# PWR-191 — Group creativity: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 20 min reading and worksheet pass Difficulty: Introductory Equipment: Common household or practice equipment — Prompt card: ‘A fictional community art club wants to reduce clean paper offcuts sent to recycling. Propose low-cost uses that preserve accessibility, do not monitor members and do not pressure anyone to take materials home.’; Governance card: voluntary contribution; anonymous route allowed; contributor IDs stay attached; derivatives name their source; AI assistance is labelled; rejected ideas remain credited; withdrawal before publication is valid.; Six supplied individual idea cards labelled A1, A2, B1, B2, C1 and C2, plus two supplied interactive derivative cards D1 and D2 from the fixture table.; Evaluation sheet with separate 0–2 ratings for novelty, feasibility and equity/access, plus an UNKNOWN mark when the fictional data are insufficient.; Attribution log with fields for original contributor, derivative contributors, AI support, permission to reuse, dissent and selection status. Space: Desk / seated Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; Focused research depth Automated method-quality band: Established Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context This tutorial teaches a governed ideation-and-attribution process on a fictional paper-offcut problem. It preserves six independently generated cards, audits two later derivatives, scores novelty, feasibility and equity separately, marks unknowns, keeps source links and makes a reversible selection. The supplied packet does not compare formats experimentally and cannot show that interactive ideation is superior. Target outcome: Define group creativity without inheriting mythology or broader claims. Explain what the current evidence supports and what it does not establish. Use the declared measurement boundary and recognise misleading proxies. Complete only the separately governed capability practice inside its declared limits. Make a retention, transfer, maintenance, provider or stop decision without overclaiming. ### Authority and setup conditions - Use only the bounded configuration. Use a fictional low-stakes prompt with willing participants, or run a solo simulation. Do not use employees, students or dependants as an evaluation target. - Stop if the frame becomes a live facilitation protocol, forced ideation, crowd-control method or workplace evaluation. - Stop where dissent, privacy, ownership, attribution or power cannot be protected. ### Required or supplied materials - Prompt card: ‘A fictional community art club wants to reduce clean paper offcuts sent to recycling. Propose low-cost uses that preserve accessibility, do not monitor members and do not pressure anyone to take materials home.’ - Governance card: voluntary contribution; anonymous route allowed; contributor IDs stay attached; derivatives name their source; AI assistance is labelled; rejected ideas remain credited; withdrawal before publication is valid. - Six supplied individual idea cards labelled A1, A2, B1, B2, C1 and C2, plus two supplied interactive derivative cards D1 and D2 from the fixture table. - Evaluation sheet with separate 0–2 ratings for novelty, feasibility and equity/access, plus an UNKNOWN mark when the fictional data are insufficient. - Attribution log with fields for original contributor, derivative contributors, AI support, permission to reuse, dissent and selection status. ### Supplied fixture Fictional paper-offcut ideas with provenance and independent rubric data | ID and format | Contributor/provenance | Idea card | Rubric facts supplied | | --- | --- | --- | --- | | A1 — individual | Asha; no AI | Put a labelled tray beside the paper cutter for clean offcuts larger than a postcard. | Cost £4; 15-minute setup; Asha owns labels for a four-week fictional pilot; printed labels only unless adapted. | | A2 — individual | Asha; no AI | Bundle offcuts into free mixed-size sketch packs available at the front desk. | Cost £6; 30-minute batch preparation; Asha owns one fictional batch; voluntary pickup; sizes visible but not tactilely labelled. | | B1 — individual | Bo; no AI | Use offcuts for colour-test strips during club sessions. | Cost £0; 10-minute setup; Bo owns session reset for four fictional weeks; immediate use; helps painters more than other members. | | B2 — individual | Bo; no AI | Create a monthly offcut collage challenge and display every entry. | Cost £10; public display may pressure participation and creates judging questions. | | C1 — individual | Casey; AI used only to rephrase card | Offer offcuts to a fictional local school once each box is full. | Transport owner and school demand are unknown; permission to transfer materials is unknown. | | C2 — individual | Casey; no AI | Add tactile size bands to three reusable sorting trays: small, medium and large. | Cost £14; accessible sorting; requires one volunteer to empty trays weekly. | | D1 — interactive derivative | Asha + Casey, derived from A1 and C2 | Use three tactilely labelled trays, then make voluntary mixed-size sketch packs when a tray fills. | Cost £18; combines sorting and reuse; weekly owner still required. | | D2 — interactive derivative | Bo + Asha, derived from B2 and A2 | Make sketch packs and publish a leaderboard of who uses the most offcuts. | Cost £8; 20-minute weekly tally; Bo offers to own it; the leaderboard creates surveillance and pressure contrary to the prompt. | ## 1. Read the prompt and governance card before viewing ideas Read the prompt and governance card before viewing ideas. Confirm that the output is for a fictional club and no participant is being evaluated. Why: “Read the prompt and governance card before viewing ideas” keeps this lesson inside its declared record-analysis boundary and prevents the supplied scenario from being mistaken for physical practice. Success check: The output directly answers “Read the prompt and governance card before viewing ideas”, names the relevant distinction and stays within the supplied record. Accessible alternative: Complete the same research action — “Read the prompt and governance card before viewing ideas. Confirm that the output is for a fictional club and no participant is being evaluated.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The output directly answers “Read the prompt and governance card before viewing ideas”, names the relevant distinction and stays within the supplied record.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Treat A1 through C2 as the nominal-group baseline: ideas were generated privately… Treat A1 through C2 as the nominal-group baseline: ideas were generated privately before anyone saw another card. Why: Keep this exact Group creativity action explicit and reviewable: “Treat A1 through C2 as the nominal-group baseline: ideas were generated privately before anyone saw another card.” Success check: Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Treat A1 through C2 as the nominal-group baseline: ideas were generated privately before anyone saw another card.” Accessible alternative: Replace small or visual-only information with enlarged text, high-contrast display, spoken description or tactile/verbal cueing while preserving the same decision and success check. Use text-to-speech, enlarged text, keyboard navigation, shorter sessions, a support person or an equivalent non-practical record format as needed. Accessibility changes must not enlarge practical authority. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Pool all six baseline cards without scoring Pool all six baseline cards without scoring. Preserve contributor labels or the stated anonymous choice. Why: Keep this exact Group creativity action explicit and reviewable: “Pool all six baseline cards without scoring. Preserve contributor labels or the stated anonymous choice.” Success check: Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Pool all six baseline cards without scoring. Preserve contributor labels or the stated anonymous choice.” Accessible alternative: Replace small or visual-only information with enlarged text, high-contrast display, spoken description or tactile/verbal cueing while preserving the same decision and success check. Use text-to-speech, enlarged text, keyboard navigation, shorter sessions, a support person or an equivalent non-practical record format as needed. Accessibility changes must not enlarge practical authority. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Reveal D1 and D2 as products of a short fictional interactive round Reveal D1 and D2 as products of a short fictional interactive round. Record their source links rather than crediting only the person who wrote the combined card. Why: “Reveal D1 and D2 as products of a short fictional interactive round” keeps this lesson inside its declared record-analysis boundary and prevents the supplied scenario from being mistaken for physical practice. Success check: A legible entry directly completes “Reveal D1 and D2 as products of a short fictional interactive round” and records the requested condition, decision or boundary without adding a new claim. Accessible alternative: Complete the same research action — “Reveal D1 and D2 as products of a short fictional interactive round. Record their source links rather than crediting only the person who wrote the combined card.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “A legible entry directly completes “Reveal D1 and D2 as products of a short fictional interactive round” and records the requested condition, decision or boundary without adding a new claim.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Score every idea independently on novelty, feasibility and equity/access Score every idea independently on novelty, feasibility and equity/access. Count quantity separately and do not average away a zero on equity. Why: “Score every idea independently on novelty, feasibility and equity/access” creates the auditable value, condition or statement needed for the tutorial’s later comparison and conclusion. Success check: The work shows the value requested by “Score every idea independently on novelty, feasibility and equity/access”, retains the supplied units or signs and leaves any unsupported value unknown. Accessible alternative: Complete “Score every idea independently on novelty, feasibility and equity/access. Count quantity separately and do not average away a zero on equity.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The work shows the value requested by “Score every idea independently on novelty, feasibility and equity/access”, retains the supplied units or signs and leaves any unsupported value unknown.” Use text-to-speech, enlarged text, keyboard navigation, shorter sessions, a support person or an equivalent non-practical record format as needed. Accessibility changes must not enlarge practical authority. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Select, combine or reject using the declared criteria Select, combine or reject using the declared criteria. Preserve dissent, provenance and the reason an attractive idea was not selected. Why: “Select, combine or reject using the declared criteria” fixes the exact Group creativity configuration or decision before later observations are compared. Success check: The learner can verify “Select, combine or reject using the declared criteria” from the declared materials, position or recorded choice before continuing. Accessible alternative: Complete “Select, combine or reject using the declared criteria. Preserve dissent, provenance and the reason an attractive idea was not selected.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The learner can verify “Select, combine or reject using the declared criteria” from the declared materials, position or recorded choice before continuing.” Use text-to-speech, enlarged text, keyboard navigation, shorter sessions, a support person or an equivalent non-practical record format as needed. Accessibility changes must not enlarge practical authority. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.