An Experimental Methodology to Evaluate Concept Generation Procedures Based on Quantitative Lifecycle Performance

This study presents an experimental methodology to measure how concept generation procedures can affect the anticipated lifecycle performance of engineering systems design concepts. The methodology is based on objective and quantitative measurements of anticipated lifecycle performance of the design concepts. It merges cognitive and computer-aided techniques from the fields of collaboration engineering, creativity, and engineering design. It complements the body of existing techniques relying on subjective expert assessments, and other objective metrics not explicitly measuring anticipated lifecycle performance (e.g. development time and cost). Application of the methodology is demonstrated through evaluation of design procedures generating flexibility in engineering systems design. Experiments had ninety participants generate creative design alternatives to a simplified real estate development design problem. Thirty-two teams of two to three participants performed the collaborative design exercise. An online Group-Support System interface enabled efficient data collection and analysis. A computationally efficient mid-fidelity model was used to evaluate flexible design concepts quantitatively based on real options analysis techniques.Massachusetts Institute of Technology. Center for Real EstateNatural Sciences and Engineering Research Council of CanadaMassachusetts Institute of Technology. Engineering Systems DivisionSingapore University of Technology and Design. International Design Cente

Empirical evaluation of procedures to generate flexibility in engineering systems and improve lifecycle performance

The design of engineering systems like airports, communication infrastructures, and real estate projects today is growing in complexity. Designers need to consider socio-technical uncertainties, intricacies, and processes in the long-term strategic deployment and operations of these systems. Flexibility in engineering design provides ways to deal with this complexity. It enables engineering systems to change in the face of uncertainty to reduce impacts from downside scenarios (e.g., unfavorable market conditions) while capitalizing on upside opportunities (e.g., new technology). Many case studies have shown that flexibility can improve anticipated lifecycle performance (e.g., expected economic value) compared to current design and evaluation approaches. It is a difficult process requiring guidance and must be done at an early conceptual stage. The literature offers little guidance on procedures helping designers do this systematically in a collaborative context. This study investigated the effects of two educational training procedures on flexibility (current vs. explicit) and two ideation procedures (free undirected brainstorming vs. prompting) to guide this process and improve anticipated lifecycle performance. Controlled experiments were conducted with ninety participants working on a simplified engineering systems design problem. Results suggest that a prompting mechanism for flexibility can help generate more flexible design concepts than free undirected brainstorming. These concepts can improve performance significantly (by up to 36 %) compared to a benchmark design—even though users did not expect improved quality of results. Explicit training on flexibility can improve user satisfaction with the process, results, and results quality in comparison with current engineering and design training on flexibility. These findings give insights into the crafting and application of simple, intuitive, and efficient procedures to improve lifecycle performance by means of flexibility and performance that may be left aside with existing design approaches. The experimental results are promising toward further evaluation in a real-world setting.National University of Singapore (Faculty Research Committee via MOE AcRF Tier 1 grant WBS R-266-000-061-133)Massachusetts Institute of Technology. Engineering Systems DivisionMassachusetts Institute of Technology. Systems Design and Management ProgramMassachusetts Institute of Technology. Center for Real EstateMitre CorporationNatural Sciences and Engineering Research Council of CanadaFonds québécois de la recherche sur la société et la cultureMIT-Portugal ProgramSUTD-MIT International Design Centre (IDC)Cambridge-MIT InstituteFondation Desjardin

Exploring Elementary Students' Invention Ingenuity in Science Labs

Invention is one of the strongest forces that lead to human civilization. Without a clear picture and scientific understanding of invention, it can hardly be any continuity of the past, present, or future (Schlesinger, 1973). This study carried out in Ma'an, a poor-environment area of Southern Governorate in Jordan, with 50 ninth-grade students: 25 males and 25 females aged 15 years old, has one aim which is to explore ninth-grade students' invention ingenuity in science labs. Fifty ninth-grade students from two schools of Ma'an directorates of education were chosen randomly to participate in solving five problems and invent products to solve those problems in science labs. A mix of qualitative and quantitative methodology was used to answer the study questions. Results of the study showed significant invention products according to the problems the students faced, teachers appreciated the Invention in Science Labs framework as an instructional model, and students valued this kind of learning experience. Recommendations were included in this study

Gathering Empirical Evidence Concerning Links Between Computer Aided Design (CAD) and Creativity

Discussion is often reported concerning potential links between computer-aided designing and creativity, but there is a lack of systematic enquiry to gather empirical evidence concerning such links. This paper reports an indication of findings from other research studies carried out in contexts beyond general education that have sought evidence relating CAD and creativity. It describes the establishment of a framework for gathering empirical evidence to support the analysis of links between CAD and creativity, via the observation of creative behaviours, which was developed from published literature largely relating to the area of cognitive psychology. It notes some initial research findings concerning the use of this framework in analysing the use of CAD in postgraduate design projects completed at Loughborough University. These results demonstrate the occurrence of creative behaviours in association with the use of CAD when designing. Finally the significance of these results is discussed within the wider context of design modelling

Inspiring Creative Solutions: An Experimental Investigation of Three Ideation Methods in Generating Creative Product

This study examines strategic, collaborative decision making with the goal of producing more creative solutions. Our experimental approach compares the results of three methods of ideation: manual free brainstorming, manual carousel brainstorming, and electronic carousel brainstorming (as implemented by a group support system). Our finding is that manual and electronic carousel brainstorming yield more creative solutions than does free brainstorming. However, there is little difference between the former methods. Both the manual and electronic forms of carousel brainstorming are equally effective at yielding creative solutions. Strategic, collaborative decision making, when well implemented, results in full consideration of the operational environment and selection of a solution. Yet the process is cumbersome. It is time-consuming. When it fails, it can produce solutions that are suboptimal. For these reasons, a vigilant decision making process is often abridged or neglected entirely. One of the primary causes of that failure is due to cognitive inertia, a tendency to focus on a single solution to the neglect of others (Lamm & Trommsdorff, 1973, p. 364). The reasons for cognitive inertia are explained by the cognitive network model of creativity (Santanen, Briggs & de Vreede, 2000, p. 2). Cognitive inertia is due to a tendency of the mind to resonate around a local cognitive space. Better decision making could be achieved if stimuli were introduced that forced the mind to more remote cognitive spaces. This is accomplished by use of carousel brainstorming. The outcome is more creative solutions

An empirical investigation of the relationship of CAD use in designing and creativity through a creative behaviours framework

This thesis reports a study of the relationship of CAD use in designing and creativity through a Creative Behaviours Framework. This thesis provides a description of the establishment of a framework for gathering empirical evidence to support the analysis of links between CAD and creativity. The Creative Behaviours Framework consists of seven categories including novelty, appropriateness, motivation, fluency, flexibility, sensitivity, and insightfulness. The framework was developed from published literature largely relating to the area of cognitive psychology. The research reports findings concerning the use of this framework in analysing the use of CAD at Loughborough University and involved four postgraduates, two finalist undergraduates, and the researcher s own design project. Multiple data gathering methods including interviews, observations, protocol analysis, and design diaries have been used in this study to provide data reliability and validity. The results demonstrate the occurrence of creative behaviours in relation to the use of CAD when designing. Most of the categories had a significant number of occurrences observed and identified in the case studies using the data gathering methods (in particular protocol analysis and design diaries). However, novelty was only reported from the design diaries in Case studies 1 and 2. Some findings that linked the emergence of xvi creative characteristics of product outcomes with CAD usage were also established from data analysis of the design diaries. Hence, a key research output is the development of a framework which enabled researchers to observe and identify creative behaviours whilst CAD was used in designing. This framework has shown its reliability by also capturing creative behaviours in other than CAD activities such as 2D sketching and 3D sketch modelling. The findings from Case studies 1 and 2 indicated that creative behaviours were consistently identified during the observations of these design modelling activities. It shows that the Creative Behaviours Framework is not exclusively useful to observe creative behaviours during CAD use, but can also be applied in identifying these behaviours in other designing activities. An online questionnaire explored whether this framework could also be useful in wider application such as in supporting teachers in developing effective classroom and studio practice to encourage the emergence of creative behaviours by their students. The research study (using case studies and paper questionnaires) was undertaken with students of the Design and Technology Department, Loughborough University and the findings could be biased to this particular population. Hence, the online questionnaire was carried out with Malaysian CAD users to provide broader feedback. Although there was a small number of responses received from Malaysia, the data still provided a useful foundation to make the comparison between the UK and Malaysian CAD users perceptions about the relationship between creativity, in particular creative behaviours and the use of CAD in designing

Exploring the use of a virtual reality learning environment to support innovation education in Iceland

Innovation Education (IE) in Iceland aims to train students to identify needs and problems in their environment and to find solutions: this is referred to as the process of ideation. The thesis explores the contexts of teaching and learning, incorporating the VRLE with IE to support the students’ work. There is a focus on blended learning, as the VRLE is used in conjunction with conventional classroom-based activity. The work employed the grounded theory (Glaser and Strauss, 1967) perspective, in order to observe the complex social/educational activity relating to this real-life learning context. It was intended to build understanding (grounded theory), rather than an attempt to establish cause and effect. The author intended to observe, describe and interpret settings as sources of data and the main aim was to gain a greater understanding of the use of the VRLE in supporting students work in conventional Innovation Education classes within Icelandic schools. The overall research question was: ‘How does the use of the VRLE affect teacher’s pedagogy and the students’ work, in conventional Innovation Education in Iceland?’ [Continues.

Employee perceptions of the climate for creativity in the workplace of Thekwini FET College, Durban.

Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.A climate that stimulates creativity and encourages optimal performance is essential for enhancing the knowledge capacity of organisations. This encompasses the roles played by diverse aspects such as organisational support, freedom, work pressure, idea time/support, workplace challenges and trust/openness. This study is located in the field of Adult Education in general with a specific focus on Workplace Learning. A qualitative study was conducted to describe the perceptions of managers and non-managers in five campuses of Thekwini FET College as either potential enablers or disablers of a creative climate. The research explicates what and how these professionals learn in creative climates. This study examines four research questions: In what ways do employees perceive the climate for creativity in the workplace?; How is the climate for creativity nurtured or stifled in the workplace?; What is meant by a 'creative climate'?; What are the critical success factors for inducing and facilitating a creative climate at Thekwini FET College? Thirteen participants, who had working knowledge experience and were able to provide a rich description of their work climate, were selected. A comprehensive collection and analysis of data was yielded through: (a) semi-structured individual interviews; (b) looking at words, sentences and paragraphs of documents; and (c) informal observations. Data was analysed and interpreted by identifying the themes promulgated by Ekvall's Creative Climate Questionnaire and Amabile's KEYS survey. The findings led to the emergence of two new themes of coping mechanism and informal learning. The discussions inform and support the research from the perspective of employee experience and the theoretical model. The following recommendations were made in terms of: (a) Organisational Culture - devalue bureaucracy with greater interpersonal functioning of trust, freedom and support; (b) People - value and make people central in the workplace; and (c) Value Socialisation - organisational support for informal learning, playful about ideas, tolerant of spirited debates and challenges

Quantitative performance-based evaluation of a procedure for flexible design concept generation

Thesis (Ph. D.)--Massachusetts Institute of Technology, Engineering Systems Division, 2011.Cataloged from PDF version of thesis.Includes bibliographical references (p. 152-163).This thesis presents an experimental methodology for objective and quantitative design procedure evaluation based on anticipated lifecycle performance of design concepts, and a procedure for flexible design concept generation. The methodology complements existing evaluation methodologies by measuring anticipated performance via efficient computer modeling techniques. The procedure, in contrast to others, stimulates flexible design concept generation by packaging a short lecture on flexibility, and a prompting ideation mechanism. Controlled collaborative experiments had participants suggest alternative solutions to a design problem under different treatment conditions. Experimental conditions used the procedure for flexibility, while control conditions relied on prior training in science and engineering only, and free undirected ideation. Measures included the quantity of flexible design concepts generated, anticipated economic performance improvements compared to a benchmark design, participants' subjective impressions of satisfaction with the process and results, and results quality assessments. Seventy-one designers divided among twenty-six teams performed the experiments involving a simplified real estate infrastructure design problem. Application of the methodology demonstrated effective and efficient evaluation of the design procedure based on anticipated performance of design concepts. The lecture and prompting mechanism significantly improved anticipated performance compared to the benchmark design, by nearly thirty-six percent. The prompting mechanism significantly improved generation of valuable flexible design concepts. Lecturing improved significantly user satisfaction with the process and results, as well as results quality assessments. Even though prompting demonstrably improved anticipated performance and concept generation, it had no effect on participants' satisfaction with the process and results - unless combined with the lecture. Also, prompting did not lead participants to expect better results quality. This demonstrates the need for thorough and rigorous procedure evaluations based both on subjective user impressions and objective quantitative measurements. A preliminary analysis suggests that the proposed experimental platform can be used to study the influence of uncertainty and flexibility related words on discussion content, although more work is necessary to fully validate the approach.by Michel-Alexandre Cardin.Ph.D

Frameworks for effective improvised facilitation

The starting point for this study is the facilitation of groups engaged in knowledge exchange and the ways in which facilitation in that context can be more flexible, more responsive, more creative and more effective. Only anecdotal evidence exists relating to what this study calls Improvised Facilitation and defines as the generation of a series of in-situ, micro-designs at each step and turn, independent of established formats and processes. The study attempts to understand better what those micro-designs might involve, by interrogating the practice dimensions of this emergent and poorly articulated form. Key assumptions underpinning both facilitation and improvisation were explored through a systematic review of the literature. The major works of theorists from group and team theory and those associated with the measurement of creativity were interrogated to construct and test emerging ways of working. Action Research was used to explore the aptitude, skills, techniques, competences and confidence required to perform the role of a facilitator who improvises as s/he flexes and turns in response to group needs and challenges as they emerge. Practice dimensions were explored through reflections on practice and with a cohort of professional facilitators contributing their experience through structured interviews. The theoretical approach shed light on the role and impact played by other factors in the facilitation process, almost as co-facilitators in the process itself. These factors include the facilitation environment, spatial configurations within that environment, restraints of time, levels of preparedness and the materials and resources deployed in the moment. This has enabled the synthesis of a streamlined competence framework for facilitation and the design of an entirely novel confidence frame for Improvised Facilitation. These products of the research formed the basis of the construction of an innovative two-stage approach to the evaluation of Improvised Facilitation that was then tested in dynamic, real-life group events. Driven by practice, experience-capture, passion and reflection, this study has addressed a significant knowledge gap through the design of these frameworks. In so doing, the research offers insights into what this might mean for facilitation, for facilitators and for the development of knowledge exchange processes more broadly