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Ideation and problem solving
- 1. INTRODUCTION
- 2. CHECK IN/CHECK OUT / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 3. THE DOUBLE DIAMOND Designcouncel.org.uk, The design process / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 4. WHAT IS CREATIVITY AND INNOVATION? A creative solution is novel and useful. “A creative idea is one that is both original and appropriate for the situation in which it occurs” – Martindale (1995) “To create consists of making new combinations of associative elements which are useful” – Poincaré (1913) INNOVATION IS THE IMPLEMENTATION OF A CREATIVE SOLUTIO / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 5. HOW TO BE CREATIVE ASSOCIATION FIXATION EUREKA / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 6. GETTING GOOD IDEAS / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 8. TOOL BOXES INNOVATIONSGUIDEN.DK INNOVATION.BLOGS.KU.DK SOCIALEOPFINDELSER.DK / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 10. UNDERSTANDING THE PROBLEM / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 11. UNDERSTANDING THE PROBLEM / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 12. UNDERSTANDING THE PROBLEM / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 13. UNDERSTANDING THE PROBLEM / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 14. WHAT DID WE ASSUME? THAT WE SHOULD STAY WITHIN THE ”SQUARE” THE SIZE OF THE DOTS THE SIZE OF THE LINE OTHER? UNDERSTANDING THE PROBLEM / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 15. BLACK BOXING REMOVAL INTRODUCTION REVISION Onarheim, B. & Biskjaer, M.M. (in press). “Balancing Constraints and the Sweet Spot as Coming Topics for Creativity Research” WORKING WITH THE PROBLEM / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 16. DISTORTED PRACTICES – HABITS MAKE US BLIND / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 17. TRANSPORTATION JOB EDUCATION PRODUCTS CLEANING ARCHITECTURE SHOPPING GOING OUT SURFING THE INTERNET COOKING WORKING OUT WHAT ANNOYED YOU IN THE LAST 24 HOURS? / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 18. DISTORTED PRACTICES WHY DID IT ANNOY YOU? HOW OFTEN DOES IT ANNOY YOU? WHERE DID IT ANNOY YOU? WHEN DID IT ANNOY YOU? WHY IS IT NOT DIFFERENT? / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 19. • SHORTLY DESCRIBE THE PROBLEM • WHY IS IT A PROBLEM? • WHAT ARE THE REASONS FOR THE DISTORTED PRACTICE – THE PROBLEM? MAP THE PROBLEM / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 20. MAP THE PROBLEM – EMPATHY MAPPING / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / Business Model Generation
- 21. IDEATION
- 22. BRAINSTORM
- 23. RANDOM PICTURES / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 24. RANDOM PICTURES / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 25. RANDOM PICTURES / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 26. RANDOM PICTURES / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 27. RANDOM PICTURES / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 28. RANDOM PICTURES / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 29. RANDOM PICTURES / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 30. RANDOM PICTURES / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 31. RANDOM PICTURES / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 32. RANDOM PICTURES / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 33. NEGATIVE BRAINSTORMING / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 34. IDEA SPACE GROUNDED IDEAS BLUE SKY IDEAS ”SPACED OUT” IDEAS / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 35. BRAINWALKING / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 36. DEVELOPING IDEAS AND FINDING THE RIGTH SOLUTION
- 37. DEVELOPING IDEAS BE CRITICAL ASKE QUESTIONS CHALLENGES & OPPORTUNITIES WORST CASE / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 39. DEVELOPING IDEAS – CLUSTERING / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 40. DEVELOPING AND CHOOSING IDEAS – PROTOTYPING / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 41. CHOOSING IDEAS – DOT VOTING / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
- 42. CHOOSING IDEAS – EVALUATION CRITERIA AND MATRIX CRITERIA 1 CRITERIA 2 CRITERIA 3 IDEA 1 IDEA 2 IDEA 3 / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
Editor's Notes
- Ideation is a fancy word for idea generation – it is simple tools to help get ideas, to get your mind diverged from the specific task at hand to come up with far associations that can bring you the new and innovative idea.
- The check in exercise can be helpful in many ways: To break the ice in groups that are working together for the first time; to give a status of about your energy level in groups that are working on an ongoing project; to check up on where you left things yesterday and what you need to do today. Check in is a great way to match expectations, understand the other team members motivation, and so on. There are no limits on what people should say – sometimes they might want to tell that they had a bad night and their energy level is low, other times they want to say that they are looking forward to dig into the work. How to do it: There are different methods, among other you can do a pop in, where you stand in a circle and when you’re ready to pop, you jump in to the circle and check in. You can also just take turn. Make sure to end on a check out as well
- The double diamond is derived from a study made by the Design Council(designcouncil.org.uk). They made a study of several companys that showed that the design process is quite alike all around – the processes is illustrated in the double diamond. It gives an understanding of the process and most importantly it focus on the problem and focus on divergent thinking. We have a tendency to want to find solutions right away, but the solutions we come up with in the beginning are usually bad – they are usually not very creative and they tend to exhibit a poor understanding of the problem and the users involved. Problem and solution co-develops – Even though it seems like a quite rigid and linear process, it shouldn’t be seen as such. It is not just a linear process, sometimes you need to take a step back, revisit the problem. You should use this model to reflect on where in the process you are – divergent or convergent. Divergent versus convergent face: In the divergent stage the idea is to open up and go into different sides of the problem, see lots of opportunities, get a lot of ideas. In the convergent stage you narrow down the most relevant problems and good solutions. For more on problem discovery and divergent thinking you can read: Problem Discovery, Divergent Thinking, and the Creative Process, Mark A. Runco and Shawn M. Okuda
- Creativity is to connect two far out associations. Innovation is the implementation of a creative solution – innovation is not just to come up with great idea, it is also of great importance that you are able to bring the idea to life and implement and sustain it. Everyone has the ability to be creative! Creativity is a learned process, not a godsend gift. To some creativity comes more natural than to others, but through exercises and a change of mindset everyone can learn to be somewhat creative.
- Nowadays we measure creativity in associations. The more focused you are to find the right solution, the more you limit your possibility to get far out associations, because your brain saves energy and gets a faster answer if it narrows down the search. What we want to do is to widen our search in associations. We can do this by diverting our brain. How can we divert our brain – we can take a walk, mind walk, do something else, take a nap. All of this makes our brain relax, enabling us tp widen our search for association. The state we’re in just before we go to sleep is actually the state in which our brain most widely are able to search for random associations. Don’t you know the feeling of falling asleep, your mind going everywhere, and an idea for tomorrows workshop pops up? Many artist and scientist report that they just woke up with an idea or came up with it while driving. Of cause the idea aren’t just popping up randomly – they started the process of thinking about a solution earlier, they started to get knowledge in the field at other points. Diverting form the topic, they could more freely associate and get ideas. Of cause we can’t all sleep here today to find ideas, but luckily we can also divert our brain by other methods, creating a larger field for possible association. We are going to talk a lot more about that later on, and we’re going to try out different methods. But remember to some other time, that if your are totally stuck on a paper, at work or something else, try doing something else for a while to divert and relax your brain a bit. Fixation – If you first have one thing on your mind it can be difficult to see other solutions – you can see as the tip-of-the-tongue problem. Therefore you have to take care not to prime the students to much – if you give them an example of a solution, they most likely make a somewhat similar solution. A way to come around ii, is to take your mind of the problem and do something else. You can also introduce different kinds of inspiration and associations ideation exercises to diverge. 2) EUREKA – Archimedes: the displacement principle — What the eureka moment exemplifies is that a moment of diversion can help your mind relax and therefore be able to come up with far out associations and ideas.
- DIVERGENT MINDSET: ”YES, AND…” – NO NEGATIVITY IN THE BEGINNING, WAIT WITH THE CRITIQUE for later, for the convergent stage. Research shows that we are better at generating ideas if we wait with the critical thinking. BUT when we need to develop the ideas we need to think critically about the solutions.
- MINDSET: SEEK KNOWLEDGE & WONDER AT ESTABLISHED PRACTISSES. WONDERING – REFLECTION – QUESTIONING Seek knowledge, both within your normal fields of interest and fields you do not normally touch. When you go out into the world wonder and reflect about how people go about their every day lifes. Ask questions – why are people doing this, how could it be different and so on..
- To get a good solution, you need to understand the problem or opportunity at hand. If you don’t fully understand the problem – why it occurs, why people are bothered by it, who are inflicted by it and so on – you run the risk at coming up with a solution that nobody wants to use because it really isn’t solving the problem for them. If you ask the right question, you will get the right answer. You should try to understand and investigate the problem – what are the challenges, what are the opportunities? You should be reflective and wonder at how we do things everyday.
- Problems are not as straight forward as we think. We often work under certain assumptions, conscious as well as unconscious. This small math exercise is meant to give the students an understanding of there own blindness and their assumptions. Ask the students to draw the nine dots on a piece of paper. Ask them to draw with four straight lines through the dots – the lines have to be connected, they can not lift the pen of the paper. Give them a couple of minutes and ask them to put their hand in the air if they have the answer. It will likely only be a few of them who will get the answer. Move on to the next slide and give them the answer.
- Okay, so the reason most people don’t find the answer is that they assume they have to stay within the ”square” of the nine dots. Given this solution, can they now come up with a solution with only three straight lines?
- Now the dots are also bigger here, but they didn’t have to be, had the paper been longer. Can the students come up with a solution if they can only use one straight line?
- No one said how thick the line could be…
- We assumed a lot of different constraints in trying to solve this problem. Go to next slide to see how to reflect upon the assumptions and how to make the constraints work in our favor.
- Balder Onarheim is a PHD who are researching in creativity. In his article Balancing Constraints and the Sweet Spot as Coming Topics for Creativity Research he argues that to few constraints leave the search for a solution too open, and to many constraints leave the search for a solution too restricted. But with the right amount of constraints you have the optimal conditions for finding a solution, he calls this the sweet spot. The sweet spot is different from person to person – some people work better under few constraints, others under a lot. The amount of constraints is measured in perceived amount. To spike your creativity and to understand the problem better, you can work on manipulating with the constraints. You can black box a constraint – fx. A common constraint is that the solution should be cost efficient, and by black boxing this you might get some new solutions on the table. Later on you of cause have to reintroduce the constraint, but then you can work on making costly solutions cheaper. You can also remove constraints, introduce new constraints (as Trier did with dogma) and you can revise a constraint as well. You should be aware of which constraints that are only perceived and which are actual. Questions: What are the constraints of your problem? – Requirement, restrictions and assumptions. Which are perceived? Which are actual? Read the article here: http://innovation.blogs.ku.dk/files/2013/08/Balancing-Constraints-and-the-Sweet-Spot.pdf
- So often we find ourselves making assumptions, and a lot of them, when we need to solve a problem or a task at hand. On top on this we get caught in our everyday life and habits, and we tend to become blind to practices that are slow or annoying for us just because they are a habit. You can call this distorted practices. Distorted forms of practices (normalizations) are essential conditions/circumstances that (consciously/unconsciously) bother us in our lives – conditions that we’ve, accepted and routinized and forgotten how they make disturbance in our lives. We tend to walk blind, not seeing or ignoring the problems, they become habits, a regular part of our everyday life. Examples of this can be queue on the freeway, brushing your teeth, going into the s-train and so on. You should try and notice these things. Ask questions about why we do things the way we do them. Wonder and reflect. BIRD IN HAND – the source for innovation is within you – if you see a problem og a distorted practice try to figure out how you yourself can change the practice.
- Brainstorm on problems – go through your life the last 24 hours. What challenges, distorted practices have you met. Wonder at what you have been doing. What others have been doing. Why are the practices as they are? Be critical. HVORDAN GØR VI SPECIFIKT DET HER?
- Brainstorm on problems – go through your life the last 24 hours. What challenges, distorted practices have you met. Wonder at what you have been doing. What others have been doing. Why are the practices as they are? Be critical.
- Describe the problem: 1) When and where does it occur? 2) Who’s affected by the problem?3) What is the scope of the problem? 4) Are there similar problems elsewhere? Why is it a problem – perceived, actual… What are the reasons for the distorted practice? Changed circumstances or something else?
- This exercise is from the book Business Model Generation. For a problem to be understood thoroughly, we need to at some point to move out our own world and into the world of others, seeing the problem from their point of view. A really simple customer profiler Good design is grounded in a deep understanding of the person for whom you are designing. Designers have many techniques for developing this sort of empathy. An Empathy Map is one tool to help us synthesize our observations and draw out unexpected insights.? Key is not asking/considering WHAT but rather WHY?
- Ideation is a fancy word for idea generation – it is simple tools to help get ideas, to get your mind diverged from the specific task at hand to come up with far associations that can bring you the new and innovative idea.
- There are a lot of different types of brainstorming, the purpose with them all is to come up with a lot of novel ideas. What we tend to do wrong is that we can just do it all at once, but this actually hinders new ideas because we are constrained by each others input. Therefore it is great idea to start of with individual brainstorms and then later you can share the ideas, get inspired and develop more. When you want to a brainstorm it is important to let the students know that they have to put down all ideas – also the bad nad boring. Maybe they can be used as inspiration for a great ides, maybe they just need to get out of the head to make room for the good ideas. Just write everything down – YES, yes, yes in the beginning, and later on we can be critical and choose the ideas we like. Methods: INDIVIDUALLY – brainstorming just on the basis of the problem and the knowledge and inspiration you have gotten – individually first and then shared afterwards 100 IDEAS IN 10 MINUTES – the team has to generate as many ideas as possible. You stand around a big paper, and you take turn writing down an idea. The next person can’t put her/his idea on the paper before the each person has come up with an idea. RANDOM WORDS/PICS: We use random words and pictures to get the students to diverge and get other associations than they would otherwise have had. It is important that the pictures and words are random –they shouldn’t be closely connected to the topic(it wouldn’t make any sense since people already are thinking about this, and we need them to think about other opportunities as well). For random words you can bring a book and just take first noun on a random page. The next ten slides are filled with random pictures you can use. NEGATIVE: In negative brainstorming you have to come up with the worst possible solutions. In this way you get a different take on the problem and a greater awareness of it. TOPICAL THINKING: A rhetorical exercise where you try to come up with good arguments or in this case solutions by looking at it through different topic – eg economic, environmental, society/individual and so on. This method is also great to look at the problem from different angles.
- RANDOM WORDS/PICS: We use random words and pictures to get the students to diverge and get other associations than they would otherwise have had. It is important that the pictures and words are random –they shouldn’t be closely connected to the topic(it wouldn’t make any sense since people already are thinking about this, and we need them to think about other opportunities as well). For random words you can bring a book and just take first noun on a random page. The next ten slides are filled with random pictures you can use. There are ten slides with pictures here, but you probably wont use this many. In stead of having them on slides you can also have them printed out for the students.
- NEGATIVE BRAINSTORMING: In negative brainstorming you have to come up with the worst possible solutions. In this way you get a different take on the problem and a greater awareness of it.
- Often time it is easier getting grounded ideas and spaced out ideas than it is getting blue sky ideas, but grounded ideas are boring, someone already had them, not innovative, and spaced out ideas are almost impossible realizing or weird or something else. What we really want is the blue sky ideas – they are innovative, yet possible to do. First place the ideas according to where they belong Second try to move the ideas that are grounded or spaced up or down, preferable into into the blue sky ideas – change the grounded by adding something, twisting it, making it more innovative; change the spaced out ideas by downsizing them, coming up with alternatives and so on. If you find it difficult to move a grounded idea into the blue sky – try to see if you can make into a spaced out idea, and vice versa. Just by moving the idea from one extreme to the other might get you come up with a blue sky idea. New ideas that pop up on the way is more than welcome. And do combine ideas if you see a great connection.
- Brainwalking is an exercise that can help devolop new ideas as a group. Put an inspiration or an idea or something in the middle of a paper. Give all participants something to draw and write with. You should have two papers more than people. Then the group members go around writing down or drawing ideas or comments on the paper and then moving on to the next. You can then get inspired from each others ideas and develop further. Use about half and hour for this so people come back to the same paper several times.
- When we are developing ideas we have to be critical to our own and others ideas. We have to see the mistakes and the defects and try to fix these. Try to find the good aspects of the ideas and try to combine these with other ideas.
- A lot of ideas goes into one final concept – try to combine the good aspects of the different ideas you have to come to a final concept. Develop several concepts and see how they each solve the problem or challenge at hand.
- Try to map out the ideas and see if you can cluster them according to function, impact or something else. Try and see if you can conbine the ideas.
- Prototyping is a way to communicate and test the physical and functional characteristics of a concept. The method can also be used to illustrate the concepts in the early stages of the development process. A prototype is a physical representation of a concept, which provides a hands-on experience. You can prototype certain aspects of the different concepts, using as few resources as possible, in order to rapidly develop and test several concepts. Prototyping enables communication about a concept on many levels. If the prototype is developed it can support a dialogue about what the concept really consists of and what user experience it creates. It can also help the process of choosing what concept are best, in that it quickly gives you an idea whether or not the concept will work. Use materials such as cardboard, paperclips, tape, paper and whatever you need.
- The students pick which idea to keep working on by dot voting. Each group can decide how many ideas each member can vote for.
- The method is used to select ideas or concepts based on weighted criteria. These create dialogue in group work on the development and prioritization of criteria. The students have to describe a minimum of five criteria that they believe that a solution must meet. Then they give each criterion a weight on a scale of 1 (less important) to 5 (extremely important). Now each idea/concept is assigned a score from 1-10 on how great they fit the criterion. Once all the ideas have received score they are multiplied with the weight and a total score is calculated per idea. It is important that you reflect on whether or not the idea that the most points is also the best idea. This can lead to a good discussion on the evaluation criteria. Develop the 2-3 best ideas, maybe prototyping them, to see which idea is the best