New Book Release

How To
Teach Creativity

This new book will help you kickstart teaching creativity in a systematic and holistic way. It provides a comprehensive hands-on practical introduction on how to teach creativity in all kinds of education, in all kinds of subjects and at all levels of education. The book goes way beyond the traditional simple methods and techniques for designing and facilitating creative processes and workshops.

Keynote speaker

Want one of those genuinely insightful and engaging workshops, speeches or courses that will leave the audience significantly more creative?

training EXPERT

Want an experienced expert to join your team in developing hands-on creativity curriculum that significantly advances creative potential? 

CREATIVITY
COMPETENCY
MODEL

Want to improve your creative competencies and confidence?

ILLUSTRATION SET 1
LEVEL ONE
1
LEVEL ONE
EVERYDAY CREATIVITY

CLEAR UNDERSTANDING OF THE VALUE OF CREATIVITY

PROCEDURES FOR CREATIVITY IN TEAM MEETINGS

focus on solving everyday tasks more creative

LEVEL TWO
2
LEVEL TWO
User-centric creativity

Advanced team creative process methods

Systematic evaluation of creative output

focus on Ideas that better meet user needS

LEVEL THREE
3
LEVEL THREE
Domain creativity

advanced individual creativity approaches

Interconnected individual and team creativity

Open and curious team culture

systematic evaluation of creative skills

focus on creating novel breakthrough solutions

LEVEL FOUR
4
LEVEL FOUR
SOCIETAL CREATIVITY

Creativity as a second nature

Procedures for implementing novel ideas

strong creative perseverance and persuasion

focus on setting new cross-industry standards

LEVEL ONE
1
LEVEL ONE
EVERYDAY CREATIVITY

CLEAR UNDERSTANDING OF THE VALUE OF CREATIVITY

PROCEDURES FOR CREATIVITY IN TEAM MEETINGS

focus on solving everyday tasks more creative

LEVEL TWO
2
LEVEL TWO
User-centric creativity

Advanced team creative process methods

Systematic evaluation of creative output

focus on Ideas that better meet user needS

LEVEL THREE
3
LEVEL THREE
Domain creativity

advanced individual creativity approaches

Interconnected individual and team creativity

Open and curious team culture

systematic evaluation of creative skills

focus on creating novel breakthrough solutions

LEVEL FOUR
4
LEVEL FOUR
SOCIETAL CREATIVITY

Creativity as a second nature

Procedures for implementing novel ideas

strong creative perseverance and persuasion

focus on setting new cross-industry standards

Starter package

Hands-on introduction to creativity competency level one, detailing how to nurture creativity systematically in a team, classroom, organisation or educational institution. This inludes a toolbox with 30 days of creativity training exercises and support for implementation. The package finishes with an evaluation of the training and discussion of future steps for how to further advance creativity.

Advanced package

Evaluation of current competency level. Hands-on introduction to next competency level, detailing how to nurture creativity in a team, classroom, organisation or educational institution. This includes a 3 months creativity training package. The package finishes with an evaluation of the training and discussion of future steps for how to further advance creativity.

1 +
course participants
1 +
keynote participants
  • It truly changed me. It made me more confident and daring.
    Silvie Vale, Communications consultant

  • This has been the most important and useful learning experience in my 16 years of education.
    Course participant

  • I followed the process and we got a very innovative idea – It actually got patented.
    Anders Baek, Senior Mechanical Engineer

  • Within a week my brain was totally reconfigured.
    Course participant

  • I have learned to approach my professional field much differently and in a more playful way.
    Kamilla Rasmussen, Marketing consultant

  • I realised that, if I want, I can produce 200 ideas to solve a single problem.
    Fabrizio Negretti, Course participant

PHD CHRISTIAN BYRGE

“My passion and expertise are to help educators and managers across all domains to design serious, inspiring and playful training that develops creative skills at all levels of education and for all types of private and public organisations”

Curious Researcher

Christian Byrge is a full professor in creativity as well as an associate professor in business creativity. He achieved his PhD degree for his research on enhancing creativity in education as well as in companies and public institutions. He has published several research papers and books on how to nurture creativity and is a member of the editorial boards for relevant journals such as Journal of Creative Behavior, Journal of Thinking Skills and Creativity, Journal of Creativity and Business Innovation as well as Journal of Business Models.

Creativity Expert

Christian has been designing creativity modules, courses and programs in primary school, secondary school, youth education as well as in higher education and professional education. This includes the development of a novel bachelor program on Creativity & Business Innovation and a master level program on Creative Genius (probably the most ambitious creativity training program in the world). Christian has invented several creativity toolkits that have been taught to more than 100.000 professionals worldwide.

Passionate Speaker

Christian regularly gives inspiring and energetic keynote speeches, gives lectures, teaches courses, facilitate workshops and does counselling on how to nurture the individual, team and organisational creativity. He typically presents subjects like how to teach creativity, how to perform deliberate practice of creativity, how to design creativity training exercises as well as how to assess creative potential and creative production. Christian also advises on how to develop organisational creativity and facilitate creative processes.

Contact

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Creativity Toolkits & Works

From me to you

Developing a Creative and Innovative Organisational Culture: Experiences from Continuous Embodied Creativity Training (free paper)

This study aims to explore the impact of continuous embodied creativity training on organisational creative and innovative culture in 5 Danish organisations. The study finds that trainees experience less resistance towards organisational change, stronger sense of community with colleagues, and a higher level of energy at work. The study also finds a hot-or-not attitude towards the training between trainees and non-trainees colleagues in the organisations. The paper presents examples of creativity training exercises used by the organisations and discusses the findings in relation to creative and innovative organisational culture. I co-authored this paper with Rune Osmundsen and Chaoying Tang. The paper was accepted and presented at the CICALICS conference in Beijing.

The Creative Platform “board game” (free toolkit)

Need a creative process, but don’t have a facilitator? No problem 🙂 

This game-like creativity toolkit takes you easy through a series of steps for problem definition, idea production and solution development. It was originally developed for a cross-disciplinary and cross-industrial network of business and product developers developing original new ideas in collaboration. However, it is useful for any teams who would like some structure on their creative process. The toolkit  contains the following:

  • Creativity training and energiser exercises
  • Facilitation board
  • Instruction guides
  • 5 different creativity tools for cognitive stimulation 
  • Problem definition cards
  • Project planning cards

I developed this game in collaboration with Søren Hansen and Anette Pihl Nielsen. It is freely available in Danish and can be downloaded here in two parts.

Depicting A Performative Research Agenda: The 4th Stage Of Business Model Research (free scientific paper)

This article provides a research program for the field of business models. It focusses specifically on 4th stage research, which is concerned with the performative notions of business models to which six conceptual avenues for further research are de- picted. I co-authored this paper with Christian Nielsen and colleagues.

Den Kreative Platform: Læring Uden Bedømmelse (free paper)

Evalueringens dilemma er stadig det samme, som da Donald Schön i 1987 konfronterede problemet og ind- ledte det arbejde, der, i nogenlunde lige linje, i dag har ført til Otto Scharmers ”U-Teori” (Theory-U). Schöns løs- ning var den refleksive praktiker og Scharmers løsning er det skabende nærvær. Ved at forholde sig kritisk til refleksioner over tidligere erfaringer undgår praktikeren at lave den samme fejl to gange, og han kan fokusere på de positive elementer. På den anden side vil en eva- luering altid principielt skabe afstand mellem relevant (generel) viden og den unikke situation, denne viden skal anvendes i. Evalueringen vil aldrig kunne erstatte den erfarne og nærværende praktikers uhæmmede anven- delse af situationsspecifik viden i den unikke situation, han indgår i. Hvorfor? Fordi den viden, der er indeholdt i en evaluering, altid vil være mere generel – og dermed begrænset – i forhold til den uhæmmede anvendelse af viden, som trækker på al den viden, individet eller gruppen råder over. Lige som Theory-U er Den Kreative Platform baseret på den præmis, at problemer skal løses gennem et skabende nærvær i stedet for gennem en refleksiv proces. Der er tale om to forskellige paradigmer, hvor det refleksive repræsenterer en bevægelse af viden væk fra situationen (nuet), og det skabende nærvær re- præsenterer en bevægelse af viden ind i nuet. Men når refleksion traditionelt opfattes som den væsentligste bestanddel i evalueringen, hvordan kan man så tale om evaluering i et skabende nærvær, hvor refleksionen pr. definition er fraværende? Det vil denne artikel give et bud på. Jeg co-authored denne artikel med Søren Hansen og Rune Osmundsen.

Den Kreative Platform (free book)

Den Kreative Platform er en metafor for et sted, hvor deltagerne kan anvende deres viden og erfaring uhæmmet. At anvendelsen af viden og erfaring er uhæmmet betyder at den foregår uden at være under- lagt de normale bindinger af faglig, social og kulturel karakter. Den Kreative Platform er derfor velegnet, hvis man ønsker at udnytte det fulde videns potentiale hos et team, der skal finde nye veje til løs- ningen af en problemstilling. Videnspotentialet er størst i tværfaglige og interkulturelt sammensatte grupper. Sammenlignet med homo- gent sammensatte teams er det her vi finder den største diversitet i tankesæt og kompetencer – og dermed det største potentiale for udvikling og nytænkning, men vi finder også de største barrierer i form af bindinger og konflikter. Den Kreative Platform er en meta- for for et fristed, hvor den nødvendige åbenhed og engagementet tilvejebringes gennem anvendelsen af det vi har valgt at kalde Den Kreative Platforms pædagogik. Den erstatter ikke de pædagogiske metoder, der anvendes i forvejen, men den tilføjer et engagement og en åbenhed til arbejdet, som gør det muligt at tænke på tværs af de eksisterende mønstre. Denne bog henvender sig først og fremmest til dig, der arbejder med at få teams til at tænke nyt i deres problemløsning. Det kan være i forbindelse med produktudvikling, organisationsudvikling eller i en undervisningssituation. Det kan være som chef, facilitator, vejleder eller underviser. En af bogens pointer er, at det skabende team kom- mer til live i det miljø vi kalder Den Kreative Platform. Det er et miljø, der skabes gennem anvendelsen af en række regler og metoder vi under ét kalder Den Kreative Platforms pædagogik. I denne bog gennemgår vi idegrundlag, indhold og anvendelse af denne pædagogik. En anden af bogens pointer er, at hvor pædagogik som regel handler om tilegnelse af viden, fokuserer Den Kreative Platforms pædagogik på anvendelse af viden. I forbindelse med nytænkende problemløs- ning er parolen derfor at sammensætte et team med så stor diver- sitet og viden som muligt. På Den Kreative Platform vil denne viden kunne bringes i anvendelse uden de barrierer et sådan team normalt ville møde. En tredje pointe er at nytænkning indebærer at tænke horisontalt, ogderved undgå den traditionelle vertikale tænkning. Indenfor de fleste professioner skoles vi til at tænke vertikalt. Det vil sige inden for faget eller kulturen. Det er den tænkning, der normalt forbindes med logik og struktur samt hvor vi tænker fremad i lige linie med hvor vi kom fra. At noget er horisontalt betyder i modsætning hertil at det krydser flere fag og kulturer uden nogen direkte logik og struktur. Jeg co-authored denne bog med Søren Hansen.

Uhæmmet anvendelse af viden og erfaring gennem horisontal tænkning på Den Kreative Platform (free paper)

At have adgang til og at kunne anvende viden og erfaring uhæmmet, er en af de væsentligste kompetencer i et videnssamfund, hvor behovet for udvikling og kreativitet bliver stadig mere udtalt. Vores anvendelse af viden og erfaring er typisk begrænset af fagenes etablerede traditioner og tankemønstre. Hvis vi arbejder i en gruppe kan de være yderlig begrænset af sociale relationer og kulturelle værdier. En understregning af problematikken er, at selv pædagogikken har tilpasset sig fagene gennem fagdidaktikken. I denne artikel beskrives en pædagogik, der har uhæmmet anvendelse af viden og erfaring som mål. Det er nytænkningens, tværfaglighedens og kreativitetens pædagogik. Det er en 3D pædagogik, der som virkemiddel anvender såvel sprog, krop og indstilling til at fjerne tidens indflydelse på anvendelsen af viden og erfaring. Derved opnår den at deltagernes samlede viden og erfaring står til rådighed, uden de sædvanlige faglige, sociale og kulturelle bindinger. Det bliver så muligt at søge- og anvende viden og erfaring horisontalt – fra et område til et andet. Jeg co-authored denne artikel med Søren Hansen.

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