These are the figures of my Handbook of Design Thinking. Some figures will be further developed and publsihed in my book "Design Thinking for Dummies", which will be published on 28 July 2020.
How Design Thinking will fix Design ThinkingBert Bräutigam
1. Design thinking has been misperceived as only involving designers when it actually requires interdisciplinary teams across design, business, and technology disciplines.
2. Effective product teams have design, business, and technology leads working together, with the design discipline playing a transversal role rather than being dissolved into other areas.
3. Experience metrics are now part of product key performance indicators to measure user behavior and experience, alongside traditional business and technology metrics.
This document discusses human-centered design as both an epistemology and methodology. It argues that traditional views of knowledge as just information is flawed and separates aspects of human experience. Instead, human-centered design aims to bridge divisions between belief and knowledge, values and facts, and more. The methodology of human-centered design involves empathizing with users, defining problems from their perspective, ideating solutions, prototyping ideas, and testing prototypes. It emphasizes taking a growth mindset of creativity, failing forward through experimentation, and gaining insights through actions like traveling and asking questions.
Do you ever wish there was a formula you could use to improve your audiovisual design for the people who use it? Well, there is!
In this talk I’ll introduce you to Human-centered Design, a framework for identifying and designing solutions for the people who use your products. You’ll learn how this approach can be leveraged to create solutions that resonate with your users, drive engagement and adoption, and ultimately deliver more meaningful experiences.
Human-centered Design is a design process that puts the user experience at the center of your design decisions. This framework includes tools to help you understand your users’ needs, generate ideas on how to solve them, test out prototypes of your solution with the people you’re designing for, and eventually get your innovative product out into the world.
Jake Truemper and Morgan Noel from XperienceLab discuss Human-Centered Design. What is it? How is it applied? and what are some tools and methods that the audience can take away and apply in their own businesses?
What is human-centered design?
In this presentation, we have explained the concept of Human-centered design with the help of real-life examples.
By definition: Human-centered design is an approach to problem-solving, commonly used in design and management frameworks that develops solutions to problems by involving the human perspective in all steps of the problem-solving process
Design thinking for Education, AUW Session 1Stefanie Panke
The document provides information about design thinking, including its origins at Stanford University in 2005. It discusses design thinking as a problem-solving method for wicked problems that involves analyzing, synthesizing, diverging and generating insights from different domains. The document outlines a design thinking cycle that participants can work through, including defining the problem, finding ideas and getting feedback, iterating based on feedback, and implementing a prototype. It prompts participants to work through this cycle by designing a surprise for a partner to receive, gathering information about the partner, sketching and developing ideas, and creating a prototype for the partner to interact with.
This document provides an overview of design thinking and its application in education. It discusses design thinking as both a process and a way of thinking. The document then outlines the typical stages of the design thinking process - discovery, ideation, iteration, and evolution. It provides examples of how design thinking has been implemented at MICDS, such as in curriculum development projects. The challenges students may face with design thinking are also examined, including patience with the process and not rushing to solutions. Overall, the document promotes design thinking as a valuable framework for problem-solving and innovation in education.
This document discusses service design and contrasts it with product design. It defines service design as shaping service experiences to make them easy and enjoyable for customers. The key aspects of service design are that it is user-centered, co-creative, considers the sequencing of customer interactions, uses evidence from research, and takes a holistic view of the customer experience. Principles of service design include involving customers in the design process and focusing on uniform and timely delivery of services. Examples provided include McDonald's service model and how service design can improve customer satisfaction.
How Design Thinking will fix Design ThinkingBert Bräutigam
1. Design thinking has been misperceived as only involving designers when it actually requires interdisciplinary teams across design, business, and technology disciplines.
2. Effective product teams have design, business, and technology leads working together, with the design discipline playing a transversal role rather than being dissolved into other areas.
3. Experience metrics are now part of product key performance indicators to measure user behavior and experience, alongside traditional business and technology metrics.
This document discusses human-centered design as both an epistemology and methodology. It argues that traditional views of knowledge as just information is flawed and separates aspects of human experience. Instead, human-centered design aims to bridge divisions between belief and knowledge, values and facts, and more. The methodology of human-centered design involves empathizing with users, defining problems from their perspective, ideating solutions, prototyping ideas, and testing prototypes. It emphasizes taking a growth mindset of creativity, failing forward through experimentation, and gaining insights through actions like traveling and asking questions.
Do you ever wish there was a formula you could use to improve your audiovisual design for the people who use it? Well, there is!
In this talk I’ll introduce you to Human-centered Design, a framework for identifying and designing solutions for the people who use your products. You’ll learn how this approach can be leveraged to create solutions that resonate with your users, drive engagement and adoption, and ultimately deliver more meaningful experiences.
Human-centered Design is a design process that puts the user experience at the center of your design decisions. This framework includes tools to help you understand your users’ needs, generate ideas on how to solve them, test out prototypes of your solution with the people you’re designing for, and eventually get your innovative product out into the world.
Jake Truemper and Morgan Noel from XperienceLab discuss Human-Centered Design. What is it? How is it applied? and what are some tools and methods that the audience can take away and apply in their own businesses?
What is human-centered design?
In this presentation, we have explained the concept of Human-centered design with the help of real-life examples.
By definition: Human-centered design is an approach to problem-solving, commonly used in design and management frameworks that develops solutions to problems by involving the human perspective in all steps of the problem-solving process
Design thinking for Education, AUW Session 1Stefanie Panke
The document provides information about design thinking, including its origins at Stanford University in 2005. It discusses design thinking as a problem-solving method for wicked problems that involves analyzing, synthesizing, diverging and generating insights from different domains. The document outlines a design thinking cycle that participants can work through, including defining the problem, finding ideas and getting feedback, iterating based on feedback, and implementing a prototype. It prompts participants to work through this cycle by designing a surprise for a partner to receive, gathering information about the partner, sketching and developing ideas, and creating a prototype for the partner to interact with.
This document provides an overview of design thinking and its application in education. It discusses design thinking as both a process and a way of thinking. The document then outlines the typical stages of the design thinking process - discovery, ideation, iteration, and evolution. It provides examples of how design thinking has been implemented at MICDS, such as in curriculum development projects. The challenges students may face with design thinking are also examined, including patience with the process and not rushing to solutions. Overall, the document promotes design thinking as a valuable framework for problem-solving and innovation in education.
This document discusses service design and contrasts it with product design. It defines service design as shaping service experiences to make them easy and enjoyable for customers. The key aspects of service design are that it is user-centered, co-creative, considers the sequencing of customer interactions, uses evidence from research, and takes a holistic view of the customer experience. Principles of service design include involving customers in the design process and focusing on uniform and timely delivery of services. Examples provided include McDonald's service model and how service design can improve customer satisfaction.
December 2017 presentation covering: What is design thinking? What does it look like in practice? What are some case stories of design thinking being used in the real world? How can we use design thinking in our organization? Where can I learn more?
This document discusses design thinking and innovation. It begins by defining innovation, design, and thinking. It then discusses why design innovation is important, such as supporting creativity, solving problems, and meeting customer satisfaction. The document also covers the principles of design thinking, including that it involves both divergent and convergent thinking. Design thinking follows an iterative process involving understanding the problem, coming up with potential solutions, and refining the best solution. It emphasizes designing for human needs over following a strictly scientific method.
It’s clear how Incumbent banks are met with unprecedented market forces. Fintech and neobanks—new financial players that offer more and more exciting financial products—are eating up banking market shares. Meanwhile, the growing use of alternative payments such as PayPal, Samsung Pay, Apple Pay, and so on points to the fact that customers are finding traditional banks inconvenient and untrustworthy. At the same time, people are walking away from physical branches; instead preferring mobile banking for ease and convenience, according to a recent report by Backbase. On top of that, the government continues to encourage Digital Banking, made apparent by the government’s recent directives. These factors may sound like twists and turns that took traditional banks by surprise, yet they point to the refusal to change and innovate in the face of digital disruption. Now that change becomes a matter of life and death for banks, there’s an evident need for a shift in mindset and principle called Design Thinking. This paper looks over the relevance and application of Design Thinking in the banking sector. You will also get to explore how some current banks are applying this method. The promise of Design Thinking for banks proves beyond doubt. Now let’s dive in.
Design thinking is a human-centered approach to innovation that draws from design methods to meet user needs and business goals. It emphasizes starting with the user, generating many ideas through divergence and convergence, and iteratively testing prototypes to learn quickly what to build. The goal is to translate observations into insights that improve lives. Design thinking changes how design is used by focusing on understanding people and culture rather than making products attractive. It is a process that includes empathizing with users, defining their needs, ideating many solutions, and prototyping and testing ideas.
Design thinking as a creative problem solving process - Part 1Peer Academy
Slides from Ashlee Riordan's class on "Design thinking as a creative problem solving process"
What is design thinking? Why has design become such a big thing lately? In this class, you will learn about the fundamental process behind design - creative problem solving. This class won’t be fluffy and I won’t give you useless advice like “you need to use the other side of the brain”. We will pull apart the design process together and learn how to recognize it and apply it. Designers and non-designers alike will walk away with new, tangible techniques to tackle big and small problems. Of course, these things are always a great chance to meet awesome people and have fun!
For more information visit: www.peeracademy.org
I gave a talk on the role of Design Thinking to leaders in the financial industry. The focus was on user centric thinking to innovate financial products and digital services. (all case material is removed)
The document outlines the 8 key activities of human centered design: 1) Identify users and their characteristics, 2) Identify usability requirements, 3) Record and analyze users' tasks, 4) Understand users' mental models, 5) Identify appropriate styles and guidelines, 6) Design the interface, 7) Prototype the interaction and interface, and 8) Evaluate and iterate. The process is iterative and allows continual improvement based on user feedback.
This is a short talk and workshop (30' + 90') to give a first introduction to design thinking. Gives theory foundation, notes a few different approaches, and then dives into one of them.
This presentation was first done at ImpactON / StartupChile evening in 2015.
These slides were prepared to introduce district leaders to the design thinking process. The design challenge we worked on during this day-long introduction was to redesign high school media centers. These slides were used to step participants through each phase of the design thinking process.
A summary of the basic principles of design thinking, human centered innovation and its application to strategy. Created by Natalie Nixon of Figure 8 Thinking.
Design Thinking & Re-imagining the role of HRVikram Bhonsle
Let`s take a look at the applications of the "Design Mindset" in tackling modern day people conundrums. How can HR use design thinking to redefine and reshape HR strategies and processes to cater to a demanding and advanced workforce. A look also at select organizations who have carried this successfully and the business benefits.
In case you require instructor notes, do send me an email to bhonslevb@gmail.com
IDEO - Field Guide To Human Centered Designprojectoxygen
n April 2015, IDEO.org launched an exciting new evolution of the HCD Toolkit the Field Guide to Human-Centered Design. The Field Guide is the latest in IDEO.org’s suite of teaching tools and a step forward in sharing the practice and promise of human-centered design with the social sector.
Design thinking is a process that uses four foundational practices: empathy, ethnography, abductive thinking, and iterative user testing. It involves comprehending user needs through observation and testing prototypes with users to iteratively design solutions that are user-centered. The stages of design thinking are comprehension, definition, ideation, prototyping, and evaluation.
Behaviour change is the measurable outcome of good UX design. Here's a review of a few design techniques and processes to help UX designers to create sustainable behaviour change.
This document outlines David Kelley's presentation on creativity. The presentation covers:
- How creativity helped Kelley through college
- Defining creativity as the application of knowledge and experience
- Common blockages to creativity like old habits and lack of confidence
- The importance of being open and building on others' ideas during creative brainstorms
- An exercise where participants connect 9 dots using 4 straight lines to demonstrate divergent thinking
- Stages of the creative process including defining problems, generating ideas, and selecting concepts
- Tips for facilitating creative sessions like using energizers and establishing ground rules to think outside the box
1. The document discusses the process of designing a social marketing campaign to address a bad habit or irritating behavior. Students will work in pairs to choose a topic and develop a campaign.
2. It provides guidance on conducting research and a situational analysis to understand the problem, target audiences, competition, and barriers/motivators to behavior change. The social marketing mix is compared to the traditional marketing mix.
3. A 10 step strategic marketing process is outlined including conducting background research, developing a purpose statement, focusing the campaign, doing a SWOT analysis, selecting target markets, and setting objectives and goals.
This document summarizes the 2018 International Cooperative Alliance conference and outlines future directions for cooperative research. The conference had over 175 participants from 25 countries who engaged in keynotes, paper presentations, and discussions around the theme of cooperatives addressing key world problems. Going forward, the document calls for (1) more comprehensive data collection on cooperatives, (2) multidisciplinary research to better understand how cooperatives work and their impacts, and (3) innovative approaches like mixed methods, longitudinal studies, and comparative research to deeper explore dynamics of cooperative change and their societal impacts over time. The future of cooperative research is seen as bright if guided by the spirit of collaboration represented by the ICA.
December 2017 presentation covering: What is design thinking? What does it look like in practice? What are some case stories of design thinking being used in the real world? How can we use design thinking in our organization? Where can I learn more?
This document discusses design thinking and innovation. It begins by defining innovation, design, and thinking. It then discusses why design innovation is important, such as supporting creativity, solving problems, and meeting customer satisfaction. The document also covers the principles of design thinking, including that it involves both divergent and convergent thinking. Design thinking follows an iterative process involving understanding the problem, coming up with potential solutions, and refining the best solution. It emphasizes designing for human needs over following a strictly scientific method.
It’s clear how Incumbent banks are met with unprecedented market forces. Fintech and neobanks—new financial players that offer more and more exciting financial products—are eating up banking market shares. Meanwhile, the growing use of alternative payments such as PayPal, Samsung Pay, Apple Pay, and so on points to the fact that customers are finding traditional banks inconvenient and untrustworthy. At the same time, people are walking away from physical branches; instead preferring mobile banking for ease and convenience, according to a recent report by Backbase. On top of that, the government continues to encourage Digital Banking, made apparent by the government’s recent directives. These factors may sound like twists and turns that took traditional banks by surprise, yet they point to the refusal to change and innovate in the face of digital disruption. Now that change becomes a matter of life and death for banks, there’s an evident need for a shift in mindset and principle called Design Thinking. This paper looks over the relevance and application of Design Thinking in the banking sector. You will also get to explore how some current banks are applying this method. The promise of Design Thinking for banks proves beyond doubt. Now let’s dive in.
Design thinking is a human-centered approach to innovation that draws from design methods to meet user needs and business goals. It emphasizes starting with the user, generating many ideas through divergence and convergence, and iteratively testing prototypes to learn quickly what to build. The goal is to translate observations into insights that improve lives. Design thinking changes how design is used by focusing on understanding people and culture rather than making products attractive. It is a process that includes empathizing with users, defining their needs, ideating many solutions, and prototyping and testing ideas.
Design thinking as a creative problem solving process - Part 1Peer Academy
Slides from Ashlee Riordan's class on "Design thinking as a creative problem solving process"
What is design thinking? Why has design become such a big thing lately? In this class, you will learn about the fundamental process behind design - creative problem solving. This class won’t be fluffy and I won’t give you useless advice like “you need to use the other side of the brain”. We will pull apart the design process together and learn how to recognize it and apply it. Designers and non-designers alike will walk away with new, tangible techniques to tackle big and small problems. Of course, these things are always a great chance to meet awesome people and have fun!
For more information visit: www.peeracademy.org
I gave a talk on the role of Design Thinking to leaders in the financial industry. The focus was on user centric thinking to innovate financial products and digital services. (all case material is removed)
The document outlines the 8 key activities of human centered design: 1) Identify users and their characteristics, 2) Identify usability requirements, 3) Record and analyze users' tasks, 4) Understand users' mental models, 5) Identify appropriate styles and guidelines, 6) Design the interface, 7) Prototype the interaction and interface, and 8) Evaluate and iterate. The process is iterative and allows continual improvement based on user feedback.
This is a short talk and workshop (30' + 90') to give a first introduction to design thinking. Gives theory foundation, notes a few different approaches, and then dives into one of them.
This presentation was first done at ImpactON / StartupChile evening in 2015.
These slides were prepared to introduce district leaders to the design thinking process. The design challenge we worked on during this day-long introduction was to redesign high school media centers. These slides were used to step participants through each phase of the design thinking process.
A summary of the basic principles of design thinking, human centered innovation and its application to strategy. Created by Natalie Nixon of Figure 8 Thinking.
Design Thinking & Re-imagining the role of HRVikram Bhonsle
Let`s take a look at the applications of the "Design Mindset" in tackling modern day people conundrums. How can HR use design thinking to redefine and reshape HR strategies and processes to cater to a demanding and advanced workforce. A look also at select organizations who have carried this successfully and the business benefits.
In case you require instructor notes, do send me an email to bhonslevb@gmail.com
IDEO - Field Guide To Human Centered Designprojectoxygen
n April 2015, IDEO.org launched an exciting new evolution of the HCD Toolkit the Field Guide to Human-Centered Design. The Field Guide is the latest in IDEO.org’s suite of teaching tools and a step forward in sharing the practice and promise of human-centered design with the social sector.
Design thinking is a process that uses four foundational practices: empathy, ethnography, abductive thinking, and iterative user testing. It involves comprehending user needs through observation and testing prototypes with users to iteratively design solutions that are user-centered. The stages of design thinking are comprehension, definition, ideation, prototyping, and evaluation.
Behaviour change is the measurable outcome of good UX design. Here's a review of a few design techniques and processes to help UX designers to create sustainable behaviour change.
This document outlines David Kelley's presentation on creativity. The presentation covers:
- How creativity helped Kelley through college
- Defining creativity as the application of knowledge and experience
- Common blockages to creativity like old habits and lack of confidence
- The importance of being open and building on others' ideas during creative brainstorms
- An exercise where participants connect 9 dots using 4 straight lines to demonstrate divergent thinking
- Stages of the creative process including defining problems, generating ideas, and selecting concepts
- Tips for facilitating creative sessions like using energizers and establishing ground rules to think outside the box
1. The document discusses the process of designing a social marketing campaign to address a bad habit or irritating behavior. Students will work in pairs to choose a topic and develop a campaign.
2. It provides guidance on conducting research and a situational analysis to understand the problem, target audiences, competition, and barriers/motivators to behavior change. The social marketing mix is compared to the traditional marketing mix.
3. A 10 step strategic marketing process is outlined including conducting background research, developing a purpose statement, focusing the campaign, doing a SWOT analysis, selecting target markets, and setting objectives and goals.
This document summarizes the 2018 International Cooperative Alliance conference and outlines future directions for cooperative research. The conference had over 175 participants from 25 countries who engaged in keynotes, paper presentations, and discussions around the theme of cooperatives addressing key world problems. Going forward, the document calls for (1) more comprehensive data collection on cooperatives, (2) multidisciplinary research to better understand how cooperatives work and their impacts, and (3) innovative approaches like mixed methods, longitudinal studies, and comparative research to deeper explore dynamics of cooperative change and their societal impacts over time. The future of cooperative research is seen as bright if guided by the spirit of collaboration represented by the ICA.
This document is a working paper that discusses problem discovery as a collaborative and creative process for finding "real problems" that can lead to innovation. It argues that creative thinking is important for properly framing problems, not just finding solutions. The paper proposes using a "toolbox of convoluted methods" within a collaborative creativity model to systematically search for hidden real-world problems. It aims to illustrate this process as a way to discover "raw diamonds" that can then be crafted into innovative solutions. The goal is to improve understanding of complex systems and problems to enhance the quality of resulting innovations.
The document provides guidance for a major Year 10 GCSE ICT project, including:
1) An outline of the project stages from finding and generating ideas to presenting the finished project.
2) A list of possible project topics related to the environment and how ICT is used.
3) Questions to consider such as the target audience, alternatives, and why the chosen idea is better than others.
4) Reflection on skills and setting goals for skill development.
A presentation for the DEFA 2015 conference regarding ethics and accountability in design. In particular we (Jason Hobbs and Terence Fenn) look at ethical challenges in human centered design.
Ambidextrous organization and design thinkingJan Schmiedgen
The document is a student paper that explores how design thinking can help nurture innovation culture and overcome obstacles to change. It provides context on challenges facing organizations today from market changes. It reviews literature on innovation, culture and change management. It defines design thinking and discusses its focus on exploring new possibilities through divergent thinking versus exploiting proven approaches. The student aims to examine how design thinking can foster an innovation culture and facilitate change in organizations.
This document provides an overview of systems approaches to addressing complex public sector challenges. It discusses the need for systems thinking given increasing complexity in policy issues. Traditional linear and sectoral approaches are often inadequate for "wicked problems" that have many interconnected elements. The document then outlines some of the challenges of using systems approaches in the public sector, such as the difficulty of changing systems that must continue operating. It provides examples of systems approaches being used for issues like child protection, domestic violence, and transportation. The key is focusing on outcomes, bringing together multiple actors, and implementing interventions to transform existing systems into desired future systems. Case studies and emerging evidence suggest systems approaches have potential but also face challenges in public sector contexts.
Scientific Reproducibility from an Informatics PerspectiveMicah Altman
This talk, prepared for the MIT Program on Information Science, and updating a talk at the National Academies workshop on reproducibility, frames reproducibility from an informatics perspective
Reproducibility from an infomatics perspectiveMicah Altman
Scientific reproducibility is most viewed through a methodological or statistical lens, and increasingly, through a computational lens. Over the last several years, I've taken part in collaborations to that approach reproducibility from the perspective of informatics: as a flow of information across a lifecycle that spans collection, analysis, publication, and reuse.
These slides sketch of this approach, and were presented at a recent workshop on reproducibility at the National Academy of Sciences, and at one our Program on Information Science brown bag talks. See: informatics.mit.edu
"Reproducibility from the Informatics Perspective"Micah Altman
Dr. Altman will provide expert comment on the need for informatics modeling as part of the National Academies workshop: Statistical Challenges in Assessing and Fostering the Reproducibility of Scientific Results
This workshop focuses on the topic of addressing statistical challenges in assessing and fostering the reproducibility of scientific results by examining three issues from a statistical perspective: the extent of reproducibility, the causes of reproducibility failures, and potential remedies.
1. The document discusses the role of project managers and leaders in times of disruption and crisis.
2. It emphasizes the importance of understanding the disruption, grasping opportunities, showing a near-term plan for survival, and defining a new long-term future with a renewed purpose and strategy.
3. The document also discusses ethical leadership and decision-making, focusing on developing emotional intelligence, making principled decisions, and reframing dilemmas into solutions that balance competing values.
The document discusses two social networking technologies that a university could use to improve learning objects. It evaluates the strengths and weaknesses of each technology and how they would impact the existing software development lifecycle and IT investments of the university. Social media and networking technologies can contribute significantly to education by enabling student autonomy, mastery of learning programs, and a sense of purpose through electronic scaffolding and knowledge sharing.
This document discusses different types of complex systems and how they can change. It addresses the challenges of researching interconnected systems that have no central control and involve many stakeholders with differing interests. The document considers how systems research can contribute through integrative description of systems, identifying areas for leverage, responsible experimentation, and becoming a leverage in its own right by facilitating meetings, discussions and coalition building. It emphasizes that research must refine its theories of change to account for wider impacts and outcomes through new relationships and agreements.
This document outlines Stephen Oyewole's presentation on marketing products and services globally. It discusses the evolution of defining products and services, key aspects of service and product design, legal issues in marketing, and the role of culture. It also examines obstacles to adapting marketing approaches for different cultures, like self-reference criterion and ethnocentrism. The benefits of global service marketing are increased peace and prosperity through meeting customer needs internationally.
This document summarizes a study comparing Dutch and Indian consumers' attitudes toward corporate social responsibility (CSR). The study found that both groups assigned similar levels of importance to different social responsibilities and CSR initiatives. Both groups prioritized ethical and legal responsibilities over philanthropic ones. While some CSR marketing strategies had differing impacts across groups, the results suggest stakeholders in emerging and developed markets may view CSR more similarly than assumed. The findings indicate the need to understand local stakeholder perspectives on CSR issues.
This document discusses the evolution of social networks and how enterprises can leverage them. It covers how social networks have grown from academic research to popular consumer platforms. Generational shifts are changing work models and expectations. The benefits of social networks in enterprises include improved productivity, communication, collaboration and knowledge management. However, there are also risks to consider like cultural issues, governance, and information security. The document provides recommendations for enterprises on how to strategically adopt social networks.
This document summarizes a research paper that uses multiple criteria decision analysis to evaluate hazardous waste management in the United States. It applies a hybrid DEA-TOPSIS method, which uses data envelopment analysis and the technique for order preference by similarity to ideal solution. The researchers collected data on hazardous waste generation, treatment, and facilities from the Environmental Protection Agency. They then analyzed the data using the DEA-TOPSIS method to determine which states manage hazardous waste most effectively and which need improvement, in order to help the EPA enhance hazardous waste management nationwide.
Business Process Design & Sustainability: A Masters of Environmental Studies ...Antony Upward
This is a summary of my plan of study for my York University / Schulich School of Business Masters of Environmental Studies / Graduate Diploma in Business and the Environment (2010-2012).
The plan of study is the "term paper" for the only compulsory course in the program ES/ENVS5100 - Interdisciplinary Research in Environmental Studies.
This presentation summaries my plan of study. It describes the overall direction of my masters program. My plan of study is focused on exploring what is and how to do sustainability business process design.
I note SlideShare doesn't do a very good job of the PowerPoint animations which makes some of the slides more comprehendable - so suggest you download it. Also allows you to see the speakers notes on many of the slides.
An optimization of business processes can basically start with the following process characteristics:
- at the goals (What should be achieved?),
- the approach (How should it be achieved?),
- the methods and resources used (How is it to be achieved?)
- the time available (by when should it be achieved?) and
- the people/institutions involved (by whom or with whom should it be achieved?).
The document outlines 5 reasons why diversity fosters innovation: 1) A diverse team can better understand customer needs from different perspectives; 2) Looking at problems from different angles encourages creative solutions; 3) A diverse set of skills and experiences is needed to tackle complex innovation challenges; 4) Diversity fosters greater employee engagement when all people feel appreciated; 5) A culture of diversity mitigates conflicts that stem from misunderstandings and prejudices.
This document outlines the top 10 failures of using the lean startup methodology. These include formulating vague hypotheses without specific measurements, poorly defining success criteria, selecting customers based only on basic demographics rather than needs, asking customers straight away if they want to buy rather than understand needs, ignoring how customer behavior changes under observation, focusing only on expected responses, creating full-featured prototypes, treating prototypes as sales pitches, changing the model after each interview, and sanctioning negative feedback.
The document lists common excuses and objections that are used to kill innovation, from A to Z. It suggests taking a practical approach, being open to new ideas, and verifying ideas with experiments rather than dismissing them outright.
New business models are supposed to provide answers to never-asked questions about problems that everyone is waiting for solutions to. This book is for founders and managers who may deal with innovations of business models directly or indirectly. You will find countless tips, recommendations, checklists and methods in this book on how to identify, analyze, develop, change and manage new business models.
Sie arbeiten an Projekten, bei denen innovative Lösungsansätze gefragt sind - in welcher Disziplin auch immer? Dieses Buch gibt Ihnen eine Handlungsanleitung aus einer 360-Grad-Perspektive, wie Sie Design-Thinking-Projekte planen, durchführen und die Ergebnisse erfolgreich in Unternehmen oder mit externen Partnern umsetzen. Prof. Dr. Müller-Roterberg führt Sie durch alle Phasen und gibt Ihnen dabei einen bunten Strauß an Methoden an die Hand. Er erklärt Ihnen, wie Sie ein Problem verstehen und definieren, wie Sie richtig beobachten, wie Sie Ideen finden und bewerten, wie Sie Prototypen entwerfen und die Geschäftsidee testen. So gelingt Innovation!
At Techbox Square, in Singapore, we're not just creative web designers and developers, we're the driving force behind your brand identity. Contact us today.
The 10 Most Influential Leaders Guiding Corporate Evolution, 2024.pdfthesiliconleaders
In the recent edition, The 10 Most Influential Leaders Guiding Corporate Evolution, 2024, The Silicon Leaders magazine gladly features Dejan Štancer, President of the Global Chamber of Business Leaders (GCBL), along with other leaders.
Company Valuation webinar series - Tuesday, 4 June 2024FelixPerez547899
This session provided an update as to the latest valuation data in the UK and then delved into a discussion on the upcoming election and the impacts on valuation. We finished, as always with a Q&A
Understanding User Needs and Satisfying ThemAggregage
https://www.productmanagementtoday.com/frs/26903918/understanding-user-needs-and-satisfying-them
We know we want to create products which our customers find to be valuable. Whether we label it as customer-centric or product-led depends on how long we've been doing product management. There are three challenges we face when doing this. The obvious challenge is figuring out what our users need; the non-obvious challenges are in creating a shared understanding of those needs and in sensing if what we're doing is meeting those needs.
In this webinar, we won't focus on the research methods for discovering user-needs. We will focus on synthesis of the needs we discover, communication and alignment tools, and how we operationalize addressing those needs.
Industry expert Scott Sehlhorst will:
• Introduce a taxonomy for user goals with real world examples
• Present the Onion Diagram, a tool for contextualizing task-level goals
• Illustrate how customer journey maps capture activity-level and task-level goals
• Demonstrate the best approach to selection and prioritization of user-goals to address
• Highlight the crucial benchmarks, observable changes, in ensuring fulfillment of customer needs
Building Your Employer Brand with Social MediaLuanWise
Presented at The Global HR Summit, 6th June 2024
In this keynote, Luan Wise will provide invaluable insights to elevate your employer brand on social media platforms including LinkedIn, Facebook, Instagram, X (formerly Twitter) and TikTok. You'll learn how compelling content can authentically showcase your company culture, values, and employee experiences to support your talent acquisition and retention objectives. Additionally, you'll understand the power of employee advocacy to amplify reach and engagement – helping to position your organization as an employer of choice in today's competitive talent landscape.
[To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
This PowerPoint compilation offers a comprehensive overview of 20 leading innovation management frameworks and methodologies, selected for their broad applicability across various industries and organizational contexts. These frameworks are valuable resources for a wide range of users, including business professionals, educators, and consultants.
Each framework is presented with visually engaging diagrams and templates, ensuring the content is both informative and appealing. While this compilation is thorough, please note that the slides are intended as supplementary resources and may not be sufficient for standalone instructional purposes.
This compilation is ideal for anyone looking to enhance their understanding of innovation management and drive meaningful change within their organization. Whether you aim to improve product development processes, enhance customer experiences, or drive digital transformation, these frameworks offer valuable insights and tools to help you achieve your goals.
INCLUDED FRAMEWORKS/MODELS:
1. Stanford’s Design Thinking
2. IDEO’s Human-Centered Design
3. Strategyzer’s Business Model Innovation
4. Lean Startup Methodology
5. Agile Innovation Framework
6. Doblin’s Ten Types of Innovation
7. McKinsey’s Three Horizons of Growth
8. Customer Journey Map
9. Christensen’s Disruptive Innovation Theory
10. Blue Ocean Strategy
11. Strategyn’s Jobs-To-Be-Done (JTBD) Framework with Job Map
12. Design Sprint Framework
13. The Double Diamond
14. Lean Six Sigma DMAIC
15. TRIZ Problem-Solving Framework
16. Edward de Bono’s Six Thinking Hats
17. Stage-Gate Model
18. Toyota’s Six Steps of Kaizen
19. Microsoft’s Digital Transformation Framework
20. Design for Six Sigma (DFSS)
To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations
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2. What is Design Thinking?
2
3
5
6
7
8
1
How to understand the problem
How to oberserve
How to prototype
How to find and select ideas
How to test business ideas
How to implement design thinking
4
How to define the problem
Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.
3. Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.
Figure 1: Process of Design Thinking supplemented with the Double-Diamond model*
Source: Plattner/Meinel/Weinberg (2009), Lindberg et al. (2010) and Design Council UK (2005)
re-use in:
Müller-Roterberg, Christian (2020):
Design Thinking for Dummies, John
Wiley & Sons, Hoboken/USA.
4. search field determination
2.2
2.3
2.4.1
2.4.2
2.5
5
2.1
problem clarification
understanding of the problem
analyzing the cause of the problem
clarifying the framework conditions
reformulation of the problem
solution
3
observation
4
problem definition
Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.
Figure2:Howtoanalyseproblems
Note:Numbersrefertothechapternumber.
5. problem non-problem solution
Who
has the problem?
is indirectly affected?
believes that they are affected?
makes decisions?
is not affected by the
problem?
could use the solution as well?
can contribute to solving the problem?
does not want the solution?
could stand in the way of the solution?
Where does the problem occur?
does not the problem
occur?
has something similar already been successfully
resolved?
is the best place to solve it?
could the solution also be used?
When
did the problem start?
does the problem occur?
does it become an even bigger problem?
does not the problem
occur?
should the solution be available?
will it improve?
What
Is the problem?
do you know or don't know about the
problem?
is not understood about the problem?
is different than it should be?
is particularly noticeable?
annoys you about the problem?
are the individual aspects of the
problem?
is not the problem?
has been made the solution so far?
should the solution necessarily be able to do?
are the constants that must not/cannot be changed?
is needed for the solution?
will be different in the future?
is (or is not) important for the solution?
are your goals for the solution?
do you have to discover?
How
does the problem manifest itself?
is it related to another problem?
can it be formulated differently?
is it usually going?
should the solution look like?
is it tried to be solved so far?
could the problem be an opportunity?
Why
is it a problem?
is the problem unusual?
isn't it a problem for
others?
is the solution needed?
do we want to solve it?
won't it just solve itself?
can it be solved?
is it difficult to solve?
Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.
Table 1: Questionnaire to clarify the problem
Source: According to Andler (2016)
6. problem non-problem discrepancy Cause
(why is there a
discrepancy?)
Who has the problem? has not the problem? differences?
assumption about
cause
Where
does the problem
occur?
doesn`t occur the
problem?
differences?
assumption about
cause
When
does the problem
occur?
does the problem not
occur?
differences?
assumption about
cause
What Is the problem? isn`t the problem? differences?
assumption about
cause
How
does the problem
emerge?
extensive is the
problem??
is it usually going?
many parts/areas are not
affected?
differences?
assumption about
cause
Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.
Table 2: Problem clarification according to Kepner/Tregoe
Source: According to Andler (2016)
8. social contacts (number, intensity)
demographic change
growth of e-commerce, e-business 24/7-Society
digital currency acceleration of social change
media influence / media image
transport/mobility traffic, mobility pattern
need for security
corruption
crime, violence and terrorism
migration rate attitude towards foreign investments and
profits
propensity to consume, saving habits leisure behaviour
consumer behavior: Quality awareness,
price sensitivity, individual desires, brand
awareness, status thinking, need for
consulting/information
environmental/sustainability awareness,
consumer behaviour, health awareness
health enhancement image of politics
customer satisfaction willingness to participate
customer loyalty image of economy
housing costs attitude to technology, image of science
private health expenditure technical expertise
private vs. state pension plans ownership rights (Sharing Economy)
market saturations school/university/training quality
state of orders career consciousness
cost of living attitude towards (lifelong) education
subsidies/nationalisation religious and ethnic conflicts
foreign exchange rates spiritualization
fragmentation and specialisation of markets
interdependence economy/politics,
lobbyism
labour costs and productivity fragmentation of society
bureaucracy purchasing power of the population, wealth
growth, income distribution,
poverty/wealth gap
smaller private households
influence of trade unions, collective
bargaining conflicts
geographical migration of the population
propensity to invest regional disparities
competitive activities work mentality
stock indices ethnic changes in population structure,
migrations
company valuations interculturization
pension policy unemployment vs. labour shortages in
certain sectors
changes in the family structure
party commitment, party reputation privatization tolerance/justice settings
government expenditure on labour market
measures, health,
infrastructure/construction, education,
research, environmental protection,
consumer protection, foreign development
aid
national debt societal commitment
financial/tax policy rates of inflation
health policies interest rates population growth
political climate/stability economic growth/ economic development/
sector growth
values/norms
understanding of democracy, election
results/
liberalisation of markets vs.
protectionism/trade barriers
social justice, social cohesion
Political Economic Social
political Influencing Factors economic Influencing Factors social (societal) influencing factors
Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.
Table 3: PESTEL Analysis (I)
9. enforceability of contracts
number of patents recycling/disposal behaviour and systems growing influence of interest groups on
legislation (associations,
environmental/consumer protection
movements, non-governmental
organisations)
inter-disciplinarisation waste disposal costs
convergence of technologies epidemics, resistance development
digitalization
automation, miniaturization
cyber attacks, proliferation of computer
viruses
R&D-expenses energy and raw material prices
product/process innovations shortage of raw materials (crude oil, rare
metals, etc.)
product liability
development times water shortage regulation
technological advances, dynamics of
technological change
natural events (flooding, volcanic
eruptions, tornadoes, drought, cold, etc.)
changes in civil rights (travel, people,
media)
innovation rate pollution, climate change, extinction of
species, desertification
changes in the national and multinational
legal situation (tax/competition/cartel law,
patent rights, etc.)
Technological Environment Legal
technological Influencing Factors natural environmental factors legal Influencing Factors
Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.
Table 4: PESTEL Analysis (II)
10. Influencing factor
(trend/development)
signal/indicator
importance
(0…5)
probability of
occurrence at time
X
probability of
occurrence at time
Y
sustainable
development
(permanent trend of
at least 5 years)
growth in market XY
growth rate per
year
2 20% 60% doubtful
new technology Y
number of
patents in the
technology area Y
4 30% 90% yes
… … … …
Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.
Table 5: Evaluation of external influencing factors
11. Table 6: Checklist of trend analysis
Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.
12. needs, problems and purchasing
behavior of current customers
needs, problems and buying
behaviour of new/potential
customers
needs and problems of
non-customers
customer structure
current direct/indirect
competitors
new direct/indirect competitors
substitute products/solutions
current suppliers
new suppliers
supplier structure
current cooperation partners
new cooperation partners
fields of cooperation
importance
willingness/ability to cooperate
diversity
current investors/financial
sources
new investors/financial sources
investor mix
currently relevant interest groups
importance
quality/objectivity/diversity
relation to economic issues
labour market
taxes/interest rates
competition/trade
energy
environment
health care/consumer protection
infrastructure
civil rights
politics
What influence do the individual trends have on the design of these policy
areas, with what possible effects?
interest groups
What influence do the individual trends have on their importance/power,
challenges, strategies, goals and behaviour?
new relevant interest groups
Which new interest groups make the individual trends possible? What
influence do the individual trends have on them?
media
What influence do the individual trends have?
What influence do the individual trends have?
What influence do the individual trends have?
science
What influence do the individual trends have on the importance of
individual scientific disciplines/institutions?
What influence do the individual trends have on the willingness and ability
of scientific institutions to cooperate?
What influence do the individual trends have on the diversity of content
and institutions in science?
investors
What influence do the individual trends have on their strategies, goals,
bargaining power, values and behaviour?
Which new investors/financial sources enable the individual trends? What
influence do the individual trends have on them?
What influence do the individual trends have on their composition?
suppliers
What influence do the individual trends have on their challenges,
importance, price expectations, negotiating power, strategy, products,
quality and behaviour?
Which new suppliers do the individual trends enable? What influence do
the individual trends have on them?
What influence do the individual trends have on the supplier structure?
cooperation
partner
What influence do the individual trends have on their challenges,
importance, bargaining power, strategies and behaviour?
Which new cooperation partners do the individual trends make possible?
What influence do the individual trends have on them?
In which areas will there be increased cooperation on the basis of
individual trends?
competitors
What influence do the individual trends have on their survival, number,
strategies, products and behaviour?
Which new competitors are responsible for the individual trends? What
influence do the individual trends have on their emergence, number,
strategy, products, behaviour?
What influence do the individual trends have on existing and/or new
substitute products/solutions?
stakeholder
situation, needs and
requirements
trend A trend B trend C …
customer
What influence do the individual trends have?
Which new customers do the individual trends enable?
What influence do the individual trends have on them?
Which new non-customers are responsible for the individual trends?
What influence do the individual trends have on them?
What influence do the individual trends have on the customer structure?
Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.
Table 7: Impact analysis to assess the influence of trends on individual stakeholders
14. PC is failing
-
PC is failing
-
Microprocessor
stops its function
-
Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.
Figure 5: Problem description of the RCA+ method
Source: According to Souchkov (2005)
Figure 6: Cause analysis of the RCA+ method
Source: According to Souchkov (2005)
16. effect
probable cause
effect
contradiction
unchangeable cause
- -
+-
+
-
there is a positive effect here
a negative effect is
assumed here
This cause leads to a
contradiction by positive and
negative effect
The cause is harmful, but cannot be changed. (e.g. due to unchangeable
environment)
- there is a negative effect
here
Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.
Figure 8: Notation of the cause evaluation
Source: According to Souchkov (2005)
17. fan does not cool
sufficiently
surrounding
temperature is too high
temperature of the
chip is too high
+- -
internal temperature
is too high
-
AND-relation
OR-relation Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.
Figure 9: Cause evaluation of the RCA+ method
Source: According to Souchkov (2005)
18. fan does not cool
sufficiently
surrounding temperature is
too high
temperature of the
chip is too high
+
-
-
-
internal temperature
is too high
-
PC is failing
-
microprocessor stops its
function
-
performance
increased
+
internal temperature
distribution is low
-
fan performance is
weak
+
-
density of packed
components is high
+
-PC housing is
compact
+
PC is quiet
+
Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.
Figure 10: Levels of Cause in the RCA+ Method
Source: According to Souchkov (2005)
19. Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.
Figure 11: 9-Fields Map
Source: Gadd (2011)
20. observation
dimensions
Explanation
SPACE
Describe in detail the premises or outdoor area in which the
customer is staying.
ACTORS
Write down the names and the relevant information about the
persons observed.
ACTIVITIES Summarize the activities performed by the persons.
OBJECTS
Write down the objects that the persons use or find in the situation
(furniture, PC, special equipment, etc.).
ACTS Emphasize special individual actions of the customers.
EVENTS
Describe the events or situations in which the customers find
themselves (meetings, small talk, customer talks, etc.).
TIME
Make a note of the order in which the individual activities/actions
take place.
GOALS
Describe which goals the customers want to pursue concretely
with their actions.
FEELINGS
In particular, write down the emotions of the customers in the
various contexts.
Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.
Table 8: Nine dimensions of descriptive observation
Source: Spradley (1980)
21. Acronym observation dimensions Explanation
A ACTIVITIES
What happens? Which targeted activities do
the customers carry out to achieve something?
Which tasks do the customers perform? What
happens before/after?
E ENVIROMENTS
What does the environment look like/is the
atmosphere in which the customers act? What
is the character and function of the room?
I INTERACTIONS
Which interactions take place between which
people? Are these routine processes or does
each interaction take place differently? Are
there interfaces? How is the operation carried
out?
O OBJECTS
Which objects/devices are consciously or
unconsciously used or not used, changed,
moved etc.? Who uses these objects, in which
environment (see above)? How do these
objects relate to each other?
U USERS
Who and how are the persons (customers,
employees) and what behaviour, preferences,
values and needs do they have? What roles and
relationships do they have with each other?
Who influences them?
Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.
Table 9: AEIOU scheme of the Doblin-Group
Source: According to Martin/Hanington (2012): 10 and Lewrick et al. (2018): 21
22. Table 10: Interactions of observational aspects
A E I O U
A
E
I
O
U
Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.
23. What does he see?What does he hear?
What does he feel and think?
what does he say and do?
Pain? Gain?
Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.Figure 12: Empathy Map
re-use in:
Müller-Roterberg, Christian (2020):
Design Thinking for Dummies, John
Wiley & Sons, Hoboken/USA.
24. getting up have breakfast go to work
wake up wash up
go
by train
prepare
eat
at home
eat on
the way
on footput on
read on
the way
mental Spaces
activity or thoughts/feelings
feature or component of your own product/service
feature or component of external products/services
new touchpoint
Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.
Figure13:Mental-ModelDiagram
Source:AccordingtoYoung(2008)(withmodifications)
re-use in:
Müller-Roterberg, Christian
(2020): Design Thinking for
Dummies, John Wiley & Sons,
Hoboken/USA.
25. Get
information
about hotel
Book a
room
Check-in Dinner
Stay
overnight
Breakfast Check-
out
Report on
experiences
Consume After SalesDecideInform
Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.
Figure 14: Phases of the Customer Journey with an example of a hotel stay
re-use in:
Müller-Roterberg, Christian (2020):
Design Thinking for Dummies, John
Wiley & Sons, Hoboken/USA.
26. Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.Figure 15: Customer Journey in combination with the customer benefit matrix
re-use in:
Müller-Roterberg, Christian (2020):
Design Thinking for Dummies, John
Wiley & Sons, Hoboken/USA.
27. Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.Figure 16: Structure of a Service Blueprinting
28. Figure 17: Procedure for Service Blueprinting
Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.
29. C.M-R (age)
male, German, married,
has a son (age), family man, no pets,
Professor with a background in
business administration and technology,
is enthusiastic about innovations, is an
online and technology enthusiast,
formerly an active handball player,
wants to do more sport in the future,
prefers japanese and indian cuisine,
addicted to chocolate, etc.
Wishes
Is bothered by
…
….
Motto:
„Who says innovations are dangerous, should try it with routine: which is deadly.“
Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.Figure 18: Example for the use of the Persona method
re-use in:
Müller-Roterberg, Christian (2020):
Design Thinking for Dummies, John
Wiley & Sons, Hoboken/USA.
30. Checklist for identifying jobs
With which tasks do the customers want to achieve their goals?
Why do the customers want to do these tasks/activities?
In which situation/context do the customers want to have the tasks done?
Where are the customers when they want to complete the task/activities?
When should the task/activity be solved? What have the customers done before?
What will the customers do after the doing the job?
What are the framework conditions for the completion of the job with which the customer is
confronted? What limitations are there in doing the job?
Do the customers have the skills to solve the tasks themselves?
Have certain characteristics of the customer and his experience from the
past an influence on the perception of the job?
Which social, cultural or political influences effect the perception of the job?
How, by whom and with what are the customer's tasks/activities currently being performed?
With what else could the customer realize the task? What are the alternatives at the moment?
Alternatives can also be: Nothing to do, move, do something else
or partial solutions or indirect solutions.
What results (outcomes) do customers want to achieve with these tasks?
What progress do customers want to make in a particular situation?
Is the task/activity important for the customers? (see also below evaluating jobs)
Are there any differences between customers and non-customers with regard to the
tasks/activities?
Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.
Table 11: Job Identification
Source: According to Osterwalder et al. (2014) and Christensen et al. (2016)
31. Checklist for identifying customer problems
In what tasks/activities must the customer (physically, intellectually)
to make an effort? Which tasks/activities are inconvenient for the customer?
Which tasks/activities generate costs for the customer?
What tasks/activities does the customer have to wait for?
Which tasks/activities take (too) long?
For which tasks/activities are the customer responsible? Where occurs
frustration/nuisance/annoyance/problems? What tasks/activities feels the
customer as too complex?
Which tasks/activities does the customer perform inefficiently (with the current solutions)
or not ideal? What are the typical mistakes made by the customer when
does he or she carry out tasks/activities himself?
What are the biggest difficulties for the customer?
Which tasks/activities result in the customer not being 100% satisfied?
Does the customer understand how his tasks/activities are performed?
Does the customer hesitate to perform the tasks/activities himself or by others?
What risks are involved in fulfilling the tasks/activities from the customer's point of view?
Does the customer expect negative social or emotional disadvantages, if the
task/activity is not completed?
What barriers prevent the customer from obtaining external help or aids for his or her
tasks/activities procured? Does the effort (in the form of time or money) prevent the
customers to use external help or aids for their tasks/activities.
What are the barriers to the customer solving the task in a different way, such as
so far? How could these barriers be overcome?
Which tasks/activities are barriers for non-customers?
Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.
Table 12: Customer problems
Source: According to Osterwalder et al. (2014)
32. Checklist for the identification of costumer needs/wishes
Which tasks would the customer be happy about?
Does the customer expect a personal advantage from the task?
Does the completion of the task trigger emotional feelings in the customer? If so, which ones?
Does the customer expect social recognition from the completion of the task?
What cost savings would the customer make in carrying out his tasks/activities?
How much time would be saved in carrying out his tasks/activities?
What quality is expected or expected in the performance of his tasks/activities?
What would make the tasks/activities of the customer easier? Which service would
the customer wishes for his tasks/activities?
How does the customer assess the quality or deficiencies in the performance of his
tasks/activities?
When would the customer use help or aids for his tasks/activities? What
he expects (higher quality, lower costs/investments, convenience, lower risk)?
What does the customer want if problems arise during the completion of the task?
Which additional tasks would the customer be happy about?
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Table 13: Customer needs/wishes
Source: According to Osterwalder et al. (2014)
33. Checklist for Evaluation of jobs
Is the task important?
Can you quantify the customer's problems in the form of a unit of time and money?
Can customers see the benefits associated with doing the job? (In terms of time and costs)
How large (on a scale from unimportant to very important) is the need/desire?
Are there alternatives? How good (on a scale from bad to perfect) are they?
Is the customer willing to pay for the job? How much? Are there
many customers who have these problems or needs?
What does the context mean? (Situation, general conditions, environment)
What functional, social and emotional importance does the task have for the customer?
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Table 14: Checklist for Evaluation of jobs
34. Not only functional jobs have to be analysed, but also emotional (personal) and social
jobs have to be considered.
Jobs must never be seen detached from the specific situation.
One should never try to unite different customers with different tasks or in different
contexts in one customer segment.
The description of the tasks should not be too vague. The above-mentioned job
mapping gives hints on how to do this.
The above-mentioned format for job descriptions should be used consistently. The jobs
should be expressed as verbs describing a process rather than as adjectives or adverbs
describing a state.
The Jobs-to-be-done concept is relevant for all phases of the innovation process,
especially for innovation marketing in market introduction.
The jobs of customers change dynamically and are exposed to various external
influences. In this respect, the concept should be used regularly.
2
3
1
4
5
6
7
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Table 15: Tips for using the Jobs-to-be-done concept
35. Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.Figure 19: Cognitive Ladder of the means-end approach
re-use in:
Müller-Roterberg, Christian (2020):
Design Thinking for Dummies, John
Wiley & Sons, Hoboken/USA.
36. preparation incubation illumination/
ideation
verification
identify, analyze and
understand the
problem/opportunity
explore the state of art
develop partial
solutions
consciously moving
away from the
problem/opportunity
relax
defamiliarize
problem/situation
dealing with the
problem/situation again
develop an idea
spontaneously (flash of
inspiration/illumination)
or systematically
(ideation)
reflecting on ideas
and developing them
further
evaluate ideas
describing,
visualizing and
communicating ideas
overcome barriers
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Figure 20: The creative process
Source: According to Wallas (1926)
re-use in:
Müller-Roterberg, Christian
(2020): Design Thinking for
Dummies, John Wiley &
Sons, Hoboken/USA.
37. Intuitive Creative Techniques Systematic-analytical techniques
▪ Brainstorming ▪ Osborn Checklist (SCAMPER)
▪ Brainwriting ▪ Mind Mapping
▪ Random word technique ▪ Synectics
▪ Semantic Intuition/The perfect prefix ▪ Bionics
▪ Forced Relationship ▪ Morpholoical box/
Sequential morphologys / Attribute Listing
▪ Provocation technique ▪ HIT
▪ Walt-Disney method ▪ Lotus Blossom
▪ Six thinking hats ▪ TRIZ
▪ Delphi method ▪ SIT
Table 16: Creativity techniques
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38. Present the problem, discuss it and define the exact question.
Participants look at the ideas of the predecessor and write in
the second line again 3 ideas,
which are a supplement of the predecessor ideas and/or
a further development of the predecessor ideas and/or
completely new, other ideas.
Within 5 minutes, all participants enter 3 ideas in the top line of a
form (see figure below).
After 5 minutes the forms are passed on again.
As soon as the forms have circulated once in the round,
the method is finished.
Then exchange forms in turn.
1
2
3
4
5
Müller-Roterberg, Christian (2018):
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39. problem:
participants:
date:
A1
B1
C1
D1
E1
F1
A2
B2
C2
D2
E2
F2
A3
B3
C3
D3
E3
F3
1. Idea from
person A
2. Idea from
person A
3. Idea from
person A
Further development
of idea A1
New idea from
person B
New idea from
person B
New idea from
person C
Further development
of idea A2
Further development
of idea B3
...
...
...
...
...
...
...
...
...
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Figure 22: Template for Method 635 (Brainwriting)
re-use in:
Müller-Roterberg, Christian (2020):
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40. mixed dual hybrid functional smart personal convenience
retro emotional artificial 3D colored mood visual
guerrilla underground free easy self transparent invisible
perfect safe all-inclusive zero direct micro multi
mini nano pocket minimal low flexible foldable
soft light sustainable local urban eco slow
fair solar economical diverse second-
hand
healthy service-
oriented
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Table 17: List of Prefixes
Source: Vullings/Heleven (2017), S. 171ff. with own supplements
41. Step 3
Step 2
Step1
Start
The Dreamer
What if we
were Croesus?
What if we
were...?
The Critic
What could be
improved?
What are the
opportunities and risks?
What was overlooked?
How do I think about the
proposal?
The Realist
What needs to be done or
said?
What is needed for
implementation?
What do you feel about this
idea?
Which basics already exist?
Can the approach be
tested?
Müller-Roterberg, Christian (2018):
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43. Use differently:
▪ Can this idea, thing or matter also be used and applied differently?
▪ Are there other ways of using it?
▪ How and where can the idea also be used?
Adapt:
▪ What is similar to this idea, thing or matter?
▪ What parallels can be drawn? Are there parallels from the past?
▪ Do they refer to another idea or thing.
▪ Can the thing / idea be assigned to a class, a system or a structure?
▪ What could be imitated?
Change:
▪ What can be redesigned or changed? Color? Size?
Meaning? Odour? Shape? Sound? Movement? Material etc.?
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Table 19: Osborn-Checkliste (I)
44. Replace:
▪ What can be replaced by the idea/thing?
▪ Is there any other material, accessories, persons, parts, components, a different process, new
conditions, new positions?
▪ What or who can join them? Elements from other countries or times, from e.g. the Middle Ages?
Magnify:
▪ What can be enlarged or added? Duplicate, multiply, exaggerate, etc.? Frequency, strength, height,
length, value, distance, mission, duration?
▪ Can something be exaggerated, led to the extreme?
Reduce:
▪ Can something be reduced? Or can it be omitted?
▪ Smaller? Deeper? Shorter? Thinner? Lighter? Lighter? Split? As a miniature? More compact?
Convert:
▪ What can be exchanged or converted? Parts or passages of the item/idea?
Other structures? A new order? Replace cause and effect?
Transform:
▪ Can it be disguised?
▪ Perforated?
▪ Stretched?
▪ Hardened?
▪ Fluid?
▪ Upholstery?
▪ Make transparent?
▪ Make stiff?
▪ Extend?
Reverse:
▪ Backwards instead of forwards? Do the opposite? Mirroring? Negative instead of positive?
Slow instead of fast? Small instead of big? Role reversal? Above instead of below? Inside instead of
outside? Turn the thing / idea around.
▪ Is there an opposite possibility of use?
▪ What can be exchanged?
▪ Would a different order be possible?
▪ Can a new order, structure be created?
Combine:
▪ Can units, functions, parts, components, services or process steps be combined?
▪ Can intentions be combined? Mixing? Networking? Into a larger whole integrate? Fusion?
▪ Can products and services be linked together?
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Table 20: Osborn Checklist (II)
45. Müller-Roterberg, Christian (2018):
Handbook of Design Thinking,
Tips & Tools for how to design thinking,
Kindle Direct Publishing, Seatle/USA.
Figure 24: Mind Map on the topic of innovation culture
re-use in:
Müller-Roterberg, Christian (2020):
Design Thinking for Dummies, John
Wiley & Sons, Hoboken/USA.
46. Break down product/procedure/service/business model into its
components/functions/process steps
Combine different characteristic forms (solution variants)
of the individual components/functions/process steps
with each other.
Write the individual components/functions/process steps
in the first column.
The newly created products/procedures/services
or business models
with suitable criteria (see chapter 5.4).
For each component/function/process step,
search for different forms (solution variants) and
fill in the lines with them.
1
2
3
4
5
Müller-Roterberg, Christian (2018):
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Tips & Tools for how to design thinking,
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47. functions forms
wake up by ring the bell music voice message jiggle light temperature
change
stop the alarm
signal
pass through
photocell
on call switch weight
alleviation
weight load typical first
activity
reminder none phone rings other signal repeat
louder
hurt
waterjet
wake-up time
entry
dial
setting
keypad voice
entry
written
entry
search run
time entry clock face LCD / LED acoustic
message
mechanical
counter
alarm time
display
dial
setting
acoustic
message
LCD / LED
on demand
LCD / LED
permanent
printout hand-write
energy source manually vibration ray energy power supply battery
energy storage weight spring bimetal pressure
tank
magnetic
storage
none
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Table 21: Morphological box for an alarm clock
re-use in:
Müller-Roterberg, Christian (2020):
Design Thinking for Dummies, John
Wiley & Sons, Hoboken/USA.
48. B C
FG
H
A
D
E
A
2 3
67
8
1
4
5
B
2 3
67
8
1
4
5
C
2 3
67
8
1
4
5
H
2 3
67
8
1
4
5
D
2 3
67
8
1
4
5
G
2 3
67
8
1
4
5
F
2 3
67
8
1
4
5
E
2 3
67
8
1
4
5 Müller-Roterberg, Christian (2018):
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Tips & Tools for how to design thinking,
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Figure 26: Lottus Blossom
49. ∑ useful functions and benefits
∑ costs + ∑ harmful functions
ideality=
development
patent
manufacturing
maintenance costs
repair
disposal
garantee
marketing
quality, efficiency,
reliability, safety,
convenience, ease of
use, service
waste, exhaust fumes,
noise, weight, length,
short life,
uncomfortable
operation, complexity
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Figure 27: Ideality formula
50. Checklist ideality
▪ What does the ideal solution look like?
▪ What is the best way to achieve this?
▪ Where should the developments go in the next step in order to achieve the ideal?
▪ What would the solution be if there were no physical limits?
▪ What would the solution look like if time didn't matter?
▪ What would the solution look like if costs didn't matter?
▪ What would the solution look like if there were no legal regulations/standards/technical
standards?
▪ What are the useful/desired functions? Can these functions be maximized?
▪ What are the harmful and unwanted functions? (Environmental Harmfulness,
Costs and effort for the customer) Can the damage/expense be reduced?
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Table 22: Ideality
Source: Gadd (2011)
51. System description:
▪ How does the product/procedure/service work?
▪ What is the most important function/task of the product/procedure/service?
▪ What are the components / tasks / functions / process steps of the product / process / service?
List of available resources:
▪ What are the resources used for the product/procedure/service?
▪ What resources are still (freely) available in the environment?
Description of the problem:
▪ What is the problem with the product/procedure/service? What does not occur as
problem?
▪ When and where does the problem occur? When does the problem not occur? Where is there no
problem (although it might occur)?
▪ What is the extent of the problem? How strong is not the extent of the problem?
▪ What requirements are currently not met?
▪ What harmful, adverse effects does the product/process/service have?
Where is time, cost, material and/or energy wasted?
History of the Problem:
▪ How and when did the problem first occur?
▪ Was there a triggering event when it occurred?
▪ Is the situation before the problem recoverable?
▪ Why have the previous attempts at a solution failed?
▪ Where are there products/procedures/services that have a similar problem?
Have there already been successful solutions for other products/procedures/services?
Solution attempts? If so, can these be transferred? If not, why not?
Cause of the problem:
▪ What are the causes of the problem? Which causes can be excluded?
▪ What are the conflicting requirements for the product/procedure/service?
is there? Which conflicts need to be solved?
▪ What do you not know about the problem, but would like to know?
▪ Which of the assumptions made could be questioned?
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Table 23: Innovation checklist (I)
Source: Gadd (2011)
52. Improvement of the system:
▪ What could be improved?
▪ In which direction could it be improved?
▪ What is the actual state, what would be the target state of the product/procedure/ service?
▪ What does the ideal solution look like? What prevents this ideal solution from being achieved?
System environment:
▪ What could be changed in the environment to solve a problem?
▪ Which technical, economic, ecological, political, societal factors could be changed?
▪ Which limits or limit values must the problem solution not exceed?
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Table 24: Innovation Checklist (II)
Source: Gadd (2011)
53. Identification of resources that are already used for the
product/procedure/service or that occur in its environment.
Search for waste products, exhaust gases and
other emissions that can be used
Analysis of the properties and behavior of these resources
Introduction of new resources or combination of resources
from the environment
Identification of easily available, low-cost resources in the
product/process/service environment
1
2
3
4
5
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Figure 28: Procedure for Resource Analysis
54. General:
▪ Which resources are already used in the product or process? Which resources are in the immediate
vicinity?
▪ Which problem can be solved by using which resources and how?
▪ Can this resource be used to solve a problem?
▪ How can I use the resource's property to solve a problem?
▪ What resources are still (freely) available in the environment?
▪ How can I use the behavior of the resource to solve a problem?
▪ Can harmful effects be reduced by using the resource? Can useful effects be increased by using the
resource?
▪ Can this resource be used to solve problems?
▪ Where can the resources be obtained from?
▪ When are the necessary resources available?
History of the problem:
▪ How and when did the problem first occur? Was there the problem always has?
▪ Was there a triggering event when it occurred?
▪ Is the situation before the problem recoverable?
▪ Why have the previous attempts at a solution failed?
▪ Where are there products/procedures/services that have a similar problem?
Have there already been successful solutions for other products/procedures/services?
Solution attempts? If so, can these be transferred? If not, why not?
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Table 25: Resource checklist (I)
Source: Gadd (2011)
55. Cause of problem:
▪ What are the causes of the problem? Which causes can be excluded?
▪ What are the conflicting requirements for the product/procedure/service? Which conflicts need to
be solved?
▪ What do you not know about the problem, but would like to know?
▪ Which of the assumptions made could be questioned?
Material resources:
▪ Combine all or part of material resources with an empty space in the product.
▪ Modify existing material resources by combining them with other material resources.
▪ Identify change processes in the material resources and prevent, reduce or eliminate them or
reinforce them.
Field resources
▪ Can field-shaped resources be used in the product/process or in the environment?
▪ Can field-shaped resources be combined in the product/process or in the environment with
material resources?
▪ Identify change processes in material resources and prevent, reduce or eliminate material resources
or reinforce them.
Spatial resources
▪ Can the spatial resources be used at different levels?
▪ Can the spatial resources be used in different directions?
▪ Can the spatial resources be used with or in empty spaces?
▪ Can different pages be used externally or internally by the spatial resources?
will be?
▪ Can the spatial resources be nested into each other?
Time resources:
▪ Is it possible to gain, extend, shorten or postpone periods of time before, while
and/or after the use of a product/procedure/service?
▪ Can different tasks/functions/process steps be performed simultaneously or overlapping?
▪ Can breaks, empty/waiting times be shortened or used for other purposes?
▪ Does it make sense not to use the product/procedure/service continuously but only in
to use intervals?
▪ Should the use of the product/procedure/service be divided into different intervals? Müller-Roterberg, Christian (2018):
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Table 26: Resource checklist (II)
Source: Gadd (2011)
56. Information resources::
▪ Is there any information/data that may be required for the use of a product/procedure/
services are generated that have not yet been used?
▪ When does information/data arise during the use of products/procedures/services?
▪ What information/data is generated about the state/properties of material or field resources and
how could they still be used?
▪ What information/data is collected about spatial or temporal resourcesand how could it be used?
▪ What changes/losses/interruptions are there in the flow of information/data?
before/during/after use?
Functional resources:
▪ Which useful main and secondary functions/tasks/process steps are available for the
product/procedure or service?
▪ How can the main functions/tasks/process steps be improved/strengthened/
be extended?
▪ Can the secondary functions/tasks/process steps be dispensed with or reduced?
▪ What harmful functions/process steps are created when using the
Products/procedures/services and how can they be eliminated or reduced?
▪ Should the main functions/tasks/process steps before, during, and after the auxiliary
functions/tasks/process steps be be spatially or temporally separated after use?
▪ Can functions from the environment be used?
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Table 27: Resourcen list (III)
Source: Gadd (2011)
57. 1. Principle of Decomposition and Segmentation
Disassembly/segmentation of the product/service/method into independent
components/functions/tasks/process steps that are completely separate or still
interconnected.
Disassembly/segmentation so that it is easy to reassemble.
Increase the number of individual components/functions in a product or the number of
tasks/process steps in a service or process.
2. Principle of Separation
Separate disruptive, undesirable components/functions / tasks / process steps from a
product / service.
Separate the only necessary components/functions/tasks/process steps from a
product/service/procedure and only use them.
3. Principle of Local Optimization
Optimally and individually adapt the product/service/process in its properties to the local
conditions – either by increasing a positive effect or by avoiding/reducing a negative effect.
Change an otherwise homogeneous product/service/process so that individual
components/functions/tasks/process steps are optimally adapted to the local conditions.
If the local situation requires a different function/task, divide/segment the
product/service/procedure into different tasks/functions.
4. Principle of Asymmetry
Replace a symmetrical shape/property of a product with an asymmetrical shape/property.
Change the shape to fit asymmetries in the environment.
Increase the degree of asymmetry of a product.
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Table 28: Innovation principles (1-4)
58. 5. Principle of Combination
Combine identical or similar components/functions/tasks/process steps of a
product/service/procedure.
Combine identical or similar components/functions/tasks/process steps of a
product/service/procedure.
Group identical or similar components/functions/tasks/process steps of a
product/service/procedure together.
6. Principle of Multifunctionality
Combine different components/functions/tasks/processes of a product/service/procedure
so that it can be used multifunctionally.
Use different standardized components together.
Eliminate unnecessary functions/tasks.
7. Principle of Integration
Nest products/services (Matryoshka principle): one component is inside another, which is
also inside another.
Increase the number of nested components/tasks/functions/process steps.
Use the cavity (or component) of a product.
Integrate a new task/process step within another existing task/process step.
Make tasks/functions/process steps appear in time only as long as they are needed.
8. Principle of Weight Compensation
Compensate the weight/force/energy by coupling or interacting with another object.
If a weight/force interferes with a useful function, compensate it with an opposite
weight/force.
If the weight causes problems, use aerodynamic or hydrodynamic or magnetic forces to
compensate.
9. Principle of Early Counter-Action
Load or claim the product or a component in the opposite direction to an undesirable or
permissible effect prior to use.
If the product is exposed to a harmful effect during use, expose it to the opposite effect prior
to use.
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Table 28: Innovation principles (5-9)
59. 10. Principle of Early Action
Perform the action –- partially or completely – before the actual use.
Position the product so that it can start from the most appropriate location without wasting
time.
If the product is subject to harmful environmental effects during use, change the conditions
of use so that these harmful effects are eliminated/minimized.
If the product is to be changed during use and this is difficult to do, make these changes – if
necessary at a different location – before use.
11. Principle of Prevention
Provide resources or measures to prevent or mitigate damage before using/using a
product/procedure/service.
Compensate for poor reliability by taking counter-measures beforehand.
Create conditions in advance that do not appear/reduce/prevent the damage.
12. Principle of Constant Potential
Use products/processes without changing the energy potential – e.g. no lifting or lowering of
the product is necessary.
Reduce the need for movement by changing the environment.
Integrate a new component / function / task / process step that reduces or eliminates the
need for movement.
Eliminate components/functions/process steps that require motion or replace them.
13. Principle of Inversion
Perform the opposite function/task/process step to achieve a positive effect.
The product/component/process step must be reversed or reversed.
Make moving parts immobile or moving parts immobile.
Exchange components/tasks/functions/process with their opposite.
14. Principle of Bending
Use bended, spherical contours instead of straight surfaces.
Use rollers, balls or spirals.
Use rotating/rotating motions/flows instead of linear motion.
Go from linear movements to rotary movements. Use centrifugal force.
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Table 28: Innovation principles (10-14)
60. 15. Principle of Dynamisation
Make an immovable part movable, adjustable or interchangeable.
Dismantle the product/service/process into its components/functions/tasks/process steps
that can be flexibly rearranged.
Dynamically change the product/service/process or its environment so that it is optimally
adapted to its conditions.
If the product is movable/the service/process is already dynamically changeable, increase the
degree of movement/changeability.
16. Principle of Partial or Exaggerated Solution
If it is difficult to achieve 100% of a function, use a little less or a little more to achieve the
goal.
If an exact amount of material is difficult to use, use more material and eliminate the excess.
If an exact amount of energy is difficult to achieve, use more energy and compensate for the
surpluses for other functions.
17. Principle of the Higher Dimension
Move/place a product on a surface or in space instead of on a line.
Move/place a product in several layers instead of in one layer, multi-layer instead of single-
layer, multi-layer instead of single-layer.
Place the product tilted or inclined, use another side.
Use light/projections that fall onto the surroundings/sides of the product.
18. Principle of Vibrations
The product or its components must be made to vibrate or, if it is already vibrating, its
frequency or amplitude must be changed. Use ultrasound.
Use the natural frequency.
Use piezoelectric vibrations instead of mechanical vibrations. Connect ultrasonic vibrations to
electromagnetic fields.
19. Principle of the Periodic Function
The continuous use of the product/service/system shall be replaced by a periodical use.
If the use is already periodic, increase the frequency of this periodic use.
Pauses between the periods of use of a product/service/system shall be used elsewhere (e.g.
by performing other – additional – functions/tasks/process steps in these pauses).
The periodicity of the function must be coordinated with the natural frequency of the
product: either this should match or not match.
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Kindle Direct Publishing, Seatle/USA.
Table 28: Innovation principles (15-19)
61. 20. Principle of Continuity
Perform the function/task/process steps continuously.
Avoid interruptions, waiting times, or idling.
Fill interruptions, wait times or idle times with other (useful) functions/tasks/process steps.
Replace linear with rotating motion.
21. Principle of Speed
Perform unwanted, harmful or dangerous functions/tasks/process steps very quickly.
Increase the speed of execution of functions/tasks/process steps abruptly step by step in
multiple steps.
22. Principle of Conversion from harmful to useful
Use harmful or negative factors to achieve beneficial effects.
Combine harmful factors or superimpose several harmful factors to achieve something
positive.
Increase the harmful factor until it stops being harmful.
Increase acceptance of harmful factors.
23. Principle of Feedback
Implement feedback to improve a process.
If feedback is already included, increase/modify or reverse it.
Use feedback to directly reduce or compensate for negative effects.
Automate feedback.
24. Principle of the Intermediary
Use a temporary component of a product/procedure/service that transmits (or performs
itself) effects as an intermediary.
The temporary component of a product/procedure/service should be easy to remove when
no longer needed.
Check whether existing resources or components of a product/process/service can be used
as intermediaries.
25. Principle of Self-Supply and Self-Service
The product/service/procedure is self-sufficient and carries out auxiliary, coordination and
repair work itself.
Use waste or loss energy.
Use the (freely) available resources from the environment for self-sufficiency/servicing. Müller-Roterberg, Christian (2018):
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Table 28: Innovation principles (20-25)
62. 26. Principle of Copy
Use a cheap, simple copy instead of a complex, expensive, fragile or poorly manageable
component of a product/procedure/service.
Replace a component of a product/procedure/service with an optical or virtual copy. If
necessary, enlarge or reduce the copy.
Use a simplified model instead of an expensive, complex product/process/service.
27. Principle of Short-Term Durability
Replace an expensive, complex product/process/service with simple, cheap
products/process/services that dispense with expensive, costly quality features.
Use disposable products.
Replace an expensive long-life or durable product/process/service with one or more short-
term products/process/services.
Use environmental resources or waste products to produce a short-lived product.
29. Principle of the Replacement of solid, rigid Media
Replace solid, heavy parts with gaseous or liquid parts. Use water or air.
Use negative pressure or vacuum.
30. Principle of Use of flexible Sleeves and Films
Use flexible/flexible sleeves, foils or membranes.
Isolate a component of a product or process step in a process by using sheaths, films or
membranes.
Use sheaths, films or membranes as coatings to perform functions. Use piezoelectric films.
31. Principle of Use of Porous materials
Use porous materials.
If a product is already porous, then fill the pores with a beneficial substance (solid, liquid or
gas) / useful function.
Use capillary forces in the pores.
28. Principle of Substitution of Mechanical Processes
Replace mechanical processes/mechanisms with optical, acoustic, magnetic, electromagnetic,
electrical, thermal, chemical or odor-based processes.
Replace immobile by mobile, constant by variable, and unstructured by structured fields.
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Table 28: Innovation principles (26-31)
63. 32. Principle of Color Change
Change the color of the product or its components.
Change the degree of transparency of components/products relative to other components or
their environment.
Use colored, self-illuminating or fluorescent additives to improve detection or visualize
changes in products/processes.
33. Principle of Homogeneity
Use the same(-like) material(s) in the manufacture of products.
Use materials/materials that are similar to their environment.
34. Principle of Discarding and Regenerating
If components/functions/tasks/process steps in products/procedures/services are only
required temporarily, introduce them only during use and/or remove them after use.
Used parts are regenerated immediately.
If a used part causes a harmful effect, remove or modify it immediately.
35. Principle of Change in physical/chemical Properties
Change the aggregate state of substances/materials.
Change the concentration of substances/materials.
Change the density of substances/materials.
Change the volume of substances/materials.
Change the temperature of substances/materials.
Change the pH of substances/materials.
Change the degree of flexibility/elasticity of fabrics/materials.
Change the pressure.
Change the outer medium or adjacent objects.
Change other properties / parameters.
Use physical or chemical effects.
36. Principle of Phase Transitions
Take advantage of the effects during the phase transition of a substance: Volume/form
change, heat development or absorption.
Take advantage of the phase transitions of the second kind: Shape memory in metals and
plastics, demagnetization of ferromagnetic materials after heating above the Curie
temperature, etc.
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Table 28: Innovation principles (32-36)
64. 37. Principle of Thermal Expansion
Take advantage of thermal expansion or contraction (change in length or volume) of
materials.
Use materials with different coefficients of thermal expansion.
38. Principle of Media Responsiveness
Use oxygen enriched air.
Use strong oxidizing agents.
Use or increase ozone.
Create an environment enriched with certain substances.
39. Principle of Use of chemically inert Media
Use inert media/gases.
Use inert coatings.
Use a vacuum environment.
Introduce a neutral substance or additive.
Isolate the product/process from the environment.
Use foam.
40. Principle of composite Materials
Use composite materials.
Use composite structures in the form of layered structures, fiber composites, granules, cell
structures, etc.
Use materials with different aggregate states.
Create products/services whose components/functions/tasks/process steps have different or
opposite characteristics. Müller-Roterberg, Christian (2018):
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Table 28: Innovation principles (37-40)
65. function/process step A -
function/process step B
0
(no dependency
possible)
-
function/process step C
1
(dependency
possible)
0
function/process step D 1 1 -
external factor 1 0 1 0 -
external factor 2 1 1 1 - -0
external
factor
2
-
0
1
external
factor
1
variable variable
function/process
step
A
function/process
step
B
function/process
step
C
function/process
step
D
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Table 29: Identification of new dependencies
Source: According to Boyd/Goldenberg (2013)
66. Müller-Roterberg, Christian (2018):
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Figure 29: Procedure for the SIT Method
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Table 30: Evaluation techniques for Design Thinking
69. Pluses
What do you like about the idea?
What is unique/good about the idea?
- Keyword A
- Keyword B
- Stichwort C
- …
Potentials
What possibilities/opportunities do you see in
the future with the idea? What are possible
future gains from the idea?
- Keyword A
- Keyword B
- Keyword C
- …
Concerns
What concerns do you associate with the idea?
- Keyword A
- Keyword B
- Keyword C
- …
Overcome Concerns
How could these concerns be overcome?
- Keyword A
- Keyword B
- Keyword C
- …
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Figure 31: PPCO scheme
Source: According to Puccio et al. (2011)
re-use in:
Müller-Roterberg, Christian
(2020): Design Thinking for
Dummies, John Wiley &
Sons, Hoboken/USA.
70. S
Strenghts
What are the strengths of the idea?
What are the advantages of the idea?
What distinguishes the idea?
What are the differentiating features from existing
ideas (unique selling proposition)?
How does the idea benefit the customers?
W
Weaknesses
What are the weaknesses of the idea?
What are the disadvantages of the idea?
Is the idea difficult to explain?
Are there skeptics of the idea? Why?
What are the remaining barriers?
What is still missing?
O
Opportunities
What opportunities does the idea offer in the future?
What else can the idea be used for?
Are there social or ecological advantages to the idea?
What extensions does the idea offer?
What opportunities for improvement are there?
T
Threats
What risks does the idea entail?
Where are the dangers still lurking?
What else do we have to expect from the idea?
Is the idea just a fad?
What barriers need to be taken into account when
implementing the idea?
How would competitors react?
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Figure 32: SWOT analysis for ideas
re-use in:
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(2020): Design Thinking for
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Hoboken/USA.
71. 1 = better than
0 = equivalent
-1 = worse than
results logically from the information in the
white fields
idea 1 idea 2 idea 3 idea 4 idea 5 sum rank
idea 1 -1 0 0 -1 -2 4.
idea 2 1 1 -1 1 2 2.
idea 3 0 -1 -1 -1 -3 5.
idea 4 0 1 1 1 3 1.
idea 5 1 -1 1 -1 0 3.
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Figure 33: Preference matrix (pair comparison matrix)
72. Weighting
factors
evaluation
partialvalue
evaluation
partialvalue
evaluation
partialvalue
Strategic importance
and fit
0,2 5 1 2 0,4 5 1
Product attractiveness
and competitiveness
0,25 4 1 4 1 4 1
Market attractiveness 0,15 4 0,6 3 0,45 3 0,45
Feasibility 0,2 3 0,6 2 0,4 3 0,6
Synergy effects 0,05 4 0,2 4 0,2 3 0,15
Return vs. risks 0,15 4 0,6 3 0,45 3 0,45
4 2,9 3,65
idea 1 idea 2 idea 3evaluationcriteria
total value
Ranking: 1. 3. 2.
valuation
from 0 - 6
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Table 31: Evaluation matrix of the scoring model
re-use in:
Müller-Roterberg, Christian (2020):
Design Thinking for Dummies, John
Wiley & Sons, Hoboken/USA.
74. IF
Statement
THEN
measuring
criterion
(How can the
statement be
verified?)
The customers ("early evangelists") can be characterized by
A)________________________, B)________________________,
C) ________________________ etc. (your assumptions)
Customers are influenced at X (e.g. purchase decision, product usage) by
_____________ (your assumptions)
The influence is shown by the fact that _______________ (your
assumptions).
The customer uses the product/service X _________ hours per day (your
assumptions).
operating time
The customer is online _________ hours per day (your assumption). online time
The customer is _________ hours a day (your assumption) in location X.
The customer uses the device X ____________ (your assumption) per week.
The customer visits __________ (your assumption) place Y per week.
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Table 32: Hypothesis list customers
re-use in:
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75. IF
Statement
THEN
measuring criterion
(How can the statement
be verified?))
The customers are the most bothered / annoyed / frustrated by
A)________________________, B)________________________,
C) ________________________ etc. (your assumptions).
Frequency of mentioning
in interviews
The customer has the following problem _____________ (your
assumption).
Frequency of mentioning
The customer must overcome the following restrictions/obstacles when
selecting / using X __________________________________________
(your assumption).
Frequency of mentioning
The problem causes ____________ at the customer (cost and/or time
expenditure; administrative/organizational expenditure)
(your assumptions).
Indication of cost/time
expenditure or
organisational
expenditure
The problem occurs ______________ per week for the customer. Frequency
The customer is currently investing _______________ minutes/hours
(your assumption) to solve the problem.
average time expenditure
The customer is currently using ______________ (alternative) to solve
the problem.
Frequency of mentioning
The reason why the own and alternative solution are unsatisfactory for
the customer is _________________ (your assumption).
Frequency of mentioning
From the customer's point of view, the cause of the problem is _______
(your assumption).
Frequency of mentioning
The customer does not perceive the problem because___________ (your
assumption).
Frequency of mentioning
The customer is most enthusiastic/motivated
forA)________________________, B)________________________,
C) ________________________ etc. (your assumptions).
Frequency of mentioning
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Table 33: Hypothesis list Customer problem/need
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76. Problem/need Current solution Planned offer
1. problem/need A
2. problem/need B
3. problem/need C
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Table 34: Comparison of current solution with planned offer
77. IF
Statement
THEN
measuring criterion
(How can the statement be
verified?)
The following features/functions/offer elements are what customers
like best (or worst) among competitors __________________.
Frequency of mentioning in
interviews
From the customer's point of view, the new
feature/property/function/offer element is better than the current
possibilities (possibly competitor products/services) for the following
reasons _____________________ (your assumptions).
Frequency of mentioning in
interviews
The satisfaction/enthusiasm for the new
feature/property/function/offer element in our business idea is
reflected in _________________ (feedback/activity of the customer)
(your assumptions).
Criterion depends on selected
MVP (see below)
The new characteristic/feature/function/offer element enables
customers to do the following
_____________________ (your assumptions).
Observation or frequency of
mentioning in interviews
The new characteristic/feature/function/offer element changes the
following for the customer _____________________ (your
assumptions).
Observation or frequency of
mentioning in interviews
The new characteristic/feature/function/offer element allows
customers to save time and/or money by __________ (hours/US$).
Money or time amount
(US$/h)
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Table 35: Hypothesis list for product/service offer
re-use in:
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78. Müller-Roterberg, Christian (2018):
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Figure 35: Calculation of the Net Promoter Score
Source: According to Furr/Dyer (2014), p. 133
79. 0
1
2
3
4
5
6
1.00 2.00 3.00 4.00
dimensionA
dimension B
idea 1
idea 2
idea 3
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Table 36: Visualization type: Line Chart
80. 0 2 4 6
2019
2020
comparison
own idea alternative
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Table 36: Visualization type: Bar Chart
81. sales
1st quarter
2nd quarter
35%
65%
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Table 36: Visualization type: Pie Chart
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Table 36: Visualization type: Venn Diagram
83. 0
5
10
15
20
25
30
35
function
design
ease of usecost
time saving
own product alternative
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Table 36: Visualization type: Radar Chart/
Spiderweb Diagram (polar coordinate diagram)
84. well-known
customer group
existing product/service
completely new
customer group
new product/service
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Table 36: Visualization type: 2x2 matrix
85. 0 2 4 6
100
0
probability of occurrence
impact Müller-Roterberg, Christian (2018):
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Table 36: Visualization type: Matrix
86. Müller-Roterberg, Christian (2018):
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Table 36: Visualization type: Mind Mapping
re-use in:
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Christian (2020):
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Dummies, John Wiley
& Sons,
Hoboken/USA.
88. idea 1 idea 4
idea 7
idea 2 idea 5
idea 9 idea 10
idea 3 idea 8
cluster A cluster B
cluster C
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Table 36: Visualization type: Affinity Diagram
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Table 36: Visualization type: Force Field Analysis
90. brand values
fully accurate neutral
brand values
fully accurate
authentic artificial
traditional modern
young old
warmly cold
exciting homely
expensive cheap
sociably alone
clear cluttered
innovative standard
classy ordinary
harmonious unbalanced
… …
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Table 36: Visualization type: Semantic Differential
91. Müller-Roterberg, Christian (2018):
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re-use in:
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94. Müller-Roterberg, Christian (2018):
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Table 38: Template for an interview protocol for hypothesis testing
Source: According to Alvarez (2014) and with the addition of Pauck/Owens (2013)
95. name of the idea No.
contact person date:
"Desirability"/ "Utility"
very high
c
high
c
mid
c
low
c
very low
c
"Feasibility"
very high
c
high
c
mid
c
low
c
very low
c
"Business Viability"
very high
c
high
c
mid
c
low
c
very low
c
"Sustainability/Scalability"
very high
c
high
c
mid
c
low
c
very low
c
"Strategically"
very high
c
high
c
mid
c
low
c
very low
c
overall rating
very high
c
high
c
mid
c
low
c
very low
c
cost expenditure
time expenditure
milestones
until when?
remarks
attachments
Ideas Profile
brief description of the idea
time estimation up to the market launch or
up to a certain development step
Describe briefly (3-4 paragraphs) the core concept of the idea.
target group
Describe briefly the target group on the basis of characteristic features, in the appendix you can
attach the results of the persona technique.
customer benefits
Briefly describe the customer benefit, use the jobs-to-be-done scheme.
opportunities
Describe briefly the chances of the idea for the company.
Use the SWOT analysis for this.
risks
Briefly describe the risks.
short evaluation of the idea
rough cost estimate
milestones When?
implementation plan
What? Who?
decision
go
c
on hold
c
stop
c
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Table 39: Ideas Profile
Source: According to Hartschen/Scherer/Brügger (2009), S. 65ff.
96. Checklist for planning a customer survey
Objective planning: What is the objective of the survey? The objective should be clear and
realistic. What is to be investigated (contents of the customer surveys such as benefit characteristic,
certain services around the business idea, price)?
Current situation: What information about the customer is available so far?
(if necessary, key figures such as number of buyers, repurchase rates, number of
returns/complaints etc.)? Which information is still missing?
Target group: Which and how many target persons must be responsible for missing information?
Customers (new customers, regular customers, lost/abducted customers, non
customers) users, purchase decision makers (B2B segment)?
Selection of methods: How do I survey/which method do I use? In writing,
electronically (online/by mail), by telephone? Take their advantages and disadvantages into account.
Content of the survey: Which questions arise from the objectives or from the missing
information? Which questions create a gain in knowledge? Which questions could
improve the business idea? Which questions could provide impetus
for more ideas? From which questions could concrete measures be derived?
Which mandatory information is required for the evaluation?
Data collection and analysis methods: Which questions should I ask with closed or
open questions? How can the questions be quantified? Which evaluation scale is appropriate?
Conduct of the survey: design of the cover letter, layout of the questionnaire; which
Software tool for creation and evaluation should be used? How many people will
finally questioned? How is the evaluation carried out?
Guidelines: Which internal company and legal guidelines (e.g. data protection,
corporate identity) must be taken into account during implementation?
Survey effort: What is the effort for implementation and evaluation?
Follow-up: By whom, when and how should be followed up, in order to
to increase the response rate?
Communication of results: How and to whom should the results be communicated?
Should results be published? If so, how and in what form?
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Table 40: Checklist for written customer surveys
97. customer satisfied
customer not satisfied
satisfiers
requirement
satisfied
requirement
not satisfied
delighters
basics
indifferent
zone
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Figure 38: Kano model
98. Identification of customer requirements
Analysis of the survey and interpretation
preparation of a questionnaire
conduct of the survey
1
2
3
4
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Figure 39: Procedure of the Kano model
99. Müller-Roterberg, Christian (2018):
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Figure 40: Questionnaire for a customer satisfaction measurement according to Kano
100. Müller-Roterberg, Christian (2018):
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Table 41: Evaluation scheme according to Kano
101. M D L I R ? sum
overall
category
feature A 0 0 0 9 13 3 25 I
feature B 10 3 2 9 0 1 25 M/I
feature C
feature D
…
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Table 42: Table of results
102. POSITIVE NEGATIVE
quality
advanced state oft he art old out of fashion
clear/explicit comprehensive vague incomprehensible
novel/new creative known
effective efficient ineffective inefficient
innovative disruptive of high quality disruptive of inferior quality
useful valuable wasteful worthless
storable clean fragile
meaningful
essential
extraordinary meaningless ordinary
relevant high-performance irrelevant underperforming
secure solid insecure unstable
reliable professional unreliable /
prone to interference
unprofessional
integrated/holistic technically
sophisticated
punctual helpful too technical
maintenace-free (low maintenance effort) maintenance-intensive
challenging satisfying unambitious unsatisfying
ease of use
accessible available inaccessible lacking
business-like distracting
comfortable flexible adaptable uncomfortable inflexible
structured
expectable
predictable unstructured
confusing
unpredictable
logically coherent consistent illogically
incoherent
inconsistent
easy to use easy to operate complex
difficult
difficult to use
compatible helpful incomprehensible
hands-on controllable interfering uncontrollable
easily applicable exhausting
easily responsive intuitive rigid
easy to handle direct/uncomplicated erratic
ergonomical easily reachable unergonomical
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Table 43: Desirability Toolkit (I)
Source: According to Benedek/Miner (2010)
103. social/emotional
attractive collaborative annoying boring
fascinating friendly unattractive frustrating
amusing vivid humorless/too serious monotonous
thrilling entertaining sterile stressful
inspiring irresistibly
impressive
outdated
convincing motivating doubtful discouraging
stimulating trustworthy dull questionable
personal exciting impersonal
familiar inspirational intimidating busy
inviting optimistic undesirable pessimistic
supporting preferable patronizing arrogant
calm / relaxed / mild overwhelming roh/ungebildet
unconventional unconventional
time
time-saving fast slow time-consuming
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Table 43: Desirability Toolkit (II)
Source: According to Benedek/Miner (2010)
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105. REFERENCES
Alvarez, Cindy (2014): Lean Customer Development: Building Products Your Customers Will Buy, O`Reilly, Sebastopol/USA.
Andler, Nicolai (2016): Tools for Project Management, Workshops and Consulting: A Must-Have Compendium of Essential Tools and Techniques, 3rd edition, Publicis Publishing,
Erlangen/Germany.
Benedek, Joey / Miner, Trish (2010): Measuring desirability: New methods for evaluating desirability in a usability lab setting, in: Proceedings of Usability Professionals Association 2002
Conference, Orlando/USA.
Boyd, Drew / Goldenberg, Jacob (2013): Inside the Box: A Proven System of Creativity for Breakthrough Results, Simon & Schuster, New York/USA.
Brügger, Chris / Hartschen, Michael / Scherer, Jiri (2017): simplicity: Starke Strategien für einfache Produkte, Dienstleistungen und Prozesse, 2nd edition, Gabal-Verlag, Offenbach.
Christensen, Clayton M. / Hall, Taddy / Dillo, Karen / Duncan, David S. (2016): Competing against luck, HarperBusiness, New York/USA.
Design Council UK (2005): The Design Process, https://www.designcouncil.org.uk/news-opinion/design-process-what-double-diamond, Zugriffsdatum: 11.06.2018.
Furr, Nathan / Dyer, Jeff (2014): The Innovator's Method: Bringing the Lean Start-up into Your Organization, Harvard Business Review Press, Boston/USA.
Gadd, Karen (2011): TRIZ for Engineers: Enabling Inventive Problem Solving, John Wiley & Son, Chichester/UK.
Gray, Dave / Brown, Sunni / Macanufo, James (2010): Gamestorming: A Playbook for Innovators, Rulebreakers, and Changemakers, O`Reilly Media, Sebastopol/USA.
Lewrick, Michael / Link, Patrick / Leifer, Larry (2018): The Design Thinking Playbook: Mindful Digital Transformation of Teams, Products, Services, Businesses and Ecosystems, John
Wiley & Sons, Hoboken/USA.
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