EML and Creativity Dec 8 Gerhart Part2

Educating Engineers for the
Future Solving Engineering

Dilemmas with Innovation as a
Context for Teaching
Andrew L. Gerhart
Part 2
Solving Engineering Dilemmas

with Innovation
Mythbusters
1) Creativity is rare.
2) Only those with a high IQ have
creativity.
3) Creativity cant be studied.
4) Its in your right brain.
5) Creativity is mysterious.
6) Creativity cant be learned.
Mythbusters
7) Creativity equals arts.
8) Creativity as madness.
Generativity Theory and Research
Based on scientific research

Understanding the emergence of
novel behavior continuously in time
Yielded equations and computer
models
Creative behavior is orderly and
predictable
Generativity Basics
Competing behaviors produce new

behaviors.
The combinatorial process is
orderly and predictable.
By influencing the type and number
of competing behaviors, we can
accelerate and direct creativity.
Implications of Generativity Theory
Everyone has roughly equal creative

potential.
Creative people have special skills.
Anyone can learn these skills.
The creative process can be
accelerated and directed.
Lessons from Generativity Research
People need to learn to pay attention to
and to preserve their new ideas.
Failure is invaluable for creativity,
because it causes ideas to compete.
Broad training is important for creativity,
because it makes diverse ideas available
to compete.
Properly-designed physical and social
environments can stimulate creativity by
causing ideas to compete.
Four Core Competencies for
Individual Creativity
CAPTURING
Preserves New Ideas
CHALLENGING
Seeks Challenges and Manages Failure
BROADENING
Broadens Skills and Knowledge
SURROUNDING
Changes Physical and Social Environment
Creative Competency Development
1. CAPTURING
Carrying notebooks, voice recorders, smart phone
1. CAPTURING
Finding the right place and time (the three Bs: bed, bath, bus)
Daydreaming and sleep
2. CHALLENGING
Controlled failure systems
Open-ended problems
Keys to Creativity
Keys to Creativity
Four volunteers are asked to leave the room.

The goal is to retrieve the keys on a stool 2
meters away. The volunteer and the keys
cannot touch the ground.
Keys to Creativity
The first two volunteers are given only the broom

shown below.
Keys to Creativity
The end of the handle does not fit the key ring...
but if the
broom head is
unscrewed
Keys to Creativity
The second two volunteers are given a full table

of items, most of which is interesting looking but
useless to the task at hand.
Keys to Creativity
Keys to Creativity
Average time for volunteers with

broom only: 3 minutes
Average time for volunteers with

many items: 12 minutes
Keys to Creativity
Sweep and catch

Baseball approach
Broom bridge
Some ideas lead to other ideas
flashlight and stacking toy?
Keys to Creativity
Multiple controlling stimuli lead to new

ideas, but they can also delay the
appearance of pseudo-obvious
solutions to some problems.
Its hard to tell the relevant stimuli from
the irrelevant.
How did the irrelevant objects affect the
volunteer? Did these objects delay
finding the solutions or lead to
interesting or novel behavior?
1. CAPTURING
2. CHALLENGING
Open-ended problems
The Spelling Test
The Spelling Test
Three volunteers are asked to leave the room.

The goal is to spell words as quickly as
possible using only wooden blocks.
The Spelling Test
The first volunteer is

given blank wooden
blocks and asked to spell
LIT.
The Spelling Test
The second volunteer is asked to spell LIT with

letter blocks. The T is missing.
The Spelling Test
The Spelling Test
The Spelling Test
The third volunteer is asked to spell four words:

CAN, EAR, MOB, LIT.
All words have the letters available, except LIT
which is still missing the T.
The Spelling Test
January 2007 ABC's Data UDM
12
300
250
time (seconds)
200 247 145 185

150
blank blocks 6 12
100
only LIT 29 125 68
50
4th word LIT 247 145 185
0
blank blocks only LIT 4th word LIT
Repeated successes stifle creativity.

1. CAPTURING
2. CHALLENGING
Open-ended problems
3. BROADENING
Sign up for training in new fields
Read, listen and learn outside your area of expertise.
Spend one day per month in foreign territory
4. SURROUNDING
Relocating
Redecorating
Scheduled changes
Cross-functional teams
New subscriptions
The Amazing Magazine Game
In teams of four, students are asked to list as

many ideas for new products or services within 10
minutes. They are provided magazines for
inspiration.
Half the teams are secretly given a variety of

colorful popular magazines.
The other half is

secretly given
specific technical
or engineering
magazines.
The teams with the colorful popular

magazines produce
20% to 35%
more ideas.
Four Core Competencies for
Individual Creativity
CAPTURING
Preserves New Ideas
CHALLENGING
Seeks Challenges and Manages Failure
BROADENING
Broadens Skills and Knowledge
SURROUNDING
Changes Physical and Social Environment
Creative Problem Solving Methods
What is wrong? Mess Finding Planning your approach
What do we know? Data Finding Understanding the challenge
What is the real problem? Problem Finding Generating Ideas
What is the best solution? Idea Finding Preparing for action
How do we implement the solution? Solution Finding
Acceptance Finding
Problem finding Problem definition Define the problem

Fact finding Brainstorming Generate solutions/alternatives
Problem defining Creative evaluation Decide course of action
Idea finding Judgment Implement solution / carry through
Evaluating and Selecting Implementation Evaluate solution
Action planning
Gaining Acceptance
Taking Action
Creative Problem Solving Methods
Q and A CPS CPS Version 6.1
A What is wrong? A Mess Finding A Planning your approach
A What do we know? A Data Finding B Understanding the challenge
B What is the real problem? B Problem Finding C Generating Ideas
C/D What is the best solution? C Idea Finding C/D/E Preparing for action
D/E How do we implement the solution? D Solution Finding
E Acceptance Finding
A Problem finding A/B Problem definition A/B Define the problem

A Fact finding C Brainstorming C Generate solutions/alternatives
B Problem defining C Creative evaluation D Decide course of action
C Idea finding C/D Judgment D/E Implement solution / carry
through
D Evaluating and Selecting D/E Implementation
E Evaluate solution
D Action planning
E Gaining Acceptance
D/E Taking Action
Lumsdaine McMaster 5 point
Simplex (Basadur)
Note: Use the question sequence to help define A through E.

Creative Problem Solving Method
A
What is wrong? What do we
know? (Mess/Problem Finding D
and Data/Fact Finding) What is the best solution?
Planning your approach Judgment Evaluate, Select, and
Decide course of action
B Preparing for Action/Action Planning
Define the real problem

Understanding the challenge E
Taking Action / Implement solution / carry
through
C
Evaluate Solution
Brainstorming and Idea Finding
Gaining Acceptance
Creative Evaluation
Generate Solutions/Alternatives
Cabin in the Woods Riddle
Scenario:
There is a cabin in the middle of the woods.

Inside the cabin are two men strapped to chairs.
They are both dead. What happened?
Task:
Each team can only ask yes or no questions.

I will answer with yes, no, or irrelevant. A
recorder keeps track of questions and answers.
Scenario:
Shortly after the upper floors of a high-rise hotel had
been renovated to increase the hotels room capacity,
guests complained that the elevators were too slow.
The building manager assembled his assistants and
issued instructions to Find a way to speed up the
elevators.
After calling the elevator company and an independent
expert on elevators, it was determined that nothing
could be done to speed up the elevators. The manager
then issued new instructions, Find a location and
design a shaft to install another elevator. An
architectural firm was hired to carry out the request, but
the renovations would be costly and decrease room
capacity.
Three minutes: Discuss with your team how this
problem can be solved.
A
B
A
B
A
B
A
B
Scenario:
During World War II, many aircraft were being shot down
while engaging in bombing missions over Germany.
Many of the planes that made it back to base safely were
riddled with bullet and projectile holes. The damaged
areas were similar on each plane. The following
instructions were given: Reinforce these damaged
areas with thicker armor plating.
Round 1
Present State Desired State
Many projectiles Fewer planes being

penetrating aircraft shot down
Round 2
Many projectiles Fewer bullet holes

penetrating aircraft
Round 3
Many projectiles Fewer bullets

penetrating aircraft in penetrating critical
critical and noncritical areas
areas
Duncker Diagram
Okay Not to
Achieve
General Solution Achieve
Desired State
Desired State
Possible Paths to the Possible Paths to the

Desired State Desired State
Functional Solutions:
What to Do
Path 1 Path 2 Path 3 Path 1 Path 2 Path 3
Solutions to Implement Solutions to Implement

Paths to the Desired State Paths to the Desired State
Specific Solutions:
How to Do It
Solution 1 Solution 2 Solution 3 Solution 1 Solution 2 Solution 3

Duncker Diagram
An airline at the Houston Airport tried to please its passengers by always

docking its planes at gates within a one- to two-minute walk to the airport
entrance and baggage claim and by having all the bags at the baggage claim
within eight to ten minutes.
Unfortunately, the airline received many complaints about the time it took
to get the bags to the baggage claim area. The airline researched the
situation and found that there was virtually no way it could unload the
bags any faster. The airline didnt change the baggage unloading
procedure, but it did change another component of the arrival process and
the complaints disappeared. (The airline did not install mirrors as was the
case for the slow elevators.)
Examples of Duncker Diagrams to eliminate the complaints.

Scenario:
Toasty Os was one of the first organic cereals without
preservatives when it first came on the market. After
several months, however, its sales dropped. The
consumer survey department was able to identify that
customer dissatisfaction was expressed in terms of
stale taste. Therefore, the companys management then
issued the following instructions to solve the perceived
problem: Streamline the production process to get
cereal on the store shelves faster, thereby ensuring a
fresher product. There was little to no slack in the
production process, so it was determined that the
product was not getting to market fast enough to
maintain freshness.
Team exercise:
Create a Duncker Diagram for this problem.
To Market, To Market
Sales of Toasty Os are dropping.

Make it OK NOT
Consumer surveys have indicated a
to get cereal to
dissatisfaction with a stale taste.
market faster
Perceived Problem:
Streamline the production process to
Stop
get the cereal on the store shelves Convince
Making
faster, thus ensuring a fresher product. Customers that
Cereal Make Cereal Stale=Good
However, production was one of the Stay Fresher
fastest steps in getting the product to Longer
market.
Thus, the following options
were considered: Make boxes tighter
Add a chemical to slow and more impermeable
Build plants closer to market down the spoiling to air and
Add more trucks reaction moisture
These options require a major capital investment.
Department of Chemical Engineering, University of Michigan, Ann Arbor 12/8/2015 66

To Market, To Market
Original Statement
Make it OK NOT
How to get cereal to market faster. to get cereal to
market faster
The real problem was that the cereal
was not staying fresh long enough,
not that it wasnt getting to market fast Stop
Convince
enough. Making
Customers that
Cereal Make Cereal Stale=Good
Stay Fresher
New Problem Statement Longer
How to make boxes tighter and to
determine appropriate additive to
slow down the spoiling reaction
Make boxes tighter
Add a chemical to slow and more impermeable
down the spoiling to air and
reaction moisture

Statement - Restatement
Using the Triggers
Original Problem Statement: Cereal not getting to market fast

enough to maintain freshness
Trigger 1: Very Stress Pattern
Cereal not getting to market fast enough to maintain freshness .

(Do other products we have get there faster?)
Cereal not getting to market fast enough to maintain freshness.

(Can we make the distance/time shorter?)
Cereal not getting to market fast enough to maintain freshness.

(How can we keep cereal fresher, longer?)

Using the Triggers

Trigger 3: Make an Opposite Statement
How can we find a way to get the cereal to market so slowly that it
will never be fresh?
(Makes us think about how long we have to maintain freshness and

what controls it?)

Using the Triggers

Trigger 4: Change every to some
Cereal is not getting to market fast enough to always maintain

freshness.
(This change opens new avenues of thought. Why isnt our cereal
always fresh?)

Using the Triggers

Trigger 5: Replace persuasive words
The problem statement implies that we obviously want to get the

cereal to market faster to maintain freshness.
Thus, if we could speed up delivery freshness would be maintained.

Maybe not! Maybe the store holds it too long. Maybe its stale
before it gets to the store.
(This trigger helps us challenge implicit assumptions made in the

problem statement.)

Using the Triggers

Trigger 6: Express the words in the form of an equation
Freshness is inversely proportional to the time since the cereal was

baked, i.e.
k
Freshness
Time Since Cereal Baked
What does the proportionality constant, k, depend upon?
storage conditions, packaging, type of cereal, additives, etc.

74
Written Survey
Distribute the surveys (one per person)

Take 3 minutes to fill them out
75
Written Survey: Data Analysis

Note: Half were given anonymous surveys, the other half
were non-anonymous (and given directions that their name
and ideas might be discussed by the group)
76
Written Survey: Data Analysis
Average number of non-anonymous ideas = __6____

Average number of anonymous ideas = ____9____
77
Written Survey: Discussion
The idea is never expressed because the idea generator is

afraid of ridicule. Everyone has great ideas, but most of
those ideas will never be spoken out loud. Imagine the
impact this has on corporate innovation
"10 Reasons Why Most Ideas Die" by Sue McPhail, Innovate Forum,
July 17 2006
78
Written Survey: Discussion
People are usually more willing to express their creative

ideas when they can do so anonymously i.e., when risk
of ridicule or punishment is removed
Why are people often reluctant to contribute their ideas to
the group?
Have you ever withheld an idea for fear it would be
perceived as a stupid idea?
If you have, do you think your mind continued to explore
other creative solutions it might otherwise have migrated
to?
Mental Blocks
Emotional Blocks
Fear of Risk Taking
Lack of Appetite for Chaos
Judging Rather than Generating
Lack of Challenge
Inability to Incubate
Roll up paper, draw one
line around cylinder.
Photo-reduce and use
thick marker.
Fold paper to line up dots
and stab it with pencil.
Mental Blocks
Perceptual Blocks
limiting problem unnecessarily
stereotyping
information overload
Scenario:
Two pipes, which serve as pole mounts for a volleyball
net, are embedded in the floor of a gymnasium. During a
game of ping pong, the ball accidentally rolls into one of
the pipes because the pipe cover had not been replaced.
The pipe is 10 cm deep. The inside pipe diameter is 1.5
mm larger than the diameter of the ball (3.8 cm), which is
resting gently at the bottom of the pipe.
10 cm
Scenario:
Two pipes, which serve as pole mounts for a volleyball
net, are embedded in the floor of a gymnasium. During a
game of ping pong, the ball accidentally rolls into one of
the pipes because the pipe cover had not been replaced.
The pipe is 10 cm deep. The inside pipe diameter is 1.5
mm larger than the diameter of the ball (3.8 cm), which is
resting gently at the bottom of the pipe. You are one of a
group of six people in the gym, along with the following
objects:
5 m extension cord, file, wire coat hanger, monkey
wrench, bag of potato chips, chisel, carpenters hammer,
flashlight.
Three minutes: List as many ways as you can think of to

get the ball out without leaving the gym or damaging the
ball, pipe, or floor.
10 cm
Mental Blocks
Cultural Blocks
Environmental Blocks
Distractions, organizational
support
Intellectual Blocks
Inadequate skills
Inflexible use of strategies
Expressive Blocks
Inability to communicate ideas
Recognizing Mental Blocks
Adams 6 Types of Conceptual Blocks
A. Perceptual Blocks
Limiting the problem unnecessarily (9 Dots)
Stereotyping
Saturation or information overload

B. Emotional Blocks
Fear of risk taking (Number one Inhibitor)
Lack of appetite for chaos (Must learn to live
with confusion)
Judging rather than generating ideas (Wild
ideas)
Inability to incubate

C. Cultural Blocks (Taboos)
D. Environmental Blocks (Distractions)

E. Intellectual Blocks (Dont have

background knowledge)
F. Expressive Blocks (Cant communicate

easily with others)

Brainstorming Methods
Brainstorming is one of the most important techniques to generate and develop new ideas
Lateral Thinking Vertical Thinking

RANDOM OSBORNS
STIMULATION CHECKLIST
UNRELATED
RELATED IDEAS
IDEAS
OTHER PEOPLES
FUTURING
VIEWS
The
Brainstorming
Process
Free Association
(Unstructured Idea Generation)
Comments that reduce Brainstorming to
Braindrizzling
That wont work Its against our policy

Thats too radical We havent done it that way before
Its not our job Thats too expensive

We dont have enough time Thats not practical
Thats too much hassle We cant solve this problem

BRAINSTORMING EXERCISE
Suggest playground equipment that could be made
from old cars.

Suggested Uses of Old Cars as Equipment for a
Children's Playground

Free Association
Cut the body of the car up to make a 3-D puzzle.

Take the tires and roll them along the ground.
Take the seats out and use them as a bed to rest between
activities
Teenagers could take the engine apart and try to put it back
together.
Make a garden by planting flowers inside.
Use the tires to crawl through as an obstacle course.
Make into sculpture.
Take off the doors and use as a goal for hockey.
Get on the roof and use the car as a slide.

Lateral Thinking Vertical Thinking
RANDOM OSBORNS
STIMULATION CHECKLIST
UNRELATED
RELATED IDEAS
IDEAS
OTHER PEOPLES
FUTURING
VIEWS
The
Brainstorming
Process
Free Association
(Unstructured Idea Generation)
Osborns Checklist for Adding New Ideas
Vertical Thinking (S.C.A.M.P.E.R)
SCAMPER is an acronym for a useful list of active

verbs that can be applied as stimuli to make you
think differently about the problem.
SCAMPER was defined by Robert Eberle, after an

initial list from Brainstorming originator Alex
Osborn.


Substitute
Combine
Adapt
Modify (Magnify, Minify)
Put to other uses
Eliminate
Rearrange
Rerraange Mag nify Com bine

Minify

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?


Substitute
Combine
Adapt
Modify (Magnify, Minify)
Put to other uses
Eliminate
Rearrange

Substitute: Use the car seats in swings.
Combine: Use the side panels or roof to

make a huge canopy or fort.
Adapt: Take the hood off and use it as a

toboggan in winter.
Modify: Crush the cars into cubes and

allow the kids to climb on the blocks.

Put to other uses: Remove the engines

and side panels and make go-carts.
Eliminate: Throw away the rims and use the

tires for a "romper room"/jumping pit.
Rearrange: Turn the car upside down and

use it as a teeter-totter.

Lateral Thinking: Random Simulation Words
all, albatross, airplane, air, animals, bag, basketball, bean, bee, bear,
bump, bed, car, cannon, cap, control, cape, custard pie, dawn, deer,
defense, dig, dive, dump, dumpster, ear, eavesdrop, evolution, eve, fawn,
fix, find, fungus, food, ghost, graph, gulp, gum, hot, halo, hope, hammer,
humbug, head, high, ice, icon, ill, jealous, jump, jig, jive, jinx, key, knife,
kitchen, lump, lie, loan, live, Latvia, man, mop, market, make, maim, mane,
notice, needle, new, next, nice, open, Oscar, opera, office, pen, powder,
pump, Plato, pigeons, pocket, quick, quack, quiet, rage, rash, run, rigid,
radar, Scrooge, stop, stove, save, saloon, sandwich, ski, simple, safe,
sauce, sand, sphere, tea, time, ticket, treadmill, up, uneven, upside-down,
vice, victor, vindicate, volume, violin, voice, wreak, witch, wide, wedge, x-
ray, yearn, year, yazzle, zone, zoo, zip, zap

Lateral Thinking: Random Simulation Words
Document
Paper Art Colors Car Paint
Allow kids to paint graffiti on cars

107
What is Bisociation?
Bisociation is a term coined by author Arthur Koestler in

his book The Act of Creation
Bisociation involves connecting of two things seemingly
unrelated (forced association)
A similar concept is purveyed in Tom Kelleys Ten Faces
of Innovation in the Cross-Pollinator discussion
Can be an effective entrepreneurial approach in product
creation
108
Bisociation Examples
Auction + web
Ebay (Pierre Omidyar)
Bookstore + web
Amazon.com (Jeff Bezos)
Horse carriage + steam engine
Car/train (debatable as to who was first, Cugnot?)
109
More Bisociation Examples
Wine press + coin punch

Printing press (Gutenberg)
Refrigerator + rail car
Refrigerated rail car (Swift)
Rubber + waffle iron
Sole for Nike shoe (Bill Bowerman)
Tablet PC + cell phone
iPhone (Steve Jobs)
110
Bisociation Example: Ship + Kite
Metropolis, June 2006

Getting Organized Fishbone Diagram

Evaluation and Judgment
Choose the figure that is different than all the others. Explain
the reason for your choice.
What is one-half of twelve? Give five different answers.

Evaluation and Judgment
CARTS ALoU
Cost Advantages
Acceptance Limitations
Resources (overcome)
Time Unique Qualities
Space
Others: Paired Comparison Vote

Some Material Adapted from:
1) Strategies for Creative Problem Solving by

Fogler and LeBlanc
2) The Big Book of Creativity Games by

Epstein
3) Creative Problem Solving Thinking Skills

for a Changing World by Lumsdaine

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Educating Engineers for the

Future Solving Engineering

Solving Engineering Dilemmas

Based on scientific research

Competing behaviors produce new

Everyone has roughly equal creative

Four volunteers are asked to leave the room.

The first two volunteers are given only the broom

The second two volunteers are given a full table

Average time for volunteers with

Average time for volunteers with

Sweep and catch

Multiple controlling stimuli lead to new

Three volunteers are asked to leave the room.

The first volunteer is

The second volunteer is asked to spell LIT with

The third volunteer is asked to spell four words:

200 247 145 185

Repeated successes stifle creativity.

In teams of four, students are asked to list as

Half the teams are secretly given a variety of

The other half is

The teams with the colorful popular

Problem finding Problem definition Define the problem

A Problem finding A/B Problem definition A/B Define the problem

Note: Use the question sequence to help define A through E.

B Preparing for Action/Action Planning

Define the real problem

There is a cabin in the middle of the woods.

Each team can only ask yes or no questions.

Present State Desired State

Many projectiles Fewer planes being

Present State Desired State

Many projectiles Fewer bullet holes

Present State Desired State

Many projectiles Fewer bullets

Possible Paths to the Possible Paths to the

Path 1 Path 2 Path 3 Path 1 Path 2 Path 3

Solutions to Implement Solutions to Implement

Solution 1 Solution 2 Solution 3 Solution 1 Solution 2 Solution 3

An airline at the Houston Airport tried to please its passengers by always

Examples of Duncker Diagrams to eliminate the complaints.

Sales of Toasty Os are dropping.

These options require a major capital investment.

Department of Chemical Engineering, University of Michigan, Ann Arbor 12/8/2015 66

Department of Chemical Engineering, University of Michigan, Ann Arbor 12/8/2015 67

Original Problem Statement: Cereal not getting to market fast

Trigger 1: Very Stress Pattern

Cereal not getting to market fast enough to maintain freshness .

Cereal not getting to market fast enough to maintain freshness.

Cereal not getting to market fast enough to maintain freshness.

Department of Chemical Engineering, University of Michigan, Ann Arbor 12/8/2015 69

Original Problem Statement: Cereal not getting to market fast

Trigger 3: Make an Opposite Statement

(Makes us think about how long we have to maintain freshness and

Department of Chemical Engineering, University of Michigan, Ann Arbor 12/8/2015 70

Original Problem Statement: Cereal not getting to market fast

Trigger 4: Change every to some

Cereal is not getting to market fast enough to always maintain

Department of Chemical Engineering, University of Michigan, Ann Arbor 12/8/2015 71

Original Problem Statement: Cereal not getting to market fast

Trigger 5: Replace persuasive words

The problem statement implies that we obviously want to get the

Thus, if we could speed up delivery freshness would be maintained.

Average number of non-anonymous ideas = 6__