facilitating Creative Thinking
Daniela Cardona Pournima Chintamani

Yihao Jiang Wanshan Li
Jie Ren Junjie Piao
DMGT
732
OVERVIEW
CONTENT
TABLE
History of the Marine Science Center

Project goals
Expected outcomes
Problem statement
About the group
Location
PROJECT PLAN
APPENDIX
Warm-up activity
Visual storytelling activity
Wrap-up
Video documentaion
WARM-UP
Overview
Progress and results
Takeaways
Detail design
VISUAL STORYTELLING
Overview
Progress and results
Takeaways
Detail design
Detail design
ABOUT US
Our facilitators
Working process
Team organization
REFERENCE
Reference
LIST OF FIGURES
Figure 1
Illustration of starsh
Figure 2
Illustration of Light house
Figure 3
Illustration anchor
Figure 4
Discussing shell on the beach
Figure 5
Sand Sifting
Figure 6
system map template for the Tybee Island Marine Science Center and the description of the map.
Figure 7
Hisoty template for the Tybee Island Marine Science Center and the description of the map. Wanshan Lis image.
Figure 8
Illustration of bouy
Figure 9
5 bold steps map for the team organzation in the DMGT 732 class.
Figure 10
Game plan map for the team organzation in the DMGT 732 class.
Figure 11
Road map for the team organzation in the DMGT 732 class.
Figure 12
Timeline for the team organzation in the DMGT 732 class.
Figure 13
A baby loggerhead sea turtle heads for the ocean.
2
OVERVIEW
3
HISTO
RY
ER
ENT
EC
ARINE SCIE
M
NC
OF
Marine education programs on Tybee Island began in 1987 with beach walks and
sight-seeings. These classes were oered as an outreach program from the University of
Georgia Marine Extension Service. After tremendous success, the outreach program
merited a location of its own. In May 1988, only a year later, the Tybee Island Marine
Science Center opened its doors.
Figure 1. Illustration of starsh.
Yihao Jiangs image.
The initial sponsors of the Center were the City of Tybee Island and the University of
Georgia, Marine Extension Service. These two groups were joined in 1990 by the National
Oceanic and Atmospheric Administration (NOAA) and Grays Reef National Marine
Sanctuary. The formation of the Tybee Island Marine Science Foundation in 1990 established another major sponsor.
Currently, the Center is co-sponsored by the Tybee Island Marine Science Foundation, the
City of Tybee Island, NOAA and Grays Reef National Marine Sanctuary. The Foundation is
the primary sponsor and provides fundraising support and a Board of Directors.
Their mission is to cultivate a responsible stewardship of coastal Georgias natural
resources through education, conservation, and research.
Volunteers and interns continue to be an integral part of the operation of the Center.
Their assistance contributes greatly to the success of the facility.
The regular activities of the Center include Sea Camp, Ocean Outreach, Tybee Turtle Trot
5K Beach Run, Tybee Sea Kayak Races, etc.
THE PROJE
T
CT
U
O
B
PROJECT GOALS
The Tybee Island Marine Science Center, currently located at the south end of Tybee Island,
is in need of funding for the construction of a new building at the north end of the island.
The current site of the museum is outdated, and the centers needs have outgrown the
present site. Although this non-prot center is open to visitors of all ages, it serves primarily as a site of science education for young students.
Figure 2. Illustration of light

house. Yihao Jiangs image.
The estimated funds needed are $1.6 million, while only $600,000 have been collected
thus far. The sta and administration at the center have not publicized its existence or
any fund-raising events on a large scale. As facilitators, this team has the opportunity to
design a creative process that empowers the Marine Science Center to create innovative
solutions that will help them raise the funds needed for the construction of the new building.
EXPECTED OUTCOMES
The aim of each activity is to help participants think creatively. The rst part of the process
is called warm-up activity which is designed to seek new opportunities for a new Marine
Science Center. New opportunities mean more attraction to investors. The second part of
the process is called visual storytelling activity. The visual storytelling activity helps participants review the history of their life. The history map is applied to pull out insights from
the history so that all the participants can share knowledge with each other.
The overall goal of these two activities is to make the future strategic plan of Tybee Island
Marine Science Center more rewarding.
AB
S
NT
HE PARTICIP
T
T
A
U
O
PROBLEM STATEMEMT
The Marine Science Center at Tybee Islands main purpose is to raise funds for
the construction of a new building. The center has hosted two events in the past
with the purpose of fundraising and promotion, but the funds raised in these
events were not sucient to meet the centers goal.
The purpose of this exercise is to teach this group to apply the creative process
towards a solution wherein they are able to better communicate amongst
themselves, while successfully promoting the center and its activities.
Figure 3. Illustration of anchor.

Yihao Jiangs image.
ABOUT THE GROUP

The Tybee Island Marine Science Centers workforce consists of eight full-time
employees, most of whom have a background in either Science or Biology.
The eight board members of the center come from diverse backgrounds, including
lawyers, restaurant owners, and clinical psychologists. The center is also staed
by volunteers of dierent ages and occupations.
Participants of Warm-up Activity

Cathy J Sakas
Kathryn Williams
William Gasbett
Oscar Snodqrass
Marilyn Sobwick
Chantal Audran
Beth Palme
Michael Neal
Cody Shelley
Maria Procapio
Participants of Visual Storytelling Activity

Cathy J Sakas
Kathryn Williams
William Gasbett
Chris Hines
Dean Petterson
Chantal Audran
Beth Palme
Cody Shelley
Maria Procapio
Marilyn Sobwick
LOCATION
Both activities took place in the Marine Science
Center on Tybee Island. The building features a
classroom on the second oor, which is used mainly
for class sessions and meetings.
All participants work in the center and are familiar
with the space we used to facilitate the activities.
ACTIVITY PLAN
8
WARM-UP ACTIVITY
9
DMGT 732- Facilitating Creative Thinking, Fall 2014
(ACTIVITY PLAN )
WARM-UP ACTIVITY
OVERVIEW
The warm-up activity provides the participants an opportunity to think out of box for
creative solutions and then delve into construction of a system map based on their idea.
It helps participants nd the opportunities within the system map. For the warm-up
activity, it is important to focus on the centers main goal. With this in mind, the participants are instructed to list the most important things the Marine Science Center and the
ocean provides them. Following that, facilitators and participants work together in order
to turn those key points into dierent seminal events. This activity involved writing,
discussing important facts and creating events.
KEY IDEA
Figure 4. Discussing shell on the beach. Courtesy of Regina Rowland.

Feb 2014.
For the rst part of the activity, participants work as one team, interacting and discussing
important issues. By playing this game before system map, it facilitates participants to get
their minds moving and prepares them for the construction of the map. For the second
part of the activity, the group is divided into two teams where they create dierent
events related to the Marine Science Center. They then explore these events by creating
an ERAF (Entities, Relations, Attributes, Flows included) Map, nding the ows and
relations between the entities involved in the events.
TIME
1 hour 10 minutes
RESOURCES
Two System maps
Post-its
Writing utensils
Camera
Video recorder
10
WARM-UP ACTIVITY PLAN

STEP
TIME
FACILITATOR INSTRUCTIONS
Topic 1 What MSC can oer us?
5 min
Please discuss together then write down the answers (one on each post-it), then
post it onto the blank boxes already-drawn on the whiteboard.
Topic 2 What Ocean can oer us?
5 min
Pass the poster in 3 rounds to get the answers from the participants. Please read
it out when writing it and with no answer repeated.
Choose 2 subjects from Topic 2 to match

each subject in Topic 1
5 min
Copy the 2 subjects on the post-it then post them onto each subject (answers)
we have in Topic 1.
Compose subjects
3 min
Remove those used ones, then take o the left ones (Topic 1 & Topic 2 separately) and shue them.After that, each group draw from two pools of subjects.
Create events
10 min
Each group discuss to get the subjects in two topics related, then plan an activity
that depend on this relation. Then share the ideas.
Find out entities
5-10 min
Write down all entities that might come across in the activity on post-it, but
nally discuss to choose the nal ones to put onto the map.
Draw relations and ows between entities
5-10 min
Draw lines and arrow to dene the ows and relations in entities (with the notes
about relations and ows in hand).
Add attributes and label or categorize them
5-10 min
Write down the attributes of each entity, then label or categorize them.
Gain insights
5-10 min
Have a look at the system map again and discuss in group to gain some insights
then share them.
1.5 HOUR TOTAL
11
SYSTEM MAP
WARM-UP ACTIVITY
Goal:
Partcipants:
ENTITY
Include only those entities that have a signicant impact on your

project. While identiying entities, keep in mind the analogy that they
are the nouns of the system.
FLOW
Flows are the directional relations between entities. They are like
preposition in that they indicate to and from, before and after or
in and out.
ATTIBUTE
Attributes are dening characteristics of any entity or relation. Because

they are descriptive, their fucntion as the adjectives in the system.
RELATION
Describe how the entities connect with one another. Relations can be
thought of as the verbs describing the nature of connection.
Marine
Science
Center
Figure 5. System map template for the Tybee Island Marine Science Center and the
description of the map. Wanshan Lis image. The map (entity, ow, attribute, relation
included) is appropriated from ERAF Map by Vijay Kumar, 2012, 101 Design Methods.
A Structured Apprach for Driving Innovation in Your Organization, 146-149.
SYSTEM MAP TEMPLATE
ACTIVITY IN PROCESS
Identify entities of
the system
Define relations
and flows among
entities
Define attributes
of entities
Refine the
network diagram
Analyze the
diagram
Discuss the
diagram and
extract insights
STEP 1
STEP 2
STEP 3
STEP 4
STEP 5
STEP 6
12
WRAP-UP WARM-UP ACTIVITY PLAN

STEP
TIME
Activity re-cap
2 min
Todays exercise was focused on helping your creative thinking to solve your
problem and achieve your goal for the Marine Science Center. We hope that by
introducing this map to you can help you understand more about the problem
you are facing and try to explore the untapped opportunities.
Wrap-up
5 min
When this activity ends, if you are interested in or have any question and
suggestion about how we design and operate this facilitating creative thinking
process, please feel free to ask us any question about it. We can help you go
further if you want to apply it to your project.
10 min
Thank you so much for being here with us today. We really appreciate your time
and patience. We hope that creative thinking in this way could really help. Finally,
I want you to ll in a feedback form for us to gather your takeaways today and
suggestions for our improvement. Besides, We have our video and photos
recorded, if you want to keep them, please let us know.
Thanks and feedback
1.5 HOUR TOTAL

17 min
13
FEEDBACK FORM & CONSENT FORM

WARM-UP ACTIVITY
Feedback From
SCAD
DMGT 732 Facilitating Creative thinking
Informed Consent Form

I voluntarily agree to participate in creative engagement activities designed and facilitated by
students from the Savannah College of Art and Design. I understand that these activties are
conducted by students of the SCAD Design Management 732 Facilitating Creative Thinking
Participant _____________
class, in order to assist Tybee Marine Science Center with discovering new insights about their
Our activity was
current challenges.
Organized
Disorganized
Engaging
Boring
Useful
Not useful
Well-explained
Confusing
I understand that the process may include:
1. recorded (audio, video and/or photography) observations

2. and my completion of an evaluation questionnaire(s)
I grant permission for the acitivities to be recorded and the data to be used by the students
Our activity content was

Relevant
Irrelevant
Comprehensive
Incomprehensive
for analysis of their work and for documentation in their process book and portfolio. I grant
permission for this datagenerated from the above methodsto be used in an educational
setting.
_________________________________ _________________________________
Printed Name
Signature
_______________________________________
Date
What did you learn/gain

from this activity?
How would you apply

this to your project?
Whats your expectation

for next activity?
Any advices for our

facilitators?
Thank you again for your participation!

Oct.23rd.2014
14
VISUAL STORYTELLING ACTIVITY
15
ACTIVITY PLAN
OVERVIEW
The visual storytelling activity helps participants review the history of the
center. Participants approach this task as both an impartial historian and as an
intuitive storyteller. Participants follow the steps below to construct a timeline
of the Tybee Island Marine Science Center by reviewing events held from the
very beginning. A history map enables participants to mark the events for a long
period of time.
KEY IDEA
The history map is designed for insights that could be pulled out from the history
to facilitate participants to notice their peak-and-valley line. This will help them
record the highlights, realize the holding patterns of low points, study what
helps them transition from a low to a high and understand what they can learn
from the past to make their future strategic plan more rewarding.
TIME
1 hour and 30 minutes.
RESOURCES
Figure 6. Sand Sifting. Reprinted with permission of Tybee Island Marine Science Center.
Retrieved from http://www.tybeemarinesciencev.org/girl-scouts/
History map 3.3x16

Archives of Tybee Island Marine Science Center
Post-its
Writing utensils
Camera
Video recorder
16
VISUAL STORYTELLING ACTIVITY PLAN

STEP
TIME
Group separation
5 min
Ask the participant How many years they have been working in the MSC? To
have an overview of seniority. Then we separate the whole group evenly with
experienced participants and the less-experienced participants.
Reection on the materials
5 min
Hand out the materials about the history of the MSC, and then ask the
participants to recall from the events they had before and write them down on
sticky notes.
Collecting and sharing outputs from

participants
5 min
Collecting the details of the events
3 min
Rating the events
10 min
Facilitate the participants to discuss in group to rate the activity.
Posting the outputs onto the map and

discovering the trend
5-10 min
Ask the participants to post the activities in a varied position to indicate the
dierent value of each historical activity. Then instruct them to post other
related sticky notes onto the part they belong to on map. Then the participants
draw the peaks and nadirs, rise and decline of the posted events.
5-10 min
Reection from the map and gaining insights.
Reection from the map and gaining insights
After writing down all the events or activities they have done before, encourage
the participants to talk about those key events they would like to share and
discuss.
After guring out what those historical events are, ask the participant to delve
into the subjects of WHO (people who are related), WHERE, WHEN and WHY
(goal of this activity).
1.5 HOUR TOTAL

1.5 HOUR TOTAL
17
HISTORY MAP
VISUAL STORY TELLING ACTIVITY

Your inspiration and ambitions.
GOAL
Positive Events
TO BE CONTINUED
positive events are charted above the midline
EVENTS
Negative Events
Nagative events are charted below the midline
PEOPLE
e.g. Staff & Volunteers

e.g. Tybee Island
LOCATION
TIMELINE
Key people & places that ground your story
1985
Sparks of insight and synthesis that arise from drawing out the story
LEARNING
THE HISTORY MAP TEMPLATE

Figure 7. Hisoty template for the Tybee Island Marine Science Center and the description of the map. Wanshan Lis image.
The map is appropriated from History Map by The Grove Consultant International, 2002, The Personal Compass, 5-8.
ACTIVITY IN PROCESS
Decide the
dateline of the
story
DATELINE
Chart the key people,

places of the historical
events
Recall the historical

key events
CONSTRUCTION OF THE STORY
Dene the goals
Draw the cardiogram of the peaks

and velleys
Discuss the map

and extract
insights
PEAKS AND VALLEYS
LEARNINGS
18
WRAP-UP VISUAL STORYTELLING ACTIVITY

STEP
Activity re-cap
Wrap-up
Thanks and feedback
TIME
2 min
Through this history map, we hope that you already have an overview about what
MSC has been through these years. To learn from those history events from each
other and think about the valuable information behind them, we hope that ideas
inspired by it would be more rewarding in the future. After this exercise ends, we
do encourage you to have a look on the map again and discuss it together.
5 min
When this activity ends, if you are interested in or have any question and suggestion about how we design and operate this facilitating creative thinking process,
please feel free to ask us any question about it. We can help you go further if you
want to apply it to your project.
10 min
Thank you so much for being here with us today. We really appreciate your time
and patience. We hope that creative thinking in this way could really help. Finally,
I want you to ll in a feedback form for us to gather your takeaways today and
suggestions for our improvement. Besides, we have our video and photos recorded, if you want to keep them, please let us know.
1.5 HOUR TOTAL

17 min
19
CONSENT FORM & FEEDBACK FORM

VISUAL STORYTELLING MAP
Feedback From
SCAD
DMGT 732 Facilitating Creative thinking

I voluntarily agree to participate in creative engagement activities designed and facilitated by
students from the Savannah College of Art and Design. I understand that these activties are
conducted by students of the SCAD Design Management 732 Facilitating Creative Thinking
Participant _____________
class, in order to assist Tybee Marine Science Center with discovering new insights about their
Our activity was
current challenges.
Organized
Disorganized
Engaging
Boring
Useful
Not useful
Well-explained
Confusing
I understand that the process may include:
1. recorded (audio, video and/or photography) observations

2. and my completion of an evaluation questionnaire(s)
I grant permission for the acitivities to be recorded and the data to be used by the students
for analysis of their work and for documentation in their process book and portfolio. I grant
Our activity content was

Relevant
Irrelevant
Comprehensive
Incomprehensive
permission for this datagenerated from the above methodsto be used in an educational
setting.
_________________________________ _________________________________
Printed Name
Signature
_______________________________________
Date

from this activity?
How would you apply

Any advice for the

activity?
Any advice for our

facilitators?
Thank you again for your participation!

Oct.30th.2014
20
WARM-UP
SYSTEM MAP
21
DOCUMENTATION
WARM-UP ACTIVITY
Post the answers onto the board
Discuss to find out the answers in topic 2

that are related to topic 1
Write down the answers
Rule out those related answers from topic 2; Draw from

the left ones from topic2 and all from topic 1
Pass the sheet to collect answers
With the answers in hand, discuss to come up with

activities/events held by the center
22
DOCUMENTATION
WARM-UP ACTIVITY
Present the ideas
Work on the map

Defining the Entities
Work on the map

Relations, Flows,
Attributes
23
ACTIVITY RESULTS
WARM-UP ACTIVITY
DESCRIPTION
GROUP 1 OYSTER BED OBSERVATION : How the nutrients feed the
oyster and how the wildlife interacts with oyters
Group 1 had a good understanding of the system map, and nished

the map within a short time. All the team members seemed to t
in the group discussion. They started discussing the value of the
map before the end of the phase.
24
ACTIVITY RESULTS
WARM-UP ACTIVITY
DESCRIPTION
GROUP 2 To promote awareness and community conncetion

with the endanged NARW and their GA calving grounds
Group 2 had 2 people fewer than Group 1 due to their early leave.
And they met diculties in understanding the system map,
especially the entities. Some team members lost track of the goal
of the map. One of them was distracted by the other group. The
facilitator didnt have a good reaction to this situation.
25
SUMMARY
(
WARM-UP ACTIVITY
SUGGESTED IMPROVEMENTS
Simplify the activity
For the warm-up acitivity we presented scenarios to solve. These may
have been too complex for the initial activity.
Tools improvement
In order to be visually friendly, we should add a variety of colored post-its
plus writing materials.
Kill confusion
TAKEAWAYS
The warm-up activity opened participants minds and
inspire them to have a new perspective when they are
about to start a new project. By taking part in the activity,
they learn a new skill to launch a project by applying the
system map to thoughts. Awareness has been raised that
they would involve people in the commmunity more and
make them know more about the center, which would
make people more likely to invest.
Facilitators could give more examples rather than just confront them with
challenges. Closures should be given to each phase of the workshop.
Facilitate teamwork
More teamwork should be included in the workshop.
Time control
Timers shouldnt stop the activities directly. Instead, the facilitatos should
remind the particiapants that they still have one or two minutes before
the activity is ended. At a few points, facilitators had to cut o valuable
conversations in the essence of time.
26
FEEDBACK
(
WARM-UP ACTIVITY
MARIA
MIKE NEAL
The activity was:
The activity was:
Well organized
Engaging
Useful
Well-explained
1
1
1
1
2
2
2
2
The content of this activity was:

Relevant
1
2
Comprehensive
1
2
3
3
3
3
4
4
4
4
5
5
5
5
Disorganized
Boring
Not useful
Confusing
Well organized
Engaging
Useful
Well-explained
1
1
1
1
3
3
4
4
5
5
Irrelevant
Incomprehensive

Relevant
1
2
Comprehensive
1
2

from this activity?
None

from this activity?
How would you apply

None
How would you apply


for next activity?
None

for next activity?
Any advices for our

facilitators?
Maybe have third level also be nouns and put

adjectives outside circles as labels that would
let us think through a bit deeper.
Any advices for our

facilitators?
2
2
2
2
3
3
3
3
4
4
4
4
5
5
5
5
Disorganized
Boring
Not useful
Confusing
3
3
4
4
5
5
Irrelevant
Incomprehensive
How to play well with others?
Need to engage others in the processes.
None, But looking foward.
Make sure everyone can hear the speakers.
27
FEEDBACK
(
WARM-UP ACTIVITY
MARLYN
KATHRYN WILLIAMS
The activity was:
The activity was:
Well organized
Engaging
Useful
Well-explained
1
1
1
1
2
2
2
2

Relevant
1
2
Comprehensive
1
2
from this activity?
How would you apply
for next activity?
Any advices for our
facilitators?
3
3
3
3
4
4
4
4
5
5
5
5
Disorganized
Boring
Not useful
Confusing
Well organized
Engaging
Useful
Well-explained
3
3
4
4
5
5
Irrelevant
Incomprehensive

Relevant
1
2
Comprehensive
1
2
A new appoarch to initate new programs.
None
Make plans to initiate the process.
None
1
1
1
1

from this activity?
How would you apply
for next activity?
Any advices for our
facilitators?
2
2
2
2
3
3
3
3
4
4
4
4
5
5
5
5
Disorganized
Boring
Not useful
Confusing
3
3
4
4
5
5
Irrelevant
Incomprehensive
Great group engagement with lots of brainstorming,

learn how to model process.
This progarm has given a different perspective via team

of thinking through a project.
High expectation
None
28
FEEDBACK
(
WARM-UP ACTIVITY
CHANTAL ANDRAN
CATHY SAKAS
The activity was:
The activity was:
Well organized
Engaging
Useful
Well-explained
1
1
1
1
2
2
2
2

Relevant
1
2
Comprehensive
1
2
from this activity?
How would you apply
for next activity?
Any advices for our
facilitators?
3
3
3
3
4
4
4
4
5
5
5
5
Disorganized
Boring
Not useful
Confusing
Well organized
Engaging
Useful
Well-explained
3
3
4
4
5
5
Irrelevant
Incomprehensive

Relevant
1
2
Comprehensive
1
2
Add facets and conversation into move aspects of

project, allow great team interaction.
New Center gallery planning when choosing exhibits.
Implementing into programming
Into more compete to nip inital confusion and anxiety

Enthusiasm
Greatjob
1
1
1
1

from this activity?
How would you apply
for next activity?
Any advices for our
facilitators?
2
2
2
2
3
3
3
3
4
4
4
4
5
5
5
5
Disorganized
Boring
Not useful
Confusing
3
3
4
4
5
5
Irrelevant
Incomprehensive
Abstract ways of planning a project

Ways to connect components
Using adjective do expance on entities

Opening up the possbilities
More framework
None
29
FEEDBACK
(
WARM-UP ACTIVITY
CHRIS HINES
BETH PALME
The activity was:
The activity was:
Well organized
Engaging
Useful
Well-explained
1
1
1
1
2
2
2
2

Relevant
1
2
Comprehensive
1
2
from this activity?
How would you apply
3
3
3
3
4
4
4
4
5
5
5
5
Disorganized
Boring
Not useful
Confusing
Well organized
Engaging
Useful
Well-explained
3
3
4
4
5
5
Irrelevant
Incomprehensive

Relevant
1
2
Comprehensive
1
2
The immese connection between the various cectiuites

Great teamwork and design of thought process skills
Implement and fundraise!
1
1
1
1

from this activity?
How would you apply
2
2
2
2
3
3
3
3
4
4
4
4
5
5
5
5
Disorganized
Boring
Not useful
Confusing
3
3
4
4
5
5
Irrelevant
Incomprehensive
How to think about the different aspect of a project and

incorporating different views?
Incorpoarte different views

for next activity?
None

for next activity?
None
Any advices for our

facilitators?
None
Any advices for our

facilitators?
None
30
FEEDBACK
(
)
CONTIN
BE
UE
TO
WARM-UP ACTIVITY
TAKEAWAYS
Figure 8. Illustration of buoy. Yihao Jiangs image.
From the feedback form, the weakest part of the facilitation was
the clarity of the instruction. Participants felt confused at a few
points especially with the transition between each phase of the
activity.
For the next activity, participants wanted to know how the center
could implement the ideas and how the ideas could do benet to
the fundraising campaign. After inteviewing the sta, we decided
to hold an activity to facilitate the sta and participants on board to
share the knowledge of the centers history by inviting community
people. We hoped that participants could apply what they learn
from history to make the future strategic plan more rewarding.
31
VISUAL STORY TELLING

HISTORY MAP
32
DOCUMENTATION
Go over the material
Refer to the materials and write down the events
Encourage the participants to communicate before the activity
Categorize the events
Prepare for the material
Post onto the history map
33
DOCUMENTATION
Facilitate to identify highlights
Debrief and discuss
34
ACTIVITY RESULTS
INSIGHTS
The key points that made the events successful
History of trying many dierent events and initiatives to advance
the center
Hands on learning courses and fun activities
Educational programs and dedicated board, sta and volunteers
Programs for all ages
Access to ocean
Community support
Increasing reaching audiences
The common themes to the low points events

Limited funding and small facility
Poor administration and limited funding
Loss of federal and state grants
The centers willingness to grow and innovate
Reasons why the events transform from a low to a high
HIGHLIGHTS OF THE HISTORY MAP
Change of sta and new fundings for new programs

Constant evaluation and revision
Constant building on past success and future needs
Establishment of the center as a go to for science education
Rescue of marine life washed up on the beach
Better sta and better reach to public
Being comfortable with being an authority
35
SUMMARY
(
SUGGESTED IMPROVEMENTS
Better instruction
The workshop fell short of facilitators expectation, and facilitators seemed
to lose sight of a few details at few points. Therefore, the activity should
be fully prepared and facilitators should always have a plan B to engage
the participants.
TAKEAWAYS
The learnings from the past make the future
strategic plan more rewarding
To be honed in on key points for potential funders
Keep in mind what made the center unique
Tap into the ocean access
To be good at education
Compose chronology to give more perspectives
Engage the general public and keep up to public demands
Show donors the feedback from children
Record and document the history of the center to look
back at things that were successful at past and use them
in the future
To be more informative
Tools improvement
Since the volueme of history documents didnt t on the wall, participants
were distracted. All the maps and writing material should be adapted to
the environment where the workshop is hold.
Take notes
The debrief questions confused participants because the debrief info
didnt match the session info. Notes should be taken during the client
engagement to pick up insights which could be applied to the debrief
session.
Time control
Timers shouldnt stop the activities directly. Instead, the facilitator should
remind the particiapants that they still have one or two minutes before
the activity is ended. At a few points, facilitators had to cut o valuable
conversations in the essence of time.
36
FEEDBACK
(
CHANTAL ANDRAN
CHRIS HINES
The activity was:

Well organized
Engaging
Useful
Well-explained
The activity was:

1
1
1
1
2
2
2
2

Relevant
1
2
Comprehensive
1
2
from this activity?
How would you apply
Any advice for the
activity?
Any advices for our
facilitators?
3
3
3
3
4
4
4
4
5
5
5
5
Disorganized
Boring
Not useful
Confusing
Well organized
Engaging
Useful
Well-explained
3
3
4
4
5
5
Irrelevant
Incomprehensive

Relevant
1
2
Comprehensive
1
2
Perspective of the history TIMSC
Planning and organizing thoughts to support action
Wanderful! Very well intoduced!
None
1
1
1
1

from this activity?
How would you apply
Any advice for the
activity?
Any advices for our
facilitators?
2
2
2
2
3
3
3
3
4
4
4
4
5
5
5
5
Disorganized
Boring
Not useful
Confusing
3
3
4
4
5
5
Irrelevant
Incomprehensive
Good historical timeline
Building the history into the fundraising plan
Explain objective of each phase of activity

and reason for the phase.
Excellent end goal and activites
Great job!
37
FEEDBACK
(
MARILYN SOBWICK
BETH PALME
The activity was:

Well organized
Engaging
Useful
Well-explained
The activity was:

1
1
1
1
2
2
2
2

Relevant
1
2
Comprehensive
1
2
from this activity?
3
3
3
3
4
4
4
4
5
5
5
5
Disorganized
Boring
Not useful
Confusing
Well organized
Engaging
Useful
Well-explained
3
3
4
4
5
5
Irrelevant
Incomprehensive

Relevant
1
2
Comprehensive
1
2
Tybee Marine Science Center has grown in popularity and services

to the community through the years starting with voulunteer
programs to greater coverage of Savannah ,GA. area.
1
1
1
1

from this activity?
How would you apply

None
How would you apply

Any advice for the

activity?
None
Any advice for the

activity?
Any advices for our

facilitators?
None
Any advices for our

facilitators?
2
2
2
2
3
3
3
3
4
4
4
4
5
5
5
5
Disorganized
Boring
Not useful
Confusing
3
3
4
4
5
5
Irrelevant
Incomprehensive
Review of progress
None
Leaders seemed frustrated when groups

didnt come up with right answer.Better
explantation of the objective.
Language barriers are the problem.
38
FEEDBACK
(
CATHY SAKAS
KATHRYN WILLIAMS
The activity was:
The activity was:

3
3
3
3
4
4
4
4
5
5
5
5
Disorganized
Boring
Not useful
Confusing
Well organized
Engaging
Useful
Well-explained

Relevant
1
2
Comprehensive
1
2
3
3
4
4
5
5
Irrelevant
Incomprehensive

from this activity?
The importance of understanding of history
Well organized
Engaging
Useful
Well-explained
1
1
1
1
How would you apply

Any advice for the
activity?
Any advices for our
facilitators?
2
2
2
2
Developing key messages for fundraising
It was well done and well resourced.
Nonemore clearly
Explain steps
1
1
1
1
3
3
3
3
4
4
4
4
5
5
5
5
Disorganized
Boring
Not useful
Confusing

Relevant
1
2
Comprehensive
1
2
3
3
4
4
5
5
Irrelevant
Incomprehensive

from this activity?
The historical perspective was very helpful.
How would you apply

Any advice for the
activity?
Any advices for our
facilitators?
2
2
2
2
I would like to receive some of the projects of the

past to include in our current programs.
None
It would have been more helpful if the documents and

None
photos had been organzied before hand.
39
FEEDBACK
(
DEAN PETERSAR
The activity was:
Well organized
Engaging
Useful
Well-explained
1
1
1
1
2
2
2
2

Relevant
1
2
Comprehensive
1
2
from this activity?
How would you apply
Any advice for the
activity?
Any advices for our
facilitators?
3
3
3
3
4
4
4
4
5
5
5
5
Disorganized
Boring
Not useful
Confusing
3
3
4
4
5
5
Irrelevant
Incomprehensive
A sence of history of the organzation
Be able to approach potential owners with confidence.
Better tape
None
TAKEAWAYS
From the feedback forms, the content of the activity was not
comprehensive enough. Participants wanted more activities. We
suggested that they could use the summary pages whcih we
would provide them to implement their plan. Besides, Weve
noted our need to polish our instruction messages to include more
examples.
40
NEXT STEPS
41
NEXT STEPS
For raising funds, the system and history map highlighted the problems and
potentials facing the center and the board. The participants were asked,
What were their next steps to make their strategic plan more rewarding?
The solutions are as follows:
Form a 4-6 people fundraising team
Organize a capital campaign coaching team
Use social network to build up the centers wider profile
Ask experienced staff to share their knowledge with the new staff
Plan more events
Ask for more funds for educational events for outreach
Create a plan to re-engage island community and Savannah people
Reaffirm connections with local population
Formulate key points for media
Hold meeting to plan events for all staff
Maintain a feeling of ownership
Recruit more specific volunteers
42
34
APPENDIX
43
VIDEO DOCUMENTATION
THE WHOLE FACILITATION PROCESS
44
DETAILED DESIGN
TIME
WARM-UP ACTIVITY
INTENT
METHODS AND STEPS
14:00-14:05
Give the Introduction of the workshop.
14:05-14:10
Hand out the consent form to get signed.
MATERIAL
SET-UP
All participants gather together to discuss the topic 1What MSC can oer us? and come
up with the unrepeated answers (one on each post-it). Then the facilitator asks
participants to post them on the blank boxes on board.
Sharpies, post-its and

whiteboard
Facilitator draws 9 blank

boxes on the whiteboard
before the activity starts.
14:15-14:20
Ask the participants to write down the subjects for the topic 2 What Ocean can give us?
on a table and pass it one by one in three rounds until all cells in the table are lled. The
facilitator should encourage the participant to read out load when writing it.
A designed table with

the post-its on each cell
Facilitators hand out the

poster to the participants.
14:20-14:22
Separate the participants into 2 groups.
14:10-14:15
To help our participants think

about function of the center
14:22-14:27
To select out those subjects

that are most related for the
next-step
We ask the participants to pick two subjects from the topic 2 (what ocean can give us?)
which are closely related to topic 1 (what MSC can oer?). Participants are asked to
write it down on post-it, and list them under each category. If one subject belongs to two
or more categories from topic1, the participant can copy it and post it on.
14:27-14:30
To stretch the participants to

think of those less-related
subjects
The facilitators remove those already-used subjects from the poster. Then we have 2
boxes of subjects( Topic1 and Topic2). Ask the representative of each group to draw 3
pieces of paper from Topic2, and then 2 pieces of paper from Topic1. After that ask them
to think of an activity. (Participants can use all of them, or 2 from Topic 2, 1 from Topic 1.)
14:30-14:35
To make participants think

deeply into some activities
Discussion Time: With the subjects in hand (2 from Topic 1, and 3 from Topic 2)the
facilitator ask the participants to come up with an activity or event which is related to
these subjects as a group.
Sharpies, post-its
Facilitator refers to the

subjects which are done
selecting under the topic 2,
remove those used ones
and shue the left-over
ones.
Draft papers, pens
Facilitators stand by in case

that the participants have
any question.
1.5 HOUR TOTAL

45
DETAILED DESIGN
WARM-UP ACTIVITY
TIME
INTENT
METHODS AND STEPS
14:35-14:40
To keep both groups on track

about what they have done
Presentation: ask a representative in each group to talk about their new activity.
14:40-14:45
To inspire more creative ideas

with the shift of the
participants for the next
activity
Shift the participants: ask half of the participants of each group to shift voluntarily or
designedly.
MATERIAL
SET-UP
INTERVAL: 5 min
One facilitator joins each
group, then gives participants
enough sticky notes in one
color for Entity.
14:50-15:00
To help the participants gure

out the entities which are
signicant to their designed
activities
Ask each participant to identify the entities of the given system and write them down on
the post-its; with all the entities written down, facilitator ask participants to hit the nal
entities that are most signicant, and then stick them to the map where Entity belongs.
15:00-15:10
To help the participants

understand the already-exist
relations and discover the gaps
and missing relations between
entities
Ask the participants to dene the relations and ows among the entities and draw them
down with lines and arrows.
Sharpies
Facilitators make sure

particpants understand the
process. If necessary, give
them an example of how to
do it.
15:10-15:15
To help the participants

understand the project with
adjectives
Hand out the note of Attributes to the participants, and ask them to ll in the Attribute
circle in the Map.
Sharpies
Facilitator makes sure that

participants know well about
the denition of Attribute.
Write the attributes in smaller circle and add labels to them, place these attributes near
their respective entities.
15:15-15:17
15:17-15:20
To double check everything on

the map is done
Ask the participants to rene the network diagram to ensure that all these elements are
comprehensively captured and described in this system diagram.
15:20-15:25
To help the participants extract

their own insights
Discussion and sharing: Encourage the participants to take one more look on the map and
discuss the system and extract the insights.
15:25-15:35
To ask the participants to have

a closer look on the map to
gain their nal insights and
take-away
The facilitator asks the participants 3 questions to get insights and takeaways.
How do you feel?
what did you learn?
How can you apply this to your project?
Do you nd new relations among those entities?
What did you learn in this system map?
The notes
describing Entity
Sharpies, post-its
System Maps
Sharpies, post-its
Draft Papers
Facilitators prepare draft

papers for the participants.
1.5 HOUR TOTAL

46
DETAILED DESIGN
TIME
INTENT
METHODS AND STEPS
MATERIAL
SET-UP
14:00-14:03
To learn about their

background
Ask participants:
For how many years they worked/have been working at the Marine Science Center?
14:03-14:05
To collect information
of old and new data
Separate the participants into two groups.

(Make sure that each group has old sta evenly divided.)
14:05-14:15
To learn and swarm the

history of the center
Ask participants to discuss and write down the events and time related to the images
on sticky notes.
14: 15-14:25
To gather maximum
information
Ask participants to exchange the images and write down events and time related to
them. (Images with no data should be exchanged.)
14:25-14:35
To share and evaluate

the proceedings of the
event
Collect all the sticky notes and show each sticky note to all the participants.
Participants share the happenings related to each sticky note.
Images, sticky notes
Facilitator shows the

sticky notes.
14:35-14:45
To collect the details of

the events
Ask participants who discussed the events write down about people related to the
events (who, what, why). Share the ndings with participants and place it on the
template.
The map, images and

sticky notes
Facilitator gives them an

example and put the map
up on a wall.
14:35-14:45
To collect the details of

the event
Ask participants to write down the goals of the events and share them with others
and put them on the map.
The map, images and

sticky notes
Facilitators give them an

example.
14:45-15:00
To understand the
highs and lows of
events graphically
Put up all the sticky notes with events on the map,

and draw the peaks and valleys for the events.
The board, images and

sticky notes
Facilitators help them to

put up their events on the
board.
Facilitators set the

recorder.
Images, sticky notes
Facilitator make sure each

event is on separate sticky
note.
Images
1.5 HOUR TOTAL

47
DETAILED DESIGN
TIME
INTENT
METHODS AND STEPS
MATERIAL
SET-UP
To nd key points of a
successful and not so
successful events
Ask the participants to discuss about what made the events successful?
Share with everyone and write down on the sticky notes.
Sticky notes

example.
15:15-15:30
To nd patterns
Ask every participants:

If they discover common themes to the low points or holding patterns throughout
the history of MSC?
Share with others, and write down on the sticky notes.
Sticky notes

example.
15:30-15:45
To analyze the
strengths and
weaknesses
Ask the participants:

if this gives them any insight into their strengths and weaknesses?
Sticky notes
Facilitators give them

an example.
15:45- 16:00
To nd the factors
which will lead to
improvement

What helps MSC transition from a low to high?
Sticky notes

example.
16:00- 16:15
To nd and implement
the elements of past
events that were
accomplished

What they can learn from the past to make the future more rewarding?
Sticky notes

example.
15:00-15:15
1.5 HOUR TOTAL

48
ABOUT US
49
YES, ITS US
ABOUT US
Yihao Jiang
Junjie Piao
Daniela Cardona
Jie Ren
Pournima Chintamani
Wanshan Li
50
WORKING PROCESS
ABOUT US
Visit the Tybee Island Marine Science Center
Warm-up activity rehearsal
Discuss the activty plan for warm-up activity
Read archive for visual storytelling activity
51
TEAM ORGANIZATION
ABOUT US
Figure 9. 5 bold steps map for the team organzation in the DMGT 732 class. Ren Jies image. The map is
appropriated from 5 Bold steps Map by David Sibbet, 2011, Visual Teams: Graphic Tools for Commitment,
Innovation, and High Performance, 117-130.
Figure 11. Road map for the team organzation in the DMGT 732 class. Ren Jies image. The map is appropriated
from Road Map by David Sibbet, 2011, Visual Teams: Graphic Tools for Commitment, Innovation, and High
Performance, 117-130.
Figure 10. Game plan map for the team organzation in the DMGT 732 class. Ren Jies image. The map is
appropriated from Game plan Map by David Sibbet, 2011, Visual Teams: Graphic Tools for Commitment,
Innovation, and High Performance, 117-130.
52
TIME LINE
ABOUT US
732 PROJECT TIMELINE
DURATION
Research & Group Selection
Problem Identification
Project Activity Plan
10
Detailed Design for Warm-up Activity
10
Warm-up Activity Rehearsal
Warm-up Activity
Detailed Design for Visual Storytelling Activity
Visual Storytelling Activity Rehearsal
Visual Storytelling Activity
Activity Documentation
Process Book
33
Process Video
12
START
FINISH
Sep 28
Oct 5
Oct 12
Oct 19
Oct 26
Nov 2
Nov 9
Figure 12. Timeline for the team organzation in the DMGT 732 class. Yihao Jiangs image.
53
REFERENCES
Books
Kumar, Vijay (October 9, 2012). ERAF Map. 101 Design Methods: A Structured Apprach for Driving Innovation in Your Organization (pp.146-149). Wiley.
The Grove Consultant International ( October 1, 2002) . History Map. The Personal Compass: A Visual Workbook for Exploring Your Future Spiral-bound. Grove
Consultants, International.
Figures
Jiang, Yihao. (2014). Illustration of anchor.
Jiang, Yihao. (2014). Illustration of buoy.
Jiang, Yihao. (2014). Illustration of light house.
Jiang, Yihao. (2014). Illustration of starfish.
Jiang, Yihao. (2014). Timeline for the team organization in the DMGT 732 class.
Li, Wanshan. (2014). System map template for the Tybee Island Marine Science Center and the description of the map. The map (entity, flow, attribute, relation
included) is appropriated from ERAF Map by Vijay Kumar, 2012, 101 Design Methods. A Structured Apprach for Driving Innovation in Your Organization,
146-149.
Li, Wanshan. (2014). Hisoty template for the Tybee Island Marine Science Center and the description of the map. Wanshan Lis image. The map is appropriated
from History Map by The Grove Consultant International, 2002, The Personal Compass, 5-8.
Ren, Jie. (2014). 5 bold steps map for the team organzation in the DMGT 732 class. Ren Jies image. The map is appropriated from 5 Bold steps Map by David
Sibbet, 2011, Visual Teams: Graphic Tools for Commitment, Innovation, and High Performance, 117-130.
Ren, Jie. (2014). Game plan map for the team organzation in the DMGT 732 class. Ren Jies image. The map is appropriated from Game plan Map by David
Sibbet, 2011, Visual Teams: Graphic Tools for Commitment, Innovation, and High Performance, 117-130.
Ren, Jie. (2014). Road map for the team organzation in the DMGT 732 class. Ren Jies image. The map is appropriated from Road Map by David Sibbet, 2011,
Visual Teams: Graphic Tools for Commitment, Innovation, and High Performance, 117-130.
Rowland, Regina. (2014). Discussing shell on the beach.
Skiba, Becky. (2013). A baby loggerhead sea turtle heads for the ocean. Courtesy of U.S. Fish and Wildlife Service Southeast Region.
Sand Sifting [Online image]. Retrieved November 12, 2014 from http://www.tybeemarinesciencev.org/girl-scouts
54
THANK YOU
Tybee Island Marine Science Center

Professor Regina
Our dear classmates
All our participants
Our hard work
55
Figure 13. A baby loggerhead sea turtle heads for the ocean. Courtesy of U.S. Fish and Wildlife Service Southeast Region. Becky Skiba.
2013.

Jie Ren DMGT 732

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Facilitating Creative Thinking

Daniela Cardona Pournima Chintamani

History of the Marine Science Center

Figure 2. Illustration of light

Figure 3. Illustration of anchor.

ABOUT THE GROUP

Participants of Warm-up Activity

Participants of Visual Storytelling Activity

Figure 4. Discussing shell on the beach. Courtesy of Regina Rowland.

WARM-UP ACTIVITY PLAN

Topic 1 What MSC can oer us?

Topic 2 What Ocean can oer us?

Choose 2 subjects from Topic 2 to match

Find out entities

Draw relations and ows between entities

Add attributes and label or categorize them

1.5 HOUR TOTAL

Include only those entities that have a signicant impact on your

Attributes are dening characteristics of any entity or relation. Because

SYSTEM MAP TEMPLATE

WRAP-UP WARM-UP ACTIVITY PLAN

Thanks and feedback

1.5 HOUR TOTAL

FEEDBACK FORM & CONSENT FORM

DMGT 732 Facilitating Creative thinking

Informed Consent Form

Our activity was

I understand that the process may include:

1. recorded (audio, video and/or photography) observations

Our activity content was

What did you learn/gain

How would you apply

Whats your expectation

Any advices for our

Informed Consent Form

Thank you again for your participation!

VISUAL STORYTELLING ACTIVITY

VISUAL STORYTELLING ACTIVITY

History map 3.3x16

VISUAL STORYTELLING ACTIVITY PLAN

Reection on the materials

Collecting and sharing outputs from

Collecting the details of the events

Rating the events

Facilitate the participants to discuss in group to rate the activity.

Posting the outputs onto the map and

Reection from the map and gaining insights.

Reection from the map and gaining insights

1.5 HOUR TOTAL

VISUAL STORY TELLING ACTIVITY

positive events are charted above the midline

Nagative events are charted below the midline

e.g. Staff & Volunteers

Key people & places that ground your story

THE HISTORY MAP TEMPLATE

Chart the key people,

Recall the historical

CONSTRUCTION OF THE STORY

Dene the goals

Draw the cardiogram of the peaks

Discuss the map

PEAKS AND VALLEYS

WRAP-UP VISUAL STORYTELLING ACTIVITY