Get an inside look at one of BMGI\'s recent Innovation & Design Classes.

1. Flipcharts and Photos from:
Innovation and Design Class
Amsterdam
23-27 May 2011
Dr. Anthony Shingleton & Dr. Michael Ohler
Principals, BMGI Europe
The following slides present a selection of the tools discussed and outcomes achieved during the course.
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2. Participant Comments and Feedback
“The BMGI innovation training
course was exactly what I was
looking for to re-energize our
business excellence effort.
I will certainly recommend the
course to whoever wishes to have a
practical and fun dive into
innovation tools and techniques.”
Fabrice Gribon, Head of Process
Excellence, Sanofi-Pasteur, France
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3. Participants’ expectations and
initial understanding of innovation
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4. Brainstorming: « improve versus innovate » and
« your ideas for uses of paper-clips »
Notice: we collected these ideas in two minutes.
We saw (right) that the KAI-scores in this class were quite similar and above the population average of
96. However, the range of scores in the class does not explain the range of the number of ideas for how
4 to use a paper clip. The two are commonly believed to be correlated.
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5. The Key Innovation Concepts: Job-to-be-done and
Outcome Expectations (Higher & Lower Level Jobs)
We later saw (right) that brainstorming for lower level jobs often delivers outcome expectations. Looking
at the grammar of a job-to-be-done statement (JTBD, left), we also realized that outcome expectations
5 are a special case of JTBD.
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6. Understanding Innovation Opportunity
Finding Innovation Opportunities
Opportunities for innovation can be found by asking (potential)
customers, For example : the JTBD is “manage my investment
portfolio” and the outcome expectation is “maximize the transparency
of the individual investments’ performance”. Questions for innovation
opportunity could be:
- “How important is it for you to have transparency on your
investments’ performance?”
- “How satisfied are you with your current ability to have transparency
on your investments’ performance?”
Participant learning points
We understood that:
a) This graph should not be split in quadrants (rather see the dashed
lines)
b) Depending on importance/satisfaction, one or the other of the four
growth quadrants typically leads to successful innovations.
We have practiced the concept by classifying outcome expectations of
innovation opportunities we have found in the training room.
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7. Making sense out of different examples of innovation
– and general principle behind solution finding
Companies can innovate in four growth quadrants. However certain types of innovation appear to be
more a general approach to doing business.
Innovations can often be classified in categories (top-middle). To make them stronger a product
innovation can be supported by other types of innovation, e.g. The Tata Nano can be strengthened by a
production process innovation specific to the Tata. We also learnt that when searching for solutions,
humans also tend to follow a set path, “vector of inertia” e.g. by following the competition. Innovation
techniques help to explore better the area closer to the ideal final result
(IFR) rather than in random direction.
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8. Learning to listen: Spotting outcome expectations
Notice: some items listed above are in fact
“functional requirements” tied to a given concept
rather than being “outcome expectations” free
8 from any concept how to pour beer.
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9. The biz-cases for our in-class innovation projects and
participants’ feedback as of day 2
Notice: in this class and as per preference of the class we applied
innovation tools to innovate around objects in daily life we tend to take
for granted (like pencil, pencil sharpener or clothe-peg). Simple financial
estimations show that such seemingly insignificant objects can be
associated with significant markets. We learned:
innovation opportunities are all over the place.
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10. The big picture for spotting opportunities:
Nine windows and knowledge bases
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11. Creative challenge – don’t
take things for granted!
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12. Morphological matrix: A tremendous boost to creativity
A challenge (left) initially estimated
“impossible to tackle in a short time”
can be in fact be overcome with ease.
Extract the key elements of a typical
detective story (like “ending”, “the
crime”, “the hero”, …) and invent for
each of these elements one specific
example (e.g. ending = “the hero
walks into the mist of a Black Forest
mountain”). Doing so, in less than 5
minutes, we have found
3x4x3x3x4x3x1x2x2 possible stories
to select from – and could have found
far more had we had more than 3
ideas for ending, 4 ideas for the
crime, and so forth…
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13. TILMAG: Another design tool
to boost creativity
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14. TRIZ: We solved these inventive problems found in
our training room
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15. Building the invulnerable design using the Pugh
matrix: The six thinking modes
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16. How to innovate: Learning from a design company
We watched a video as a team. And then each participant paid
attention to one specific item (top). The results were
reported back (left and following pages).
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17. How to innovate: Learning from a design company
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18. How to innovate: learning from
a design company
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19. Impressions
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20. Impressions
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21. Review of the expectations at the end of the class
•
We assessed in the following way:
Vote by all participants.
- Thumbs up: green
- Thumbs horizontal: yellow.
- Thumbs down: red.
We then averaged over the class.
There were no “thumbs down”.
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22. Thank you for joining!
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