How can we generate creative ideas and present them effectively to an audience? I delivered this presentation to participants of the overseas leg of Asian Undergraduate Summit at Incheon National University in July 2018.
Training handout for knowledge transfer professionals on learning enablers. Created in August 2011 for FLAME Project, granted by European Commission (EU).
This presentation was used in our company's internal training in Problem Solving and Critical Thinking. Some parts were customized to fit our needs.
Presentation Contents:
Definition of Problem
What is Problem Solving?
Why Problem Solving?
Steps for Effective Problem Solving
Deep Dive on Problem Solving Process
Issue Tree
MECE Principle
Some Common Issue Tree Patterns
Feasibility X Impact Matrix
Want to take your problem-solving skills to a new level? email me:
alanbarker830@btinternet.com
These slides summarise a training session that I often run alone or as part of a larger event. The training is always highly interactive; we apply all the tools and techniques in this presentation to real problems offered by participants, in the hope of finding real solutions. We usually find some!
Check out my book: How to Solve Almost Any Problem, published by Pearson.
#Reverse Brainstorming - A Creative Group Problem-Solving Technique for Com...SN Panigrahi, PMP
#Reverse Brainstorming - A Creative Group Problem-Solving Technique for Complex Problems# by SN Panigrahi,
Essenpee Business Solutions, India,
Understanding Reverse Brain Storming,
Reverse Brain Storming - Process,
Reverse Brain Storming – Examples of Idea Reversal,
Turn a Negative Gripe Session into a Positive Brainstorming Session
The document discusses problem solving, creativity, and innovation. It covers analytical and creative problem solving approaches. Analytical problem solving involves 4 steps: defining the problem, generating alternatives, evaluating alternatives, and implementing a solution. Creative problem solving aims to generate new ideas and overcome conceptual blocks like constancy, commitment, compression, and complacency that inhibit creative thinking. Various techniques are provided to improve problem definition and foster creative thought, such as making the strange familiar and familiar strange.
This document provides guidance on problem-solving and decision-making for building leadership skills. It outlines a 7-step process: 1) define the problem, 2) gather additional data, 3) lay out the information, 4) identify options, 5) evaluate options, 6) make a decision, and 7) move forward with implementation. Key aspects of the process include involving stakeholders, considering different perspectives, addressing risks, and being prepared to revise decisions based on results. The overall approach emphasizes gathering objective facts, identifying multiple options, and strategically planning next steps.
Presentation 2019.12.02 10 human centered enterprising 2:2Andres Parraguirre
How to use human-centered design to solve big problems that led to big business opportunities?
What is human-centered design?
How can it be applied?
How is its process?
What are its mindsets?
Sources: IDEO + Acument Introduction to HCD
Training handout for knowledge transfer professionals on learning enablers. Created in August 2011 for FLAME Project, granted by European Commission (EU).
This presentation was used in our company's internal training in Problem Solving and Critical Thinking. Some parts were customized to fit our needs.
Presentation Contents:
Definition of Problem
What is Problem Solving?
Why Problem Solving?
Steps for Effective Problem Solving
Deep Dive on Problem Solving Process
Issue Tree
MECE Principle
Some Common Issue Tree Patterns
Feasibility X Impact Matrix
Want to take your problem-solving skills to a new level? email me:
alanbarker830@btinternet.com
These slides summarise a training session that I often run alone or as part of a larger event. The training is always highly interactive; we apply all the tools and techniques in this presentation to real problems offered by participants, in the hope of finding real solutions. We usually find some!
Check out my book: How to Solve Almost Any Problem, published by Pearson.
#Reverse Brainstorming - A Creative Group Problem-Solving Technique for Com...SN Panigrahi, PMP
#Reverse Brainstorming - A Creative Group Problem-Solving Technique for Complex Problems# by SN Panigrahi,
Essenpee Business Solutions, India,
Understanding Reverse Brain Storming,
Reverse Brain Storming - Process,
Reverse Brain Storming – Examples of Idea Reversal,
Turn a Negative Gripe Session into a Positive Brainstorming Session
The document discusses problem solving, creativity, and innovation. It covers analytical and creative problem solving approaches. Analytical problem solving involves 4 steps: defining the problem, generating alternatives, evaluating alternatives, and implementing a solution. Creative problem solving aims to generate new ideas and overcome conceptual blocks like constancy, commitment, compression, and complacency that inhibit creative thinking. Various techniques are provided to improve problem definition and foster creative thought, such as making the strange familiar and familiar strange.
This document provides guidance on problem-solving and decision-making for building leadership skills. It outlines a 7-step process: 1) define the problem, 2) gather additional data, 3) lay out the information, 4) identify options, 5) evaluate options, 6) make a decision, and 7) move forward with implementation. Key aspects of the process include involving stakeholders, considering different perspectives, addressing risks, and being prepared to revise decisions based on results. The overall approach emphasizes gathering objective facts, identifying multiple options, and strategically planning next steps.
Presentation 2019.12.02 10 human centered enterprising 2:2Andres Parraguirre
How to use human-centered design to solve big problems that led to big business opportunities?
What is human-centered design?
How can it be applied?
How is its process?
What are its mindsets?
Sources: IDEO + Acument Introduction to HCD
This training document discusses developing problem solving skills. It is divided into three modules that build on each other: problem, problem solving skills, and advice/alternative approaches. The document defines what a problem is and discusses common types of problems that arise in the workplace. It also presents activities for participants to discuss problems they have faced and how they resolved them. Finally, it outlines various problem solving techniques like 5 Whys, appreciation/brainstorming, and root cause analysis that can be used to define problems, generate alternatives, and select solutions.
Here are the key steps of the scientific method:
1. Observation and description of a phenomenon or group of phenomena. This includes how it was measured or counted, under what conditions, and other relevant qualitative and quantitative details.
2. Development of a hypothesis to explain the phenomena. A hypothesis is not yet a theory - it is an educated guess or supposition.
3. Use of the hypothesis to predict the existence of other phenomena, or to predict quantitatively the results of new observations and experiments.
4. Performance of experimental tests of the predictions by several independent experimenters and researchers.
5. Iterative refinement of the hypothesis based on the experimental evidence, or development of alternative hypotheses.
6.
The document outlines a workshop for developing effective eLearnings. It discusses using the ADDIE model, which includes analysis, design, development, implementation, and evaluation phases. It provides information on writing objectives using the SMART criteria, applying Bloom's taxonomy to define learning levels, developing scripts, and conducting peer and subject matter expert reviews. The goal is for workshop participants to learn how to design and execute the making of an eLearning using a standardized process.
Comprehensive guide on how to build a marketing strategy that will beat the competition and drive growth.
A step-by-step guide that will show you how to build a winning marketing strategy by following the best practices of the top 3 global management consulting firms (BCG, Bain, McKinsey)
This document provides a logic puzzle with 20 clues about the colors of 5 adjoining houses, nationalities of their residents, pets owned, jobs, and beverages drunk. The clues must be used to deduce all the details and match each resident to a house, nationality, pet, job, and beverage. Solving this puzzle requires carefully considering each clue and making logical connections between the different elements described.
This document provides information on problem solving methods used by engineers. It discusses that problem solving involves a combination of experience, knowledge, process, and art. The design process involves a series of logical steps to produce an optimal solution given constraints of time and resources. A problem is defined as a situation that requires resolution where the individual sees no apparent solution. Problem solving is described as a process used to determine the best value for an unknown subject to specific conditions using previously acquired skills and knowledge. The document outlines various problem solving techniques including drawing pictures, stating assumptions, writing equations, and checking work. It also discusses different types of problems, skills used in problem solving, difficulties that can arise, and general problem solving methods.
The document provides an overview of North Carolina's Problem Solving Model (PSM) approach to Response to Intervention (RtI). It describes the PSM as having four tiers and involving assessment through curriculum-based measurement and formative assessment. The core components of the PSM are explained as systematic analysis, functional assessment, use of data, instructional planning, plan implementation, and progress monitoring. The seven step problem-solving process is outlined, with each step defined. Implementation of RtI through the PSM tiers is discussed, with Tier IV representing potential special education referral. The goal of the PSM approach is to ensure positive student outcomes through identifying and implementing effective instructional strategies for all learners
This Slideshare presentation is a partial preview of the full business document. To view and download the full document, please go here:
http://flevy.com/browse/business-document/issue-based-work-planning-and-hypothesis-problem-solving-377
The principles behind Issue-Based Work Planning are a powerful concept for use on all business issues and help to align the approach with the overriding issues, rather than the traditional process structure.
They help ensure that all relevant project issues are covered and to arrive at the most robust and creative answer, by linking analyses and end products to a methodical analysis of key issues.
This powerpoint is suitable for anyone who is looking for a robust methodology to solve the most complex of issues.
Flevy.com - Structured Problem Solving & Hypothesis GenerationDavid Tracy
The document discusses structured problem solving and hypothesis generation. It explains that structured problem solving is a formal approach to organizing thinking. The key aspects are defining the problem, developing hypotheses to prove or disprove potential causes, and structuring the analysis using logical frameworks. Hypothesis generation aims to identify the root cause of an issue by stating what the issue is, what causes it, and what the impact is. Developing good hypotheses involves asking questions, validating initial hypotheses, thinking outside the box, and using abduction, which is a variation of deductive and inductive reasoning.
The document outlines the structured process for solving case interviews, which includes clarifying the problem, decomposing it into root causes, stating hypotheses for solutions, testing the hypotheses using an appropriate framework, and summarizing findings and recommendations. It emphasizes that interviewers are evaluating an applicant's problem-solving and analytical skills over identifying a single right answer.
This was a talk I gave in IIM Bangalore in March 2012 to Business Analytics professionals on the analytics of consulting. It covers the hypothesis driven approach to problem solving that is the core of solving problems and walks through the entire lifecycle of a management consulting assignment.
This document outlines a problem solving methodology consisting of analysis, design, development, and evaluation phases. In the analysis phase, the solution requirements, constraints, and scope are determined. The design phase involves planning the solution and establishing evaluation criteria. In development, the solution is coded, validated, tested, and documented. Finally, the evaluation phase consists of developing a strategy to evaluate the solution and reporting on how well it meets requirements.
This document outlines a problem solving and decision making process. It begins by defining a problem as an undesirable situation without a decision. It then describes a two step ideal process for resolving problems and making decisions: 1) Define the problem by discussing it to reach agreement on what issue needs resolution and labeling the exact conflict, and 2) Decide how to solve it by finding the root cause, listing alternative solutions, choosing the best solution objectively, and creating an action plan. The document provides details on each step and its expected results to systematically solve problems and make decisions.
1) The document discusses a solution focused approach to agile coaching. It emphasizes asking questions to help clients move to a solution state rather than analyzing problems.
2) Key aspects of solution focused coaching include defining goals, eliciting options and resources, focusing on possible solutions, and using systemic questions to find differences that make a difference.
3) Systemic questions, scales, miracles, and interviews are techniques presented to help coaches and clients envision what is different when the problem is solved and move towards solutions.
The document provides an overview of the design thinking process and outlines exercises for educators to work through each stage of design thinking with their students. It breaks down the process into key stages - discovery, interpretation, ideation, iteration, and evolution. For each stage, it describes the goals and tasks involved and provides rubrics to assess student work at emerging, developing, proficient, and accomplished levels. The overall purpose is to help educators learn and apply design thinking approaches in their classrooms.
This document summarizes a design thinking workshop for AIP partners. It discusses the design thinking process which involves framing the problem, understanding user needs through tools like interviews and shadowing, exploring solutions through brainstorming and reframing, and prototyping ideas. Specific tools mentioned include role playing, analogy mapping, and physical models. The benefits of design thinking are highlighted such as taking a human-centered approach and thinking outside the box. Examples are provided of how tools like shadowing, how might we questions, and role playing have been used internally. Learning points emphasize understanding user needs, challenging assumptions during exploration, and prototyping ideas to test feasibility.
Introduction to Design thinking 2015 by Vedran AntoljakVedran Antoljak
Design Thinking presentation for those designers that have not been in touch with consulting business and those managers that don't know much about design.
The document describes the SCAMPER technique for brainstorming and problem solving. SCAMPER uses a set of questions to help modify or improve upon existing ideas or solutions. It prompts the user to consider substituting, combining, adapting, magnifying, finding other uses, eliminating, and rearranging aspects of the original idea. The technique can help foster creativity and flexibility in resolving problems or identifying new opportunities. Supervisors who effectively support the use of this technique provide an environment where creative ideas can be explored without judgment and helped to be effectively presented to decision makers.
This document discusses various techniques for managing problems in the workplace. It addresses the importance of employees understanding the company's vision and goals and how their work contributes. It also stresses that managers must create an environment where employees feel valued, supported, and not set up for failure. The document outlines common steps for problem solving, such as defining the problem, identifying solutions, and implementing a choice. It also provides tips for creative problem solving, including separating ideation from evaluation and using analogies to spark new ideas.
The document discusses creative thinking, problem solving, and various techniques. It defines creativity as having the capacity to consider something new and unique. Developing creativity involves thinking critically, writing down ideas, asking questions, breaking rules, and embracing mistakes. Problem solving is described as investigating issues systematically and finding solutions, while decision making occurs at each problem solving step. Several problem solving techniques are outlined, including force field analysis, the Delphi technique, and SCAMPER which involves substituting, combining, adapting, modifying, putting to other uses, eliminating, and reversing ideas.
This training document discusses developing problem solving skills. It is divided into three modules that build on each other: problem, problem solving skills, and advice/alternative approaches. The document defines what a problem is and discusses common types of problems that arise in the workplace. It also presents activities for participants to discuss problems they have faced and how they resolved them. Finally, it outlines various problem solving techniques like 5 Whys, appreciation/brainstorming, and root cause analysis that can be used to define problems, generate alternatives, and select solutions.
Here are the key steps of the scientific method:
1. Observation and description of a phenomenon or group of phenomena. This includes how it was measured or counted, under what conditions, and other relevant qualitative and quantitative details.
2. Development of a hypothesis to explain the phenomena. A hypothesis is not yet a theory - it is an educated guess or supposition.
3. Use of the hypothesis to predict the existence of other phenomena, or to predict quantitatively the results of new observations and experiments.
4. Performance of experimental tests of the predictions by several independent experimenters and researchers.
5. Iterative refinement of the hypothesis based on the experimental evidence, or development of alternative hypotheses.
6.
The document outlines a workshop for developing effective eLearnings. It discusses using the ADDIE model, which includes analysis, design, development, implementation, and evaluation phases. It provides information on writing objectives using the SMART criteria, applying Bloom's taxonomy to define learning levels, developing scripts, and conducting peer and subject matter expert reviews. The goal is for workshop participants to learn how to design and execute the making of an eLearning using a standardized process.
Comprehensive guide on how to build a marketing strategy that will beat the competition and drive growth.
A step-by-step guide that will show you how to build a winning marketing strategy by following the best practices of the top 3 global management consulting firms (BCG, Bain, McKinsey)
This document provides a logic puzzle with 20 clues about the colors of 5 adjoining houses, nationalities of their residents, pets owned, jobs, and beverages drunk. The clues must be used to deduce all the details and match each resident to a house, nationality, pet, job, and beverage. Solving this puzzle requires carefully considering each clue and making logical connections between the different elements described.
This document provides information on problem solving methods used by engineers. It discusses that problem solving involves a combination of experience, knowledge, process, and art. The design process involves a series of logical steps to produce an optimal solution given constraints of time and resources. A problem is defined as a situation that requires resolution where the individual sees no apparent solution. Problem solving is described as a process used to determine the best value for an unknown subject to specific conditions using previously acquired skills and knowledge. The document outlines various problem solving techniques including drawing pictures, stating assumptions, writing equations, and checking work. It also discusses different types of problems, skills used in problem solving, difficulties that can arise, and general problem solving methods.
The document provides an overview of North Carolina's Problem Solving Model (PSM) approach to Response to Intervention (RtI). It describes the PSM as having four tiers and involving assessment through curriculum-based measurement and formative assessment. The core components of the PSM are explained as systematic analysis, functional assessment, use of data, instructional planning, plan implementation, and progress monitoring. The seven step problem-solving process is outlined, with each step defined. Implementation of RtI through the PSM tiers is discussed, with Tier IV representing potential special education referral. The goal of the PSM approach is to ensure positive student outcomes through identifying and implementing effective instructional strategies for all learners
This Slideshare presentation is a partial preview of the full business document. To view and download the full document, please go here:
http://flevy.com/browse/business-document/issue-based-work-planning-and-hypothesis-problem-solving-377
The principles behind Issue-Based Work Planning are a powerful concept for use on all business issues and help to align the approach with the overriding issues, rather than the traditional process structure.
They help ensure that all relevant project issues are covered and to arrive at the most robust and creative answer, by linking analyses and end products to a methodical analysis of key issues.
This powerpoint is suitable for anyone who is looking for a robust methodology to solve the most complex of issues.
Flevy.com - Structured Problem Solving & Hypothesis GenerationDavid Tracy
The document discusses structured problem solving and hypothesis generation. It explains that structured problem solving is a formal approach to organizing thinking. The key aspects are defining the problem, developing hypotheses to prove or disprove potential causes, and structuring the analysis using logical frameworks. Hypothesis generation aims to identify the root cause of an issue by stating what the issue is, what causes it, and what the impact is. Developing good hypotheses involves asking questions, validating initial hypotheses, thinking outside the box, and using abduction, which is a variation of deductive and inductive reasoning.
The document outlines the structured process for solving case interviews, which includes clarifying the problem, decomposing it into root causes, stating hypotheses for solutions, testing the hypotheses using an appropriate framework, and summarizing findings and recommendations. It emphasizes that interviewers are evaluating an applicant's problem-solving and analytical skills over identifying a single right answer.
This was a talk I gave in IIM Bangalore in March 2012 to Business Analytics professionals on the analytics of consulting. It covers the hypothesis driven approach to problem solving that is the core of solving problems and walks through the entire lifecycle of a management consulting assignment.
This document outlines a problem solving methodology consisting of analysis, design, development, and evaluation phases. In the analysis phase, the solution requirements, constraints, and scope are determined. The design phase involves planning the solution and establishing evaluation criteria. In development, the solution is coded, validated, tested, and documented. Finally, the evaluation phase consists of developing a strategy to evaluate the solution and reporting on how well it meets requirements.
This document outlines a problem solving and decision making process. It begins by defining a problem as an undesirable situation without a decision. It then describes a two step ideal process for resolving problems and making decisions: 1) Define the problem by discussing it to reach agreement on what issue needs resolution and labeling the exact conflict, and 2) Decide how to solve it by finding the root cause, listing alternative solutions, choosing the best solution objectively, and creating an action plan. The document provides details on each step and its expected results to systematically solve problems and make decisions.
1) The document discusses a solution focused approach to agile coaching. It emphasizes asking questions to help clients move to a solution state rather than analyzing problems.
2) Key aspects of solution focused coaching include defining goals, eliciting options and resources, focusing on possible solutions, and using systemic questions to find differences that make a difference.
3) Systemic questions, scales, miracles, and interviews are techniques presented to help coaches and clients envision what is different when the problem is solved and move towards solutions.
The document provides an overview of the design thinking process and outlines exercises for educators to work through each stage of design thinking with their students. It breaks down the process into key stages - discovery, interpretation, ideation, iteration, and evolution. For each stage, it describes the goals and tasks involved and provides rubrics to assess student work at emerging, developing, proficient, and accomplished levels. The overall purpose is to help educators learn and apply design thinking approaches in their classrooms.
This document summarizes a design thinking workshop for AIP partners. It discusses the design thinking process which involves framing the problem, understanding user needs through tools like interviews and shadowing, exploring solutions through brainstorming and reframing, and prototyping ideas. Specific tools mentioned include role playing, analogy mapping, and physical models. The benefits of design thinking are highlighted such as taking a human-centered approach and thinking outside the box. Examples are provided of how tools like shadowing, how might we questions, and role playing have been used internally. Learning points emphasize understanding user needs, challenging assumptions during exploration, and prototyping ideas to test feasibility.
Introduction to Design thinking 2015 by Vedran AntoljakVedran Antoljak
Design Thinking presentation for those designers that have not been in touch with consulting business and those managers that don't know much about design.
The document describes the SCAMPER technique for brainstorming and problem solving. SCAMPER uses a set of questions to help modify or improve upon existing ideas or solutions. It prompts the user to consider substituting, combining, adapting, magnifying, finding other uses, eliminating, and rearranging aspects of the original idea. The technique can help foster creativity and flexibility in resolving problems or identifying new opportunities. Supervisors who effectively support the use of this technique provide an environment where creative ideas can be explored without judgment and helped to be effectively presented to decision makers.
This document discusses various techniques for managing problems in the workplace. It addresses the importance of employees understanding the company's vision and goals and how their work contributes. It also stresses that managers must create an environment where employees feel valued, supported, and not set up for failure. The document outlines common steps for problem solving, such as defining the problem, identifying solutions, and implementing a choice. It also provides tips for creative problem solving, including separating ideation from evaluation and using analogies to spark new ideas.
The document discusses creative thinking, problem solving, and various techniques. It defines creativity as having the capacity to consider something new and unique. Developing creativity involves thinking critically, writing down ideas, asking questions, breaking rules, and embracing mistakes. Problem solving is described as investigating issues systematically and finding solutions, while decision making occurs at each problem solving step. Several problem solving techniques are outlined, including force field analysis, the Delphi technique, and SCAMPER which involves substituting, combining, adapting, modifying, putting to other uses, eliminating, and reversing ideas.
The document outlines the 5 stages of the design thinking process: 1) Empathize, where designers gain an empathic understanding of users through observation and immersion; 2) Define, where problems are defined in human-centric terms; 3) Ideate, where many ideas are generated to solve the defined problems; 4) Prototype, where inexpensive versions of ideas are tested; and 5) Test, where the best solutions are rigorously tested on users and findings are used to redefine problems and user understanding in an iterative process. The stages provide a solution-based approach to solving complex problems by understanding human needs.
This document discusses various aspects of staff development and training, including:
- The importance of facilitating continuous development of employees for organizational success.
- Techniques for determining staff training needs such as asking open-ended questions and inviting staff to describe their work.
- Elements that should be included in learning contracts agreed upon between managers and staff, such as goals, objectives, actions, and timelines.
- The benefits of collaboration between managers and training departments to identify development opportunities and resources.
- The importance of review and evaluation of training programs to identify additional learning needs.
SCAMPER is a technique for generating ideas and overcoming challenges through modification. It involves asking questions about substituting, combining, adapting, magnifying, modifying, putting to other uses, eliminating, and rearranging aspects of the problem or idea. The acronym SCAMPER represents a checklist of idea-spurring questions to help modify existing ideas or problems in creative new ways. It was created in the 1970s and has proven useful for sparking creativity.
This document discusses the key principles of user experience (UX) design. It explains that UX draws on various ingredients like psychology, usability, design, copywriting, and analysis. It then provides more details on each of these ingredients, including questions UX designers should consider from the perspectives of psychology, usability, design, copywriting, and how to properly analyze user data. The document also discusses key principles for UX work like using cross-functional teams, continuous discovery, and minimum viable products.
The document discusses design thinking and its application at P&G. It provides:
1) A quote from Steve Jobs emphasizing that design is how something works, not just how it looks.
2) An anecdote from Indira Nooyi about visiting markets weekly as a consumer and seeing clutter, motivating P&G to rethink innovation through design thinking.
3) An overview of design thinking as a creative, iterative process to solve problems and develop solutions through empathy, defining problems correctly, ideating solutions, prototyping, and testing.
Health 2.0 pre ga slides day 1 & change managementSalmaan Sana
The document discusses leading organizational change and includes the following key points:
1. It outlines Kotter's 8 steps for leading change including creating urgency, forming a coalition, developing a vision, communicating the vision, empowering action, creating short-term wins, building on change, and anchoring new approaches.
2. It discusses the 4 phases of a change process: alertness, understanding, acceptance, and action and the role of change leaders in each phase.
3. It identifies the different roles in a change team including problem knowers, problem solvers, resource controllers, and decision makers.
The Ultimate STEM Challenge 2018/19 is a competition for UK students aged 11-14 to develop solutions to real-world problems using STEM skills. Students form teams to reimagine products or processes that could improve lives. Entries are judged on their demonstration of STEM concepts, prototype development, potential to help others, and clear explanation. Winning teams receive prizes including a trip to the Science Museum grand final. The document provides guidance on identifying problems, researching solutions, prototyping ideas, testing and refining designs, and submitting final entries as PowerPoint presentations or YouTube videos along with supporting documents.
The document discusses assessing the value of analytic tools used in hospitals. It notes that hospitals spend a lot annually maintaining tools for cost accounting, decision support, and contract management. The document provides steps for hospitals to take in assessing their tools, including making an inventory of current tools, assessing costs and benefits, and identifying strengths, weaknesses, opportunities, and threats. It also describes techniques like brainstorming, SCAMPER, and the futures wheel that can be used to evaluate tools and identify potential alternatives or areas of improvement. The overall goal is to ensure the tools provide good return on investment and meet the changing needs of healthcare.
This document outlines a training program on design thinking techniques. It includes 4 modules that cover customer experience, sales, innovation, and creativity. The document then provides details on each stage of the design thinking process, including empathize, define, ideate, prototype, and test. It emphasizes the importance of understanding user needs and testing solutions. Contact information is also provided for the training program facilitator.
Design Thinking is a 5-stage iterative process that involves empathizing with users to understand problems, defining the core problems, ideating potential solutions, prototyping solutions, and testing them. It is a human-centered approach useful for solving ill-defined problems. The 5 stages are empathize, define, ideate, prototype, and test. Design thinking helps businesses optimize processes, the IT industry develop solutions that meet user needs, education institutions address student challenges, and healthcare lower costs while improving quality.
Reframing Requirements: A Strategic Approach to Requirement Definition, with ...Jake Truemper
This talk will focus on redefining the way we talk about requirements today. Whether you are an up-stream decision maker, or a down-stream delivery expert, “requirements” are a frustration. Either you don’t get what you asked for, and are constantly battling budget and time crisises, or you are dealing with demands that simply don’t make sense. This talk will offer you a new approach to requirement definition that will end in faster delivery time and greater revenue gains both short-term and long-term.
This document outlines the key points of a lecture on problem solving delivered by Prof. Eng Kimsan. It defines problem solving, discusses why it is important, and details the typical problem solving process. This includes steps like understanding the problem, brainstorming alternatives, evaluating options, implementing a solution, and assessing the results. It also addresses why problem solving can fail and provides strategies for accepting problems and improving one's problem solving ability, such as considering different perspectives and being willing to make mistakes. The document concludes by listing additional resources on problem solving techniques.
1. The document discusses design thinking as a problem-solving methodology that is user-centered, iterative, and focuses on empathy, collaboration, and creativity.
2. Key aspects of design thinking are discussed, including being comfortable with ambiguity, working together across disciplines, taking a solution-based approach, spending time understanding user needs through empathy, and taking a non-sequential process with feedback loops.
3. The document then summarizes a design thinking workshop where students at IIM Sambalpur identified health issues facing students including irregular exercise, time constraints, lack of healthy foods and company, and lack of motivation. Prototypes developed included customized fitness and diet plans for individuals and organizing more sports events.
1. The document summarizes key learnings from a school-to-work transition course taken by Evangeline M. Clemente.
2. It discusses the importance of being open to new ideas, welcoming criticism to improve, and getting stakeholder input to define problems and solutions.
3. The document also notes the value of prototyping solutions and getting feedback to improve designs, rather than becoming too attached to initial prototypes.
The document outlines the five stages of the Design Thinking process: Empathize, Define, Ideate, Prototype, and Test. It describes each stage in detail. Empathize involves understanding user needs through research. Define formulates the problem based on findings. Ideate generates potential solutions. Prototype tests solutions through rough models. Test evaluates the full product on users. The process aims to solve problems in a human-centered way through divergence and convergence.
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6. Empathize
Empathy is the capacity
to step into other
people’s shoes, to
understand their lives,
and start to solve
problems from their
perspectives.
8. Identify & Prioritize the Stakeholders
Sample Questions
Who else is involved?
Who makes final decisions?
Who controls the flow of information?
Who controls the flow of resources?
9. Isolate the Factors
What are the relevant factors?
Political
Economic
Social
Technical
Legal
Environmental
11. Guidelines for Scope
What human experience are you trying to affect?
Narrow your focus to a core group of people
What important factors are known about the situation?
What are the explicit aims of your pursuit?
What must be true for this to work?
What?
For Whom?
Context?
Goals?
Assumptions?
12. Reflecting on Scope
What?
For Whom?
Context?
Goals?
Assumptions?
Create ways to _________ / Redesign the _________ experience
For ________ (while considering _________ )
In a world where _________ / Keeping in mind that _________
We aim to _________ / We hope to _________
We need to test the assumptions that _________
13. Example
Imagine you are part of a project team
working to improve voting rates in a
community
19. “How Might We” Questions
O Amp up the good
O Focus on emotions
O Take it to an extreme
O Explore the opposite
O Question an assumption
O Create an analogy from insight or
context
O Focus in on an element
Useful for framing your ideation and guiding brainstorming
along your POV
21. Amp up the good:
HMW make our c.cake shop the
perfect first date venue?
Focus on emotion:
HMW design the “I’m sorry” c.cake
experience?
Take it to an extreme:
HMW design c.cake that solves fraud?
Explore the opposite:
HMW design c.cake that elicits hatred?
Insight: “Sharing chocolate cake (c.cake) is an expression
of genuine care.”
Question an assumption:
HMW make spicy c.cake?
Create an analogy from insight:
HMW make c.cake like a therapy
session?
Focus in on an element:
HMW amplify the satisfaction of a first
bite of c.cake?
22. Practice Exercise
Imagine you are in the ____ business
O fruit salad
O clothing apparel
O digital watch
O autonomous vehicle
Choose at least ONE and ideate with HMW
23. Mash Up
STEP 1 - FRAME
Articulate the challenge as a “How Might We” statement.
STEP 2 - NARROW
Pick two broad, unrelated categories, like hospitals and hotels or waiting rooms
and schools. Think outside the industry.
STEP 3 - GENERATE
Starting with one category at a time, list as many elements of these two
experiences you can in two minutes.
STEP 4 - MASH-UP
Combine items from the two lists to ideate as many new products, services or
experiences as you can.
25. Category 1
Elements of the Hospital Experience
1. Sitting in the waiting room
2. Receiving updates from doctors
3. Feeding enervate family
4. Checking up on hospitalized family
5. Paying bills
Frame: “HMW we create a wonderful experience for friends
and families of patients in our hospital?”
Category 2
Things you would find in a hotel
A. Swimming pool
B. Minibar
C. Bed
D. Massage parlor
E. Hot tub
Mash-ups with definitions
1B. Hospital Waiting Minibar - a fridge filled with healthy
food and drinks.
26. Practice Exercise
Imagine you are in the ____ business
O pharmaceutical
O backpack
O robotics
O high school education
Choose at least ONE and ideate with Mash-up
27. SCAMPER
The idea is that everything new is a variation of something already in
existence
Substitute
Combine
Adapt
Modify/
Magnify
Put to another
use
Eliminate
Rearrange/
Reverse
28. Take away a part of the selected thing, concept or situation
and replace it with something else.
Questions
What resources or materials can you swap or substitute to
enhance the product?
Can you utilize other materials or ingredients?
Is it possible to replace someone involved?
Which rules can you substitute or change?
Trigger Words
alternate, rename, reposition, stand in, replace
Substitute
29. Combine elements of the situation or problem you’re facing
so as think up something new.
Questions
What parts, ideas or materials could be possibly combined?
Can different elements be combined to enhance it?
Trigger Words
become one, bring together, intermix, link, unite,
amalgamate
Combine
30. Find a solution for another problem that you may mold to
suit your situation.
Questions
Is there a solution you can take from somewhere else and
mold it to suit this one?
Is there a similarity between the current situation and
something else?
What else does the product/service resemble?
Trigger Words
adopt, alter, become, accustomed, change, incorporate,
match, readjust, revise
Adapt
31. Which ideas can you produce if you modify/magnify your
situation or problem?
Questions
Is there anything you can make bigger, higher or larger?
What can you duplicate? Is it possible to create multiple
copies?
Can you increase the frequency?
Trigger Words
amplify, boost, expand, grow, increase, lengthen, multiply,
overstress, strengthen, augment, enlarge, heighten
Modify/
Magnify
32. How can you put your current idea to different uses or what
could be reused from elsewhere so as to fix your own
problem?
Questions
Who else can utilize this product?
What else could it be utilized for?
Is there some other problem that your product may be a
solution for?
Trigger Words
employ, expand, reposition, apply, behave, contextualize,
employ,
Put to
another use
33. What would happen if you eliminated components or
elements of your idea or if you minimized, reduced or
simplified aspects of it?
Questions
How can you simplify or streamline this product?
Is it possible to eliminate the rules?
What is unnecessary or non-essential?
Trigger Words
abolish, disregard, eradicate, lessen, moderate, purge,
restraint, simplify, throw out, control, destroy, exclude
Eliminate
34. Can you do some kind of rearranging?
Questions
Can you interchange components?
Can you interchange the patterns or layout?
How can you reorganize this product?
What if you engaged in the exact opposite of what you
originally intended?
Trigger Words
adjourn, change, drive backward, overturn, put off, readjust,
relocate, reorder, reschedule, switch, delay, postpone,
rearrange, reposition, swap and undo.
Rearrange/
Reverse
35. Examples
Let’s apply SCAMPER to a pen
Substitute
Combine
Adapt
Modify/
Magnify
Put to another
use
Eliminate
Rearrange/
Reverse
36. Substitute:
Replace nib
with knife, ink
with iron
Combine: a
laser beam for
use as pointer,
and ppt clicker
Adapt: use the
pen top as a
container
Modify: body
can be made
flexible to wrap
around arm
Put to other
uses: utilize for
acupuncture
Eliminate: no
need for cover
with retractable
knife
Rearrange:
position
plunger on side
of barrel
37. Practice Example
Imagine you’re working on _______ .
O an e-commerce service
O a dictionary
O a school voting system
O a phone charger
Choose ONE and ideate with SCAMPER
38. Idea Dashboard
1. What is it?
_________________________________
2. How does it work?
_________________________________
3. Why is it important to our user?
_________________________________
**Answer in full sentences
48. Preparations
Intro
“Look around the room. One
in three of you will likely be
out of business this time next
year if you don’t change two
simple things you are doing
right now.”
Intro
“Let’s take a quick poll. How
many of you are not active
users of Instagram?”
CaptivatingStatement
Question
49. Preparations
Intro
“Just yesterday, I went back
to my room and found my
roommate sitting with a big
smile on his face. I asked him
what in the world was
making him so happy and he
began to tell me this story.”
Intro
“If there were a way you
could make money by doing
what you absolutely loved,
you would probably want to
know about it, right?”
Incident
Createagreementonneed
50. Preparations
Ending
“Let’s do this together. We
can do this… for the sake of
our future generations.”
Ending
“The earth is all we have.
Let’s create a greener planet
for our children and
grandchildren.”
Throwdownachallenge
Appealtonoblermotives
51. Preparations
Ending
“And so like Maya Angelou
said, ‘If you are always trying
to be normal, you will never
know how amazing you can
be’”
Ending
“Finally, remember the three
most important words in real
estate: location, location,
location.”
Useaquotation
Repeatyourkeypoints
52. Practice Exercise
Choose one style and practice!
Captivating Statement
Question
Incident
Create agreement on
need
Appeal to nobler
motives
Use a quotation
Repeat your key points
Throw down a challenge
INTRO ENDING