what problem are we solving? encouraging idea generation and effective team communication

What Problem Are We Solving?ENCOURAGING IDEA GENERATION & EFFECTIVE TEAM COMMUNICATION

Colin M. Gray1, Seda Yilmaz1, Shanna R. Daly2, Colleen M. Seifert2, & Richard Gonzalez2

1 IOWA STATE UNIVERSITY 2 UNIVERSITY OF MICHIGAN

COMMUNICATION, DIALOGUE, &

NEGOTIATIONof a problem frame

[Cross, 2007; Dorst, 2015; Goel & Pirolli, 1989; Paton & Dorst, 2011; Schön, 1990]

COMMUNICATION, DIALOGUE, &

NEGOTIATIONof a problem frame

[Cross & Cross, 1996; Hey, Joyce, & Beckman, 2007; Stumpf & McDonnell, 2002]

COMMUNICATION, DIALOGUE, &

NEGOTIATIONof a desiderata

[Nelson & Stolterman, 2012]

COMMUNICATION, DIALOGUE, &

NEGOTIATION

through dialectic of problem & solution

[Dorst & Cross, 2001; Maher & Tang, 2003]

SUPPORTING DESIGN METHODS

FUNCTIONAL DECOMPOSITION

DESIGN HEURISTICS

AFFINITY DIAGRAMMING

[van Eyk, 2011; Umeda & Tomiyama, 1997] [Christian et al., 2012; Daly et al., 2012; Yilmaz & Seifert, 2010; Yilmaz et al., 2010, 2014]

[Hanington & Martin, 2012; Kawakita, 1975]

DESIGN HEURISTICS

DESIGN HEURISTICS

Provides prompts to help designers generate

alternatives that vary in nature, discouraging fixation and encouraging divergent

patterns of thinking

[Yilmaz, Daly, Seifert, & Gonzalez, 2011; Yilmaz, Seifert, & Gonzalez, 2010]

Derived from empirical evidence of industrial and

engineering designs

[Daly et al., 2012; Yilmaz, Christian, Daly, Seifert, & Gonzalez, 2012;

Yilmaz & Seifert, 2010]

Validated through a range of product analysis, case

studies, and protocol analyses, in both educational and

professional contexts

[e.g., Yilmaz & Seifert, 2009; Yilmaz et al., 2011; Yilmaz et al., 2010; Yilmaz et al., 2013; Yilmaz, Daly, Christian, Seifert, &

Gonzalez, 2014]

METHOD

• 20 junior-level undergraduate industrial design students

• Previously organized into teams of 4-5 students

• Three-hour class session in the fourth week of the semester

• Case analysis of participants and teams

DESIGN PROJECT

“

”

Develop an innovative kitchen product related to rising food costs, the

future of food, or the unique needs of

millennials

DESIGN PROJECT

“

”

Develop an innovative kitchen product related to rising food costs, the

future of food, or the unique needs of

millennials

INDIVIDUAL LADDERED PROBLEM STATEMENTS

GROUP PROBLEM STATEMENT

15 MARKER COMPS

FIRST FOUR WEEKS

DESIGN PROJECT

INDIVIDUAL LADDERED PROBLEM STATEMENTS

GROUP PROBLEM STATEMENT

15 MARKER COMPS

FIRST FOUR WEEKS

INDIVIDUAL

FUNCTIONAL DECOMPOSITION

IDEATION, ITERATION, RECOMPOSITION

60 MINUTES

DESIGN PROJECT

INDIVIDUAL LADDERED PROBLEM STATEMENTS

GROUP PROBLEM STATEMENT

15 MARKER COMPS

FIRST FOUR WEEKS

INDIVIDUAL

FUNCTIONAL DECOMPOSITION

IDEATION, ITERATION, RECOMPOSITION

60 MINUTES

TEAM

AFFINITY DIAGRAMMING

ITERATION

60 MINUTES

Team

Initial Team Problem Statement

Individual Functions After Functional Decomposition

Team Concept Clusters After Affinity Diagramming

Team End-of-Semester Problem Statement

1

System-based solution to improve upon portion control, food preservation, & waste

Compartmentalization Ease of Access Space saving [N/A]

Accessibility (n=4) Adjustable Dividers (n=5) Exterior Adjustability/Space Saving (n=8) Interior Adjustability (n=12)

How can we create a system that discourages millennials from throwing away food at home?

5

Develop a system, which will re-invent the perception of 'on the go eating' that conforms to the lifestyles & eating habits of health- conscious millennials.

Give user experience Emotional Cleaning Versatility

Customizable Container (n=3); Lid (n=6); Other (n=4) Flexible Cleaning Mechanisms (n=5); Storage Mechanisms (n=7) Experience Consumption (n=6); Storage (n=6)

Promote an experience that accommodates eating habits which reflect the diverse lifestyles of the out and about millennial.

TEAM 1 TEAM 5

TEAM 1 TEAM 5

TEAM 1

Expand or collapse 32

Allow the volume or area of the product or its parts to get larger or smaller. Consider the use of fluids, inflatables, flexible materials, and complex joints. This can improve portability and storage options, and allow adjustability.

© Design Heuristics, LLC 2012

TEAM 1

Apply existing mechanism in new way 13

Consider whether existing products or their components can fulfill the desired function. This can facilitate reuse of existing products, make the design process more efficient, and expand the pool of options.

© Design Heuristics, LLC 2012

TEAM 5

Provide sensory feedback 50

Return perceptual (e.g., tactile, aural, visual) feedback to the user to guide use. This can reduce errors, confirm actions, and inform the user of the product’s function.

© Design Heuristics, LLC 2012

TEAM 1

Cluster Name(# using Design Heuristics) P17 P18 P19 P20 TOTAL

Flexible

Storage mechanisms (n=5) 1 3 2 1 7

Cleaning mechanisms (n=5) 5 5

Customizable

Container (n=2) 1 2 3

Lid (n=6) 2 2 2 6

Other (n=4) 1 2 1 4

Experience

Consumption (n=5) 6 6

Storage (n=5) 3 1 1 1 6

Unassigned (n=6) 4 1 1 3 9

Cluster Name(# using Design Heuristics) P1 P2 P3 P4 TOTALSpace saving/ Exterior adjustability (n=6)

3 1 2 2 8

Interior adjustability (n=10) 7 2 1 12

Adjustable dividers (n=4) 5 5

Accessibility (n=4) 1 3 4

Unassigned (n=4) 1 4 1 3 9

TEAM 1 TEAM 5

TEAM 1 TEAM 5

ALIGNMENT OF PROBLEM FRAMES

TEAM 1 TEAM 5

Development of isolated clusters

Divergence provoked discussion about lack of

team focus

MISALIGNED

Development of complementary clusters

Divergence reinforced focus through differing

perspectives

ALIGNED

IDEA GENERATION THAT STIMULATES A

DIALECTIC MOVEMENT BETWEEN DIVERGENCE &

CONVERGENCE

PROBLEM SPACE

INITIAL PROBLEMFRAMING

FUNCTIONAL DECOMPOSITION

AFFINITYDIAGRAMMING

CONCEPT GENERATION

(TEAM)

CONCEPT GENERATION

(TEAM)

CONCEPT GENERATION(INDIVIDUAL)

DESIGN HEURISTICS

DIALECTIC OF DIVERGENCE

& CONVERGENCE

Thank YouCOLINGRAY.ME

DESIGNHEURISTICS.COM

This research is funded by the National Science Foundation, Division of Undergraduate Education, Transforming Undergraduate Education in Science, Technology, Engineering and

Mathematics (TUES Type II) Grants # 1323251 and #1322552.