1. 1 Confidential - for classroom use only Finding Solutions (through better brainstorming)

2. 2 Confidential - for classroom use only Structured Search: SCAMPER

3. 3 Confidential - for classroom use only Introduction SCAMPER is a mnemonic acronym that provides a structured way to assist students and teachers with understanding creative problem solving and developing extension-building activities based on prior ideas and. First proposed by Alex Osborne in 1953, this thinking strategy was further developed by Bob Eberle and noted in his 1971 book, SCAMPER: Games for Imagination Development. Eberle states that much as the word scamper suggests "running playfully about as a child", the strategy SCAMPER may also evoke the need "to run playfully about in one's mind in search of ideas.” https://www.ocps.net/cs/services/cs/currareas/read/ir/bestpractices/sz/scamper_rsm.pdf SubstituteSubstitutions is a trial-and-error method where you can try things out, see if it works, then try something different. CombineCombining involves synthesis, the process of combining previous ideas or things together to create something new. AdaptThink about what is already known about the problem and how others are solving it. Become aware of the process others are using. Modify (also, Magnify or Minify) When you modify and alter something, you reflect on what is needed to support and make it better, greater, simpler, or even more complex. Magnifying will concentrate on making things bigger, thicker, stronger, or more intense. Minifying will concentrate on makings lighter, slower, less frequent, or reduced in some capacity. Put to other usesConsider ways that the target can be used other than originally intended. Eliminate (also, Elaborate) To remove or omit part or all of a particular quality. If using elaborate, to add more details. Reverse (also, Rearrange) When using reverse, focus on the opposite or contrary meaning. When using rearrange, consider how the change of order or sequence would affect the target or challenge.

4. 4 Confidential - for classroom use only The Methodology Substitute?...Who else, where else, or what else? Other ingredient, material, or approach? Combine? …. Combine parts, units, ideas? Blend? Compromise? Combine from different categories? Adapt?.......... How can this (product, idea, plan, etc.) be used as is? What are other uses it could be adapted to? Modify?........ Change the meaning, material, color, shape, odor, etc.? Magnify?..... Add new ingredient? Make longer, stronger, thicker, higher, etc.? Minify?....... Split up? Take something out? Make lighter, lower, shorter, etc.? Put to other uses?..... How can you put the thing to different or other uses? New ways to use as is? Other uses if it is modified? Eliminate?..... What can you eliminate? Remove something? Eliminate waste? Reduce time? Reduce effort? Cut costs? Rearrange?....Interchange parts? Other patterns, layouts? Transpose cause and effect? Change positives to negatives? Reverse roles? Turn it backwards or upside down? Sort? Department of Chemical Engineering, University of Michigan, Ann Arbor

5. 5 Confidential - for classroom use only Structured Search: Eight-Dimensional Methodology

6. 6 Confidential - for classroom use only Structured Search: Eight-Dimensional Methodology The Eight-Dimensional Methodology for Innovative Thinking is a unified and systematic approach for generating ideas that overcomes the disadvantages of existing methods and uses past experiences from many disciplines; it is an approach that allows one to exercise different levels of creativity, and to stimulate ovation by quickly generating many unique “out-of-the-box,” unexpected, and high-quality solutions. It should be emphasized that the Eight-Dimensional Methodology focuses ONLY on the idea generation step of the problem solving process. In addition, the eight dimensions are not mutually exclusive, i.e., some solutions may be found in more than one dimension. 1. Uniqueness: What is unique about the “processes, objects, dimensions, situations, resources, concepts. Principles, features, patterns, problems, or solutions?” Could these observations be used to find solutions? 2. Dimensionality: What could be done with space, time, color, temperature, or any other dimension? 3. Directionality: Could things be done from different directions or points of view? If so, how? 4. Consolidation: Would it be helpful to consolidate “processes, objects, dimensions, situations, resources, concepts, principles, features, patterns, problems, or solutions?” If so, in what way(s)? 5. Segmentation: How could division of “processes, objects, dimensions, situations, resources, concepts, principles, features, patterns, problems, solutions or dimensions” help? 6. Modification: What if modifications to the existing “processes, objects, dimensions, situations, resources, concepts, principles, features, patterns, problems, or solutions” are introduced? 7. Similarity: Why not look at similar “processes, objects, dimensions, situations, resources, concepts, principles, features, patterns, problems, or solutions?” 8. Experimentation: Could estimating, guessing, simulating, or experimenting help? If so, how? © Daniel Raviv, 2009

7. 7 Confidential - for classroom use only The Comics Problem Every morning T and G sit on the opposite sides of the table trying to read the same comics section of the newspaper at the same time. The Problem: How can they both read it without fighting? © Daniel Raviv, 2009

8. 8 Confidential - for classroom use only Examples 1. Uniqueness: fight it out every morning 2. Dimensionality: have a newspaper with comics on both sides 3. Directionality: T could read the right side of the paper, G the left side, then switch 4. Consolidation: let them sit together 5. Segmentation: cut the newspaper into two or more pieces 6. Modification: modify their desire to read the comics 7. Similarity: watch TV and read comics at the same time 8. Experimentation: set an alarm later for one of them, so the comics are already read © Daniel Raviv, 2009

9. 9 Confidential - for classroom use only Conclusions A problem needs to be analyzed from multiple perspectives Many possible solutions need to be generated and analyzed before a “best” solution can be found The reasons for choosing the best solution need to be articulated Per Dr. Raviv: For engineers of the future, technical capability alone will no longer be a distinguishing feature. Clearly, a broader-based educational experience that teaches leadership, innovation, and entrepreneurship is required in an environment that enhances and extends “non-traditional Engineering” curricula. The “Stay within the lines,” “Do not break the crayon” and “Find the ‘right’ ‘and only) answer” attitudes are archaic. Instead, we must focus on thinking outside-the-box, taking risks, and being critical thinkers, creative and imaginative.

10. 10 Confidential - for classroom use only Thinking About Solutions: Babson Model

11. 11 Confidential - for classroom use only Typology of Technology Commercialization Situations Alignment with Current Market Market Creation 1. Need known; improved solution 2. Need known; new solution 4. Need uncertain; solution evolves 3. Need anticipated; new solution Search for Match Evolution of Both HBS: Commercializing Technology: Imaginative Understanding of User Needs, 9-694-102.

12. 12 Confidential - for classroom use only Challenges of Designing in Advance of the Market Alignment with Current Market Market Creation Low High Uncertainty and Risk Difficulty of Communicating Product Concept HBS: Commercializing Technology: Imaginative Understanding of User Needs, 9-694-102.

13. 13 Confidential - for classroom use only Tools and Mechanisms for Understanding User Needs Alignment with Current Market Market Creation Traditional Market Research Market Intuition Empathic Design Surveys Focus groups Mall studies Lead users Anthropological expeditions Users as developers; customers as partners Industry experts Trend exploration Scenarios of the future HBS: Commercializing Technology: Imaginative Understanding of User Needs, 9-694-102.

14. 14 Confidential - for classroom use only Schematic of Ideas and Relationships Pragmatic Fanciful Pragmatic & Fanciful Solutions innovative, challenging, risky, different, significant, exciting crazy, impossible, controversial, idealistic possible, safe, acceptable, incremental The idea is to place ideas developed from user inquiries in the three circles, develop relationships among them ideas, build related solutions that cross all three circles, and settle on one “stretch” solution that can be taken back to users for further development.

15. 15 Confidential - for classroom use only Appendix: More Answers for the Comics Problem

16. 16 Confidential - for classroom use only The Comics Problem Every morning T and G sit on the opposite sides of the table trying to read the same comics section of the newspaper at the same time. The Problem: How can they both read it without fighting? © Daniel Raviv, 2009

17. 17 Confidential - for classroom use only Uniqueness Fight every morning ─ Only one copy available ─ Same location ─ Same time ─ Same section – same newspaper Switch off days Get another newspaper Make a copy Read online Borrow the neighbor’s paper Read at different times Read different sections Read together at the same time Split up the paper Read yesterday’s paper Watch cartoons instead Sabotage other reader Stop reading Give them only the specific comics that they like © Daniel Raviv, 2009

18. 18 Confidential - for classroom use only Dimensionality Have newspaper with comics on both sides Have newspaper with perforated edge so they could rip half the comics off and share them, then switch Print comics bigger so they could both see them from far away Pop up comics in newspaper could be seen from both sides Heat up and copy ink to another sheet; make comics on carbon paper and rub it off to make copies Let them read comics at alternate times Set up mirrors behind one person so the other can also see the comic Print two comics in paper on separate sheets Sit on same side of the table Project the comics on a wall/screen Project on computer screen Project on special electronic eyeglasses Show on microfilm Read on a computer screen using the internet Use two computer screens Shrink and copy Make a photocopy Read the comics fast Read the comics later Read every other day Use previous comics Read in different order Move the comics back and forth Move the comics around the table Let them read from far away Buy two identical newspaper © Daniel Raviv, 2009

19. 19 Confidential - for classroom use only Directionality Sit on the same side of the table to read it together Read the newspaper at different times, alternating T could read the right side of the paper, G the left side, then switch Buy a new paper to each have one Photocopy the paper Cut up the newspaper and trade comics Set up mirror on the ceiling and both look up to read Read on a computer screen using the internet Put mirrors Look at both sides of the page Read upside down © Daniel Raviv, 2009

20. 20 Confidential - for classroom use only Consolidation Consolidate children next to each other Let them sit together Let them read together Buy other newspaper/copy paper © Daniel Raviv, 2009

21. 21 Confidential - for classroom use only Segmentation Split up the pages of comic section, each reads one part, then switch Cut the newspaper to two or more pieces Sit next to each other instead of across table Buy another copy of newspaper/make a photocopy/take a picture Read out loud © Daniel Raviv, 2009

22. 22 Confidential - for classroom use only Modification Sit on same side (modify seats) Modify number of newspapers Modify what section they read Modify the comic section (cut it up) Modify their desire to read comic section Modify the time they read the newspaper Modify their eye sight Modify how they read (read out loud, online) One reads, other listens Let them read a comics book instead © Daniel Raviv, 2009

23. 23 Confidential - for classroom use only Similarity Watching TV with comics at the same time Let them buy comics sections Read out loud each given time Read archive comics Do the same as with sharing a toy Reading at bedtime like you read a story/book Buy a similar newspaper or book with comics © Daniel Raviv, 2009

24. 24 Confidential - for classroom use only Experimentation Simulate the situation by recreating the morning dilemma Project it onto the wall Photocopy Set an alarm later for one of them, so the comics are already read Subscribe to a second newspaper Experiment these roles – see how they work Cut it down the middle as it’s a paper Keep old newspaper so one reads day before and other reads present days Give them something else to do Convince one of them not to read Choose one at random Flip a coin Don’t solve the problem and see what happens Don’t buy newspaper © Daniel Raviv, 2009