Carnegie Mellon Qatar © Robert T. Monroe Course Understanding The Opportunity: Robert Monroe Innovative Product Development February 17, 2011

Carnegie Mellon Qatar © Robert T. Monroe Course By The End Of Class Today, You Should: Understand the inputs to, and the outputs of, Phase 2 – Understanding the Opportunity Understand the role that ethnography can play in understanding your customers, how they use products, and refinining your understanding of a new product or service opportunity that you have identified Be able to perform a basic task analysis to understand what is really required to complete a JTBD in a specific way

Carnegie Mellon Qatar © Robert T. Monroe Course Phase 2 Overview: Understanding The Opportunity Phase 2 Gate 1 Gate 2 Phase 1 outputs: POG statement JTBD’s SET Factors Scenario(s) Value analysis (graphs, attributes) Phase 2 activities: Look, listen, learn Stakeholder analysis Ethnography: - Interviews - Field observations Story and scenario generation Task analysis Detailed secondary research Detailed data analysis Phase 2 outputs: Prioritized value opportunities Detailed scenarios Prioritized product attributes Prioritized stakeholder list

Carnegie Mellon Qatar © Robert T. Monroe Course Discovery Stage Outputs (Gate 1 Inputs) Required: –Statement describing the Product Opportunity Gap –Scenario description of one or two paragraphs that illustrates and brings to life the who, what, why, how, and when for the identified POG Optional (but useful as resources for later stages): –Job statement(s) for the Job(s) To Be Done we are targeting –Description of identified SET factors that lead to the conclusion this is a promising opportunity –Job scoping worksheets and conclusions –Nine boxes exercise output –Value analysis graphs and discussion of key value attributes

Carnegie Mellon Qatar © Robert T. Monroe Course Understanding the Opportunity Phase Tasks and Tools Look, listen, learn Stakeholder analysis Task analysis Ethnography Prioritize value opportunities based on customer values Product attribute identification and prioritization Detailed scenario development (multiple) Detaild secondary research Detailed data analysis/mining from internal or external sources (when appropriate and available)

Carnegie Mellon Qatar © Robert T. Monroe Course Understanding The Opportunity Phase Outputs Detailed scenario(s) Prioritized product attribute list Prioritized stakeholder list and descriptions Revised and refined value opportunity analysis

Carnegie Mellon Qatar © Robert T. Monroe Course Example For Discussion: JTBD: –Record images from vacations to share with friends Refined as a POG statement: –Help young adults traveling with friends on vacation record images from their vacation that they can share with their friends without having to carry around a large, heavy, and bulky camera and camera supplies.

Carnegie Mellon Qatar © Robert T. Monroe Course Scenario For Discussion “Maha is a twenty eight year old woman living in Qatar. She has two young children – a seven year old son and a five year old daughter. She works as an elementary school teacher at a school in Doha, Qatar. Maha’s husband owns and runs a construction company. Between family and work commitments, they are very busy people. One of Maha and her family’s favorite things to do is to travel. Sometimes they go to exciting new places, other times they return to familiar places they have visited and enjoyed before. She likes to take a lot of pictures on these trips, both to remember the fun times that they’ve had and also to keep a history of her children growing up. When they are on a trip, Maha always seems to have a lot to carry and she would love to be able to carry fewer things when they are touring around a new place. Although she enjoys taking pictures she is often frustrated by the quality of those pictures, both because the small camera she carries around does not take very high quality photos but also because she often takes so long to find the camera and get ready to take a picture that the moment she was trying to capture has passed her by. Maha greatly enjoys sharing her pictures with her friends and family. When she gets home from a trip, she has prints made that she sends to her mother back home (who does not use a computer), shares the best pictures on Facebook and Flickr with her friends, and often just enjoys looking at the pictures through the LCD on the back of the camera right after she takes them. On a long trip, she would like to be able to share her pictures more quickly but not if doing so is a hassle. Her husband and kids get tired of posing and waiting for Maha to take so many pictures but they put up with her requests because they like to look at the pictures when they return home also.”

Carnegie Mellon Qatar © Robert T. Monroe Course Value Opportunity Analysis: Value opportunity attributes –Ease of use, cost, image quality, ease of sharing, device size, device weight, flexibility, range of situations in which an image can be captured, how quickly a photo can be taken (and with minimal hassle) Perfect world value opportunity graph Compare the perfect world graph to: –Remembering the vacation – storing memories in your mind –Point-and-click digital camera –High-quality DSLR camera –What else? Where do the value opportunities appear to be? Do we know that these are the right value opportunity attributes? –How or why do we know that? –Do we know which ones are customers care the most about? The least? –What could we do to be more confident that we have picked the correct ones?

Carnegie Mellon Qatar © Robert T. Monroe Course Scenario Example: Ron The Construction Contractor “Ron is an independent contractor. He typically works alone or with a crew of one or two. When Ron arrives at the work site in the morning, he drops off his larger equipment as close to the work area as possible. Setting up a work area typically means carrying sawhorses and boards as well as large ladders and tools. Most of the equipment is heavy and many trips to a destination far from the truck can be time- and energy- intensive. If Ron can work near his truck, he often uses the tailgate as a cutting or work surface, even for eating lunch. Ron’s truck has side-mounted toolboxes that he installed and both a ladder rack and a towing hitch that were installed professionally. This means that Ron has no free space within his truck bed and that his tools often have to be put on the ground during unloading, which is damaging to both the tools and Ron’s back.” Source: [CV02] pp

Carnegie Mellon Qatar © Robert T. Monroe Course Understanding Customers Through Ethnography Ethnography can help you deeply understand your customers (and other stakeholders), their needs, wants and desires, what they actually do to complete a JTBD, and their views on the world Key ideas: –Look, Listen, Learn –Focus on observing and gathering facts, explain and synthesize later –Plan your study thoughtfully to get the information you need –Results can be presented many ways – stories, visual artifacts, reports with detailed data analysis, videos, etc.

Carnegie Mellon Qatar © Robert T. Monroe Course Collect Artifacts

Carnegie Mellon Qatar © Robert T. Monroe Course Ethnography Examples Laundromat video – What does it mean to be ‘green’? video –

Carnegie Mellon Qatar © Robert T. Monroe Course Planning Your Ethnography Study What are we trying to learn? –What questions should we be answering with the study? Who should we observe? How many observations? When should we do the observations? –What, specifically, are we trying to see? How will we conduct the observations? –Discretely or as a participant? –Staged events or “in the wild”? How will we record what we observe? –Do we need participant permissions? Where will we do our observations? Source: [SSD09] pp 21-26

Carnegie Mellon Qatar © Robert T. Monroe Course Steps In An Ethnography Study Plan the study Identify your participants Observe participants Interview participants Collect artifacts Analyze data Revisit hypotheses, revise if necessary Document findings Source: [SSD09] pp 21-26

Carnegie Mellon Qatar © Robert T. Monroe Course Task Analysis Break the job down into a series of tasks required to complete a JTBD – small, detailed steps Try to understand each step, what happens during the step, why it is being done, what it accomplishes, who does it, how long it takes, etc. Look for steps in the process that can be improved, eliminated, or otherwise changed for the better Task analyses can guide your ethnography studies

Carnegie Mellon Qatar © Robert T. Monroe Course Exercise: Complete A Task Analysis For Maha Prepare for a day walking around museums in Paris, including making sure that she has her camera Take a picture of her children inside the Louvre, in front of a famous statue by Michaelangelo –Make sure that she has gotten a ‘good’ picture Share the photo with her friends in Doha, Madrid, Australia, and the US Share the picture with her mother in Lebanon, who doesn’t use a computer

Carnegie Mellon Qatar © Robert T. Monroe Course Exercise: Plan An Ethnographic Study Using the scenario from Maha, and the image capture and sharing JTBD, outline a basic plan for an ethnographic study to better understand the needs, wants, and desires of Maha and customers like her

Carnegie Mellon Qatar © Robert T. Monroe Course Midterm Evaluations Please complete the midterm evaluations I take your comments very seriously and will try to incorporate them into the remainder of the course Your comments are anonymous – Sheila transcribes them into a single typed-up document with all of the comments included Thank you for your help

Carnegie Mellon Qatar © Robert T. Monroe Course References [CE09] Robert G. Cooper and Scott Edgett, Successful Product Innovation, Product Development Institute, 2009, ISBN: [KL01] Tom Kelly with Jonathan Littman, The Art of Innovation, Doubleday, 2001 ISBN: [SSD09] David Silverstein, Philip Samuel, Neil DeCarlo, The Innovator’s Toolkit, John Wiley and Sons, 2009, ISBN: