Concept Generation Process (Ulrich and Eppinger)

• Step 1: Clarify the problem
  • Decompose a complex problem into simpler subproblems
  • Focus initial efforts on critical subproblems
• Step 2: Search externally
  • Interview lead users
  • Consult experts
  • Search patents
  • Search published literature
  • Benchmark related products
• Step 3: Search internally
• Step 4: Explore systematically
  • Concept classification tree
  • Concept combination table
  • Managing the exploration process
• Step 5: Reflect on the solutions and the process

Five Stages of the Creative Process

• Preparation
  • Gather and study information about the problem
  • Define and understand the problem
• Concentrated effort to reach a solution
  • (May be frustrating!!)
• Withdrawal
• Insight
  • An instant of creative insight that unexpectedly surfaces with a solution to the problem
  • Often triggered by some apparently unrelated stimulus
• Follow-through
  • Detailed design
  • Evaluation and analysis
  • Testing and implementation

Creative Design Process

• Divergence
  • Morphological Analysis
  • Brainstorming
  • Affinity Diagrams
• Transition
  • Quality Function Deployment
  • Design for Manufacturability
• Convergence
  • Formal methods
  • Analysis
  • Design optimization

Concept Generation Exercise

There are many techniques for brainstorming. One involves using post-its and engaging an entire group in silent generation and grouping of ideas prior to discussion of them. Other processes involve facilitating a group conversation and collecting ideas on flipcharts, whiteboards, etc. There is also software (e.g., by Ventana Corp.) that supports brainstorming exercises. Brainstorming will be useful at many points in your project, not just at the concept generation stage.

• Problem: Dealing with leaves on a lawn.
  • Manufacturer of plastic bags
  • Manufacturer of lawn tools and equipment
  • Company responsible for maintaining golf courses around the world
  • Owner of a lawn

The perspective each team took in generating ideas clearly biased their results. The plastic bag manufacturers generated very specific ideas with respect to bags, while the golf course maintenance company took a much broader perspective. Note that both the broad and deep views yield different ideas. You may want to experiment in your groups with both perspectives. Brainstorming -- Organization

• Select a diverse group of 4-10 people representing all aspects of the topic to be brainstormed
• Select a facilitator
• Choose an appropriate location where participants will not be distracted or disturbed
• Select a recorder to write down ideas as they are presented. Use a large board or overhead where everyone can see them

Brainstorming -- Divergent Thinking

• Ask each participant for ideas. Listen to everyone. Individuals may pass if they have nothing more to contribute.
• Do not allow judgments or critical discussion to take place during the initial idea generating phase
• Strive for quantity
• Let participants build spontaneously on the ideas of others

Brainstorming -- Convergent Phase

• When all the ideas are generated, go back and review and discuss the ideas based on similarity and importance
• Narrow in on the most important ideas and formulate a group consensus on a short list of ideas

Conceptual Blockbusting (Jim Adams)

• Conceptualization is the process by which one has ideas in design and open-ended problem solving
• Conceptual blocks are mental walls that block the problem solver from correctly perceiving a problem or conceiving its solution
• Everybody can be creative
• Everybody has some conceptual blocks limiting creativity

Conceptual Blocks (Jim Adams)

• Conceptual blocks are a kind of mental inflexibility
• Seeing what you expect to see; stereotyping
• Difficulty isolating the problem
• Tendency to delimit the problem too closely
• Inability to see the problem from various viewpoints
• Saturation
• Failure to utilize sensory inputs (graphical and physical media)

Perceptual Blocks (Jim Adams)

Perceptual blocks are obstacles that prevent the problem-solver from clearly perceiving either the problem itself or the information needed to solve the problem

• Seeing what you expect to see; stereotyped seeing; premature labeling
• Inability to view problem from various viewpoints
• Saturation
• Difficulty in isolating the problem
• Tendency to delimit the problem area too closely

Perceptual Stereotyping

Perceptual stereotyping is part of the explanation for the success of various types of optical trickery. It is not all bad, as it allows people to complete incomplete data. However, it can be a handicap in perceiving new combinations. Emotional Blocks (Jim Adams)

• Fear to make a mistake, to fail, to risk
• Excessive zeal; over motivation to succeed quickly; can only see one direction to go (ours)
• Inability to tolerate ambiguity; overriding desire for security, order, no appetite for chaos
• Difficulty in isolating the problem
• Cannot relax, incubate, "sleep on it."

Cultural Blocks (Jim Adams)

Cultural blocks are acquired by exposure to a set of cultural patterns. Sometimes they get codified into law, and are not challenged as society changes.

• Taboos
• Fantasy and reflection are waste of time, lazy, even crazy
• Playfulness is for children only
• Reason, logic, number, utility, practicality are good; feeling, intuition, qualitative judgments, pleasure are bad.

Environmental and Organizational Blocks (Jim Adams)

• Distractions -- phone, easy intrusions
• Lack of support to bring ideas into action
• Lack of cooperation and trust among colleagues -- insecurity in job
• Autocratic boss who only values his own ideas; does not reward others
• Inhibiting organizational management styles

Intellectual and Expressive Blocks (Jim Adams)

• Lack of information; incorrect information
• Inflexible or inadequate use of intellectual problem-solving strategies
• Formulating problem in incorrect language (e.g., verbal, math, visual)
• Inadequate language skill to express ideas

There are many tools for overcoming conceptual blocks. The following approach to creativity comes from a book called ThinkerToys. This exercise is similar to some of the exercises you can do with the VizAbility software we displayed in class. SCAMPER: Nine techniques for transforming any object, service, or process into something new

• Substitute
• Combine
• Adapt
• Modify or magnify
• Put to other uses
• Eliminate or minify
• Reverse or rearrange

Substitution

• What can be substituted? Who else? What else?
• Can the rules be changed?
• Other ingredient? Other material?
• Other process or procedure?
• Other power?
• Other place?
• Other approach?
• What else instead?

Combine?

• Can we combine purposes?
• How about an assortment?
• How about a blend? An alloy?
• Combine units?
• What other article could be merged with this?
• Combine appeals?

Adapt

• What else is like this?
• What other idea does this suggest?
• Does the past offer a parallel?
• What could I copy?
• Whom could I emulate?
• What idea could I incorporate?
• What other process could be adapted?

Magnify?

• What can be magnified, made larger, or extended?
• What can be exaggerated? Overstated?
• What can be added? More time? Stronger? Higher?
• How about greater frequency? Extra features?
• What can add extra value?
• What can be duplicated?
• How could I carry it to a dramatic extreme?

Modify?

• How can this be altered for the better?
• What can be modified?
• Is there a new twist?
• Change meaning, color, motion, sound, odor, form, shape?
• Change name?
• What changes can be made in the plans? In the process? In the marketing?

Put to other uses?

• What else can this be used for?
• Are there new ways to use as is?
• Other uses if modified?
• What else could be made form this?
• Other extensions? Other markets?

Eliminate or Minify?

• What if this were smaller?
• What should I omit?
• Should I divide it? Split it up? Separate it into different parts?
• Understate?
• Streamline? Make miniature? Condense? Compact?
• Subtract? Delete?
• Can the rules be eliminated?
• What's not necessary?

Rearrange?

• What other arrangements might be better?
• Interchange components?
• Other pattern? Other layout?
• Other sequence? Change the order?
• Transpose cause and effect?
• Change pace or schedule?

Reverse?

• Can I transpose positive and negative?
• What are the opposites?
• What are the negatives?
• Should I turn it around? Up instead of down?
• Consider it backwards?
• Reverse roles?
• Do the unexpected?

What would be the relative advantages and disadvantages of involving actual customers in the concept generation process? For what types of products would the initial focus of the concept generation activity be on the form and user interface of the product and not on the core technology? References

• K-J Diagramming
  • See The Memory Jogger Plus by Goal/QPC (508) 685-6151 (fax)
• Group Facilitation Software
  • Ventana Corporation
  • Tuscon, Arizona
  • (602) 325-8228
• Michael Michalko
  • Thinkertoys: A Handbook of Business Creativity for the 90s
• James L. Adams
  • Conceptual Blockbusting