PROBLEM ANALYSIS PROJECT (INDIVIDUAL)
Students will be tasked with identifying a problem and attempting to solve the problem using any of the creative process models discussed in class (or others that they have identified for themselves as per approval of instructor). REMEMBER! THE PROBLEM AND SOLUTION ARE YOURS TO IDENTIFY AND CAN BE ALMOST ANYTHING. Students will be required to record the processes they have used that includes a report on what they did, how they did it, why they did it, what the outcome was and what they would want to change if they did it again. This is a creative assignment, so there is no set structure as to what you are to submit to the instructor: It may be a written report, videos, a blog web link, artistic representations etc. – the sky is the limit. However, the assignment should follow or utilize at least one (and some students have combined several) of the creative processes presented in the course that may include: SCAMPER, MIND MAPPING, MAP Model, CPS MODEL, GENEPLORE MODEL, SIX SENSES MODEL, SIX THINKING HATS MODEL, ZIG ZAG MODEL, ETC.
Remember! While the end result can be a product or service, it might also be a policy, program or something else. But whatever problem you identify must be one that others identify as well, and that your solution can present a solution that many people generically might use (NOT A PROBLEM THAT ONLY HAS MEANING TO A SINGULAR EVENT FROM YOUR PAST LIFE OR HAS VALUE ONLY TO YOU). NEVERTHELESS! Since this is a creative exercise, the actual solution to the problem does not have to WORK or be VERIFIED as working… only a concept. The more creative the better. In other words, try to keep it to a potentially real solution, although it may be outlandish, crazy, novel or just not feasible financially (in a current sense).
Here is an example: I was eating french fries in the car the other day… one slipped out of my finger because it was greasy. It fell between the seat and the console. I could not get it out and almost got into an accident trying. So, I identified this as my problem. Using the Geneplore model, I set upon using a pre-inventive form of DRAGONS. From this I came up with a whole host of ideas that included a multi toothed reaching apparatus for rooting between and under the seat, a dragon breath device that shot pneumatic air from a back seat pocket that could blast any object from under the seat to the front of the car’s floor mat for easy reach, a laser grid that vaporized anything that fell between the console and the seat, and a ‘dragon wing’ pocket that sat on either side of the space between the console and the seat and that worked as a catch pocket that pushing down on either side (front or back seat reach) of the ‘wings’ would then elevate anything caught in between the seat of the car.
Using the stretch and squeeze technique of the Geneplore model, I identified “Puff” the magic dragon to name it and set out to explain how the air cannon idea might work.
How you will be evaluated:
STRUCTURE AND CONCEPTS (5 Marks)
Use of theories, concepts, models or processes from class and their definition/explanation
How the project is delivered: a true structural outline that can be followed! Whatever medium you provide me for marking must have some kind of outline that I can follow to know what I am going to view, read or digest. (remember, you’re creative effort may be a stock written report, or some medium like a video, interactive powerpoint, song, etc)
References – whatever academic or external sources you use, please reference them and provide me with that reference list in whatever way best fits your deliverables
TRANSPARENCY (5 MARKS)
A complete and thorough accounting of your creative process journey using ethnography, logbooks, recordings, or any other form of data collection that allows you to provide rigor, validity and replicable aspects of your work.
(show me the money… or show me in some way using evidence that you did what you did)
APPLICATION (5 MARKS)
Demonstration of the models and tools.
ANALYSIS (5 MARKS)
Your analysis of the tools/models used (What was easy? What was difficult? What you may not have understood?)
Your analysis of how impactful (could it work?) your outcome was and why (use class concept to discuss).
Your analysis of how creative your outcome was and why (use class concepts to discuss).
Your analysis of what you would do differently if you attempted this task again (what other models would you use? Why would you not use the model you did use again?).
Your analysis of the viability of the solution (could you sell it, to whom, why, and for how much?)
SOLUTION AND CREATIVITY (5 MARKS)
• The rendering, explanation or clear and simple description/illustration of how your solution works.
• I will be looking for the level of creativity of you project, whether it works or does not work, but more the process that went into the solution, so this will be my assessment of your comprehensibility of the task. Your demonstrated understanding of synchronized processes of concepts, processes and effort will be assessed.
• I will be using the four measurements of creativity to assess your work.
DESIGN PROJECT (TEAM)
Students will self-select into teams of no more than 4 to work towards developing some kind of innovative product, service or program using the KUMAR PRODUCT DESIGN MODEL. Due to the move to online, it is now RECOMMENDED THAT YOU PURCHASE A DIGITAL COPY OF KUMAR’s BOOK TO BE SHARED ACROSS YOUR GROUP. THE PURCHASE PRICE IS APPROXIMATELY $30, AND THUS SHOULD NOT BE A HARDSHIP FOR YOU TO ALL CHIP IN.
The exercise is highly structured. The objective is to come up with a completely original product or service of some kind that may be argued to have economic or social value, solves a problem/or identifies an opportunity in some novel way. It is imperative that the team attempt to develop something unique, distinct and that does not appear in social, institutional or market systems (as far as can be detected).
THE END RESULT DOES NOT HAVE TO BE SUCCESSFUL OR CREATIVE: IT MAY LEAD TO MISERABLE FAILURE. THE PROJECT WILL BE GRADED ON THE WORK DONE, DILIGENCE USED AND CRITICAL ANALYSIS OF THE PROCESSES UNDERTAKEN WITH RESPECT TO INCORPORATING COURSE CONCEPTS /MODELS INTO THE PROCESS.
The development of a functioning prototype is not required, but you will have to render some kind of illustration/description of what the prototype service/product looks like, how it works and who it works for.
ONCE AGAIN. The report DOES NOT HAVE TO BE A WRITTEN REPORT, but MUST consist of:
a) A detailed process (use a logbook or journal, audio, video, emails, chat scripts, note taking or any other means to do so, as long as it may be effectively communicated to the instructor what you did and how you did it) that uses at least one element of each stage of Kumar’s model.
b) A full section report on who was doing what, personality type discovery, the roles that were adopted, and team guidelines. An evaluation of the process for how the team was structured for the task of innovating, and what worked and what didn’t.
c) Any means for relaying the solution to the problem you have identified to the class/instructor. It is up to the student team to generate the most effective way to clearly represent the problem and the product/service solution for others to evaluate. It should be digital and viewable, reviewable by everyone in the class.
The evaluation of this project will closely mirror the seven stage process with 3 mark allotted for each. If you skip over or do not use one of the stages, you will lose 3 marks. If you use only one or perhaps two elements of each design stage, then you will get a middling grade. Coordination and integration of several of the design elements/tasks within each stage in a manner that reflects your competencies within them will result in a full three marks. The final four marks will be awarded based on 1) a clear, well-structured project 2) overall creativity 3) overall viability and 4) project polish/effort.