engg950 autumn2014 lecturges week 5-6

7/26/2019 ENGG950 Autumn2014 Lecturges Week 5-6

1/61

Lecture 5-6

Part I

Job Scoping, Heuristic Redefinition,

and Nine Boxes

Prof. Mohamed WatfaENG 950, Innovation and Design

Notes taken from a number of sources mentioned at the end.


2/61

Innovation Example

In 2011, water pollution closed or drove visitors away

from U.S. shores on more than 15,000 beach days

across the country.

In many places, the problem is getting worse. As

coastal towns crowd with rooftops and parking lots,they produce more runoff from rain.

The runoff picks up bacteria from animal waste and

collects in pipes that then release the water into the

ocean. Pretty gross.

But some engineers have a simple and effective

solution: Send runoff underneath the beach instead,

where sand can filter the bacteria out.


3/61

Solution

1.Dirty storm runoff is diverted into a five-foot-wide

open-bottom plastic tube positioned 1.5 to 2.5 feet

beneath the sand.

2. The water flows into a bed of gravel, spreading out

onto a larger surface area of sand, which acts as a filter. 3. The runoff that reaches the groundwater is diluted,

and whatever bacteria get trapped in the sand die.

4. By the time the storm runoff is 75 feet down shore,

bacteria levels are comparable to normal groundwater's.

5. The materials to purify dirty storm water are quite

simple: plastic tubing, gravel, and a little help from

Mother Nature.


4/61


5/61

By The End Of Part I Today, You Should:

Be able to apply the Job Scoping technique to explore the

underlying issues that your JTBD addresses (focusing up) aswell as the detailed, ancilliary jobs you may need to considerto successfully address your JTB

Be able to use Heuristic Redefinition to place your JTBD incontext and explore the interactions that the JTBD you haveidentified, as well as solutions you are considering, have withthe rest of the world

Be able to use the Nine Boxes technique to understand thecontext (past/present/future,subsystems/systems/supersystems) in which your JTBD lives


6/61

Discussion: Assignment 1

What made this exercise:

Easy or hard? Interesting or boring?

Frustrating or pleasant?

Did you find it challenging to focus on your customersneeds, and their Jobs To Be Done without jumping to

propose solutions? Why do you think that is?

Key idea: it takes discipline and practice to focus onyour customers challenges, problems, needs, wants, anddesires rather than the product or service you hope tosell them!


7/61

Some Thoughts On Assignment 1

Practice, practice, practice

De-emphasizing finding solutions is intentional

Simple is better than complicated

Outcome expectations:

It is more important to give a clear, simple statement of what theexpected/desired outcome is, than it is to follow the format forwriting these statements too strictly

Value Analysis Graphs:

The vertical axis should probably be something like High,Medium, Low instead of a [0..1] scale

The gaps that you are looking for are places where current practiceis far away from the perfect world solution


8/61

Job Scoping Analysis


9/61

Jobs Scoping Analysis

Goals:

Refine your JTBD to something more specific, or more general

Identify additional JTBDs related to the original

JTBD analysis steps List current focusstate JTBD

Identify barriers (focus down)

Develop new jobs (lower level, more specific)

Identify reasons (focus up) Develop new jobs (higher level, more general)

Determine your project focus


10/61

Job Scoping Worksheet


11/61

Heuristic Redefinition


12/61

Heuristic Redefinition Analysis

Goal: to understand the context in which the Job To Be

Done is currently handled, and identify important related(ancilliary) Jobs To Be Done

Visual technique to identify the context/system in which

the job takes place, and all factors that affect thecustomers efforts to do the job

Heuristic Redefinition steps

1. Visualize the overall system and its elements

2. Label system elements and how each relates to the JTBD

3. Create a problem statement for each element identified

4. Pick the best elements for innovation


13/61

Pick The Best Elements For Innovation

Problem Statement Prioritization Matrix

Good/High = 3

Average/Medium = 2

Poor/Low = 1

Problem Statement:"How can we ensure that?" L

ikelihoodof

Accomplishing

JTBD

Easeof

Impl

ementation

ExpectedImpact

o

nJTBD

Total

1 0

2 0

3 0

4 0


14/61

Nine Windows Analysis

Widely Used


15/61

Nine Windows Grid

One of the challenges we face in creative problem

solving is mentally getting out of our own way.

We tend to be so trapped in our unique perspective that

it limits our ability to see other possibilities.

The nine windows technique gives you a number ofdifferent lenses through which you can creatively

look at your current challenge or opportunity.


16/61

Nine Windows Analysis

Goal: much like Heuristic Redefinition, the goal with nine

windows analysis is to understand the context in which the JobTo Be Done is currently handled, and identify important related(ancilliary) Jobs To Be Done

Structured technique in which you look at a JTBD in thecontext of all permutations of time (past, present, future) andscale (subsystem, system, supersystem)

Nine windows steps1. Prepare the nine windows grid

2. Fill in the JTBD in the center box (can also use an innovation

opportunity not expressed as a JTBD)3. Identify Super-system and Subsystem for curent state (and time)

4. Determine the past and future for current state

5. Complete the gridfill in the four corners to show how it could be

6. Reassess your opportunity


17/61

Nine Windows Analysis Grid

Nine Windows

Past Present Future

Super System

System Current Innovation

Sub System


18/61

SubSystems and SuperSystems

The supersystem relates to how the system or object

interacts with the surrounding environment. To

complete this box, ask, What larger system

encompasses the system or object?

The subsystem breaks the present system or objectdown into the components and characteristics that

constitute it. To complete this box, ask, What makes

up the object in its present form?


19/61

Past and Present

What did the system or object look like before its current

incarnation, and what will look like in the future?

Where was the system or object before its present state, and where

will it be in the future? The answer can range from a few seconds to

years into the past or future.

What happened to the system or object from its creation to its

present form or function? What will happen after it ceases to

function in the present?

Before the present system or object existed, what was the previous

solution for the job to be done, and what future solution could be

developed to address the same job to be done?

How can these system inputs be modified to eliminate, reduce or

prevent the harmful function, event or condition from impacting the

output? Or, how can the systems output be modified in a corrective

or reactive way?


20/61

Exercise: Nine Boxes

Scenario:To illustrate Nine Windows, lets

say we want to grow Pitaya, a plant thatproduces the unusual-looking, but tasty and

highly nutritious dragon fruit. Pitaya is

fond of tropical, semi-dry environments,

but we want to farm it in Colorado. So, our goal (JTBD) is to:

determine a way to cultivate the Pitaya

plant in a colder climate.

Note: The dragon fruit and its antioxidant

properties are beginning to capture the

attention of mainstream companies

including Snapple, Tropicana and Sobe.


21/61


22/61

Another Example, computer game


23/61


24/61

Recall Assignment 1

Use the following techniques to expand your

exploration of the JTBD you selected for Assignment 1:

Job scoping

Heuristic redefinition

Nine boxes


25/61

Part II:

Selecting An Opportunity:Stage-Gate Processes,

Customer Scenarios, and POGs


26/61

By The End Of part II, You Should:

Understand the concept of stages and gates in the Stage-

Gate process

Understand why organizations use a structured method

such as Stage-Gate to direct their innovation investments

efficiently and effectively

Understand how an organization can use scenarios to

illustrate a Product Opportunity Gap, the Job Statements,and the Value Opportunities that underlie the POG

proposed for further investigation


27/61

The Good News: Lots of Ideas

SET

JTBD

Job Scoping

Nine Boxes

Lots ofIdeas

(POGs)


28/61

The Bad News: Limited Resources

OrganizationalResources

NPD

Resources

Available forInnovativeNew ProductDevelopment


29/61

The Problem

Lots of

Ideas(POGs)

NPDResources


30/61

Resource Allocation: The Stage-Gate NPD Process

In the early stages of developing new market

opportunities and bringing innovative services and

products to market, one of the most critical tasks is

appropriately backing and funding the most promising

opportunities, while eliminating non-promising ideas as

quickly and as cheaply as you can determine they are

not promising, but no quicker.

The Stage Gate process provides a rigorous, structuredway for organizations to do so


31/61

Overview Of The Stage-Gate Process

Stages are steps in the New Product Development

(NPD) process where a specific set of work activities

are done to produce a specific set of deliverables

Gates are decision points that come at the end of eachstage.

Stage n Stage n+1Gaten+1

Gaten+2


32/61

Gates: Go/No-Go Decision Points

Gates are key decision points in the process

Always a cross-functional group of gatekeepers Gates should force a decision to be effective

Possible outcomes from a gate meeting: Go: move ahead to the next stage, commit appropriate resources

No-Go: the project does not meet the criteria required to move forward.Stop the project and reallocate project resources.

Recycle: the project shows promise but has not yet met the criteria formoving to the next stage. Continue work in the current stage, return withadditional information. Resources are allocated as needed to get requestedinformation

Decision

Criteria

DeliverablesFrom Previous

Stage

Decision,ResourcesAllocated,Outputs


33/61

New Product Development (NPD) Stages

DiscoveryStage

Gate

1

Stage 1:

Scoping

Gate

2

Stage 2:

Biz Case

Stage 3:

Development

Gate

3

Gate

4

Stage 4:Test &

Validate

Gate

5

Stage 5:

Launch


34/61

Mapping Stage Gate to Cagan/Vogel Process

Launch*RealizeConceptualizeUnderstandIdentify

DiscoveryStage

ScopingStage 1

Business CaseStage 2

DevelopmentStage 3

Stages 4 & 5


35/61

Managing Risk With Stage-Gate

Level ofrisk and

uncertainty

Time(Stages)

Resourcesallocated


36/61

Exercise:

Gate 1 is where we go from idea generation (discovery)

to the scoping (starting to really understand thecustomer)

What criteria should we use for exiting gate 1? Who should your gatekeepers be for this gate?

Who should your gatekeepers be for later gates?

How should you go about selecting the proper people to

participate in the gate meetings?


37/61

ScenariosMaking Your POG Resonate

POGs, on their own, can be very abstract and dull

By illustrating your POG with scenarios, which describe a realperson, in a real situation, dealing with the real problems orchallenges you have identified, you can bring the idea you haveto life for your audience, and convince them that this is an ideaworth pursuing

Scenarios are short (1-2 paragraphs) descriptions of a person orpeople in a specific situation.

A scenario should illustrate who your target customer is, whattheir need is, why they have that need, how the task is currentlyaccomplished, and when it happens.

Scenario Example: Ron The Construction


38/61

Scenario Example: Ron The Construction

Contractor

Ron is an independent contractor. He typically works alone or with acrew of one or two. When Ron arrives at the work site in the morning,he drops off his larger equipment as close to the work area as possible.Setting up a work area typically means carrying sawhorses and boardsas well as large ladders and tools. Most of the equipment is heavy andmany trips to a destination far from the truck can be time- and energy-intensive.

If Ron can work near his truck, he often uses the tailgate as a cutting orwork surface, even for eating lunch. Rons truck has side-mountedtoolboxes that he installed and both a ladder rack and a towing hitchthat were installed professionally. This means that Ron has no freespace within his truck bed and that his tools often have to be put on the

ground during unloading, which is damaging to both the tools andRons back.


39/61

Phase 2 Overview: Understanding The Opportunity

Phase 2Gate

1

Gate

2

Phase 1 outputs:

POG statementJTBDsSET FactorsScenario(s)Value analysis

(graphs, attributes)

Phase 2 activities:

Look, listen, learnStakeholder analysisEthnography:

- Interviews- Field observations

Story and scenariogenerationTask analysisDetailed secondary

researchDetailed data analysis

Phase 2 outputs:

Prioritized valueopportunities

DetailedscenariosPrioritized

productattributesPrioritized

stakeholder list

l i i


40/61

Example For Discussion:

JTBD:

Record images from vacations to share with friends

Refined as a POG statement:

Help young adults traveling with friends on vacation recordimages from their vacation that they can share with their

friends without having to carry around a large, heavy, and

bulky camera and camera supplies.

S i F Di i


41/61

Scenario For Discussion

Maha is a twenty eight year old woman living in Dubai. She has two young children a sevenyear old son and a five year old daughter. She works as an elementary school teacher at a school

in Dubai. Mahas husband owns and runs a construction company. Between family and workcommitments, they are very busy people.

One of Maha and her familys favorite things to do is to travel. Sometimes they go to excitingnew places, other times they return to familiar places they have visited and enjoyed before. Shelikes to take a lot of pictures on these trips, both to remember the fun times that theyve had andalso to keep a history of her children growing up. When they are on a trip, Maha always seems to

have a lot to carry and she would love to be able to carry fewer things when they are touringaround a new place. Although she enjoys taking pictures she is often frustrated by the quality ofthose pictures, both because the small camera she carries around does not take very high qualityphotos but also because she often takes so long to find the camera and get ready to take a picturethat the moment she was trying to capture has passed her by.

Maha greatly enjoys sharing her pictures with her friends and family. When she gets home from a

trip, she has prints made that she sends to her mother back home (who does not use a computer),shares the best pictures on Facebook and Flickr with her friends, and often just enjoys looking atthe pictures through the LCD on the back of the camera right after she takes them. On a long trip,she would like to be able to share her pictures more quickly but not if doing so is a hassle. Herhusband and kids get tired of posing and waiting for Maha to take so many pictures but they putup with her requests because they like to look at the pictures when they return home also.

V l O i A l i


42/61

Value Opportunity Analysis:

Value opportunity attributes Ease of use, cost, image quality, ease of sharing, device size, device weight, flexibility,

range of situations in which an image can be captured, how quickly a photo can betaken (and with minimal hassle)

Perfect world value opportunity graph

Compare the perfect world graph to: Remembering the vacationstoring memories in your mind Point-and-click digital camera

High-quality DSLR camera

What else?

Where do the value opportunities appear to be?

Do we know that these are the right value opportunity attributes? How or why do we know that?

Do we know which ones are customers care the most about? The least?

What could we do to be more confident that we have picked the correct ones?

U d di C Th h E h h


43/61

Understanding Customers Through Ethnography

Ethnography can help you deeply understand your

customers (and other stakeholders), their needs, wantsand desires, what they actuallydo to complete a JTBD,and their views on the world

Key ideas: Look, Listen, Learn

Focus on observing and gathering facts, explain andsynthesize later

Plan your study thoughtfully to get the information you need

Results can be presented many waysstories, visual artifacts,reports with detailed data analysis, videos, etc.

C ll t A tif t


44/61

Collect Artifacts

Eth h E l


45/61

Ethnography Examples

Laundromat video

http://www.youtube.com/watch?v=3Jydtrbk55U

What does it mean to be green? video http://www.youtube.com/watch?v=5KtSQZ_lqSw

Pl i Y Eth h St d


46/61

Planning Your Ethnography Study

What are we trying to learn?

What questions should we be answering with the study?

Who should we observe? How many observations?

When should we do the observations?

What, specifically, are we trying to see?

How will we conduct the observations?

Discretely or as a participant?

Staged events or in the wild?

How will we record what we observe? Do we need participant permissions?

Where will we do our observations?

T k A l i


47/61

Task Analysis

Break the job down into a series of tasks required to

complete a JTBDsmall, detailed steps

Try to understand each step, what happens during thestep, why it is being done, what it accomplishes, who

does it, how long it takes, etc.

Look for steps in the process that can be improved,eliminated, or otherwise changed for the better

Task analyses can guide your ethnography studies

E i C l t A T k A l i F M h


48/61

Exercise: Complete A Task Analysis For Maha

Prepare for a day walking around museums in Paris,

including making sure that she has her camera

Take a picture of her children inside the Louvre, in

front of a famous statue by Michaelangelo

Make sure that she has gotten a good picture

Share the photo with her friends in Dubai, Madrid,

Australia, and the US

Share the picture with her mother in Lebanon, who

doesnt use a computer

T k A l i


49/61

Task Analysis

Break the job down into a series of tasks required to

complete a JTBDsmall, detailed steps

Try to understand each step, what happens during thestep, why it is being done, what it accomplishes, who

does it, how long it takes, etc.

Look for steps in the process that can be improved,eliminated, or otherwise changed for the better

Task analyses can guide your ethnography studies

St k h ld A l i K C t


50/61

Stakeholder Analysis: Key Concepts

A stakeholder is a person or group of people who are

purchase, use, maintain, or are in some way affected bythe purchase, use, maintenance, etc. of the product orservice

You will rarely delight all stakeholders with yourinnovative product or service.

The goal is to delight and inspire who determine to be

the most important stakeholders, and to not turn offthose negatively affected enough to prevent thepurchase and use of your product

Stakeholder Analysis: Common Stakeholder Groups


51/61

Stakeholder Analysis: Common Stakeholder Groups

Those who make the purchase, pay the bill, or affect the

purchase decision

Those who use the product or service directly

Those who need to store and maintain the product

Those who are affected by the use of the product orservice

Others?

Sometimes, it depends on the product or service

Stakeholder Exercise: iPhone


52/61

Stakeholder Exercise: iPhone

Identify specific stakeholders:

Those who make the purchaseor affect the purchase decision

Those who use the product orservice directly

Those who need to store andmaintain the product

Those who are affected by theuse of the product or service

Others?

Stakeholder Exercise: Family Vacation Photos


53/61

Stakeholder Exercise: Family Vacation Photos

Identify specific stakeholders:

Those who make the purchaseor affect the purchase decision

Those who use the product orservice directly

Those who need to store andmaintain the product

Those who are affected by theuse of the product or service

Others?


54/61

Selecting and Refining Product Attributes



55/61


Once we really understand our target customer and the

challenges that they face, we then need to identifyopportunitiesfor a new product or service to provide

significant value by improving the experience, the

results, solving a problem, reducing costs or other

undesirable outcomes, etc.

We express these as prioritized and abstract Value

Opportunities (VOs) and then turn those VOs intospecific Product Attributes that our new product or

service needs to have

VOs to Product Attributes Example


56/61

VO s to Product Attributes Example

Value Opportunities

Low cost

Easier to carry

Reduce number of

devices to carry

Improved durability

Product Attributes

No more than 100 Dirhams

Weight < 200 grams,

Size < 6 x 6 x 1 cm.

Camera should be integrated

with phone or another device

customers already carry daily

Should be able to bouncearound all day in handbag,

occasionally be dropped on

floor, and work in rainy

conditions

Refining A Scenario At The End Of Phase II


57/61

Refining A Scenario At The End Of Phase II

Phase 1 scenario: helping elderly women in the kitchen

Mary is 70 years old and lives alone. She loves to bake and oftenentertains her family for holidays. She has developed arthritis andis no longer comfortable reaching into the oven to lift things out.Losing the ability to bake things has been very depressing for her tocontemplate. Mary is hesitant to have her family over and no longerfeels confident entertaining in her home.

Refined scenario at the end of phase 2: Mary has arthritis in her lower spine and shoulders that limits her

range of motion. She has also lost strength in her back and armmuscles. A device is needed that fits in the context of a standard

oven that will compensate for her limited motion and reducedstrength and allow her to easily put in and remove a variety of pansand baking dishes in the oven. The device will have to lift itemsthat range in weight from to 7 kilos.

Supplementing A Scenario With Product Attributes


58/61

Supplementing A Scenario With Product Attributes

Revised Product Opportunity Statement, with specific

product attributes identified:The team will develop a product that will integrate with a

standard oven and will be easy to install and clean. It must

have a simple mechanism and must cost no more than AED

150 to buy and install. Any installation should be easy enoughfor a family member to do. While the primary market will be

senior women with arthritis between the ages of 70 and 85,

the primary purchasers will be family members

l i j i i i


59/61

Class Design Project: Design an innovative

Shopping Cart.

Movie Links for discussion


60/61

Movie Links for discussion

http://www.youtube.com/watch?v=NugRZGDbPFU

http://www.youtube.com/watch?v=M66ZU2PCIcM

References
http://www.youtube.com/watch?v=NugRZGDbPFUhttp://www.youtube.com/watch?v=M66ZU2PCIcMhttp://www.youtube.com/watch?v=M66ZU2PCIcMhttp://www.youtube.com/watch?v=M66ZU2PCIcMhttp://www.youtube.com/watch?v=M66ZU2PCIcMhttp://www.youtube.com/watch?v=M66ZU2PCIcMhttp://www.youtube.com/watch?v=M66ZU2PCIcMhttp://www.youtube.com/watch?v=NugRZGDbPFU


61/61

References

[CE09] Robert G. Cooper and Scott Edgett, SuccessfulProduct Innovation, Product Development

Institute, 2009, ISBN: 978-1-4392-4918-5.

[CV02] Jonathan Cagan and Craig M. Vogel,Creating Breakthrough Products,Prentice Hall, 2002, ISBN: 0-13-969694-6.

[KL01] Tom Kelly with Jonathan Littman, The Art ofInnovation, Doubleday, 2001ISBN: 0-385-49984-1.

[SSD09] David Silverstein, Philip Samuel, NeilDeCarlo, The Innovators Toolkit,John Wiley and Sons, 2009,ISBN: 978-0-470-34535-1.

engg950 autumn2014 lecturges week 5-6

Documents