Creative Confidence

Authors: Daniel Exford Dan Keicher

Allison Lammerts Ryan Sans

Bradley Sargent

TABLE OF CONTENTS PROBLEM STATEMENT .............................................................................................................................. 0-3

Customer Groups ...................................................................................................................................... 1

Cultural and Regional Considerations .................................................................................................... 2-3

CUSTOMER REQUIREMENTS ................................................................................................................... 4-11

Relationship of Customer Requirements to Customer Groups ........................................................... 9-11

ENGINEERING SPECIFICATIONS ............................................................................................................. 12-15

HOUSE OF QUALITY ............................................................................................................................... 17-22

Customer Requirements (“the Whats”) .................................................................................................. 17

Engineering Specifications (“the Hows”) ................................................................................................ 18

Technical Correlation Matrix (“How vs. How”) .................................................................................. 19-20

Major Trends (Conclusions) ............................................................................................................... 20-22

CONCEPTUAL DESIGN (DIVERGENCE) ................................................................................................... 23-36

Brainstorming Method ....................................................................................................................... 25-26

Gallery Method ....................................................................................................................................... 27

De Bono’s Six Hats Method ................................................................................................................ 28-31

6-3-5 Method .......................................................................................................................................... 32

C-Sketch Method..................................................................................................................................... 33

Compiled List of Promising Design Solutions ...................................................................................... 36

CONCEPTUAL DESIGN (CONVERGENCE) ............................................................................................... 38-45

Qualitative Assessment ...................................................................................................................... 38-40

Quantitative Assessment ................................................................................................................... 41-43

Project Summary (Alternative Reflection) ......................................................................................... 43-45

RESOURCES ................................................................................................................................................. 46

OpenIDEO Challenge Background Information:

The emergence of open innovation communities has broadened the impact that engineering design can have on technical, global, social, economic, and environmental challenges we face around the world. OpenIDEO is one such platform that has emerged allowing for the power of social media to meet innovation. In this mini-project, groups are tasked with the current challenge from the OpenIDEO open innovation platforms, competing for final selection of their concepts. Task: The task is to address the open innovation challenge of:

How might we inspire young people to cultivate their creative confidence? This is a recently released challenge at OpenIDEO. Note that you do not have to have an official account at OpenIDEO, but may want to establish one for your own professional and personal objectives. Your report needs to include the following: Task 1: Project Clarification:

1. A clear statement of the design problem including the appropriate context, customer groups, and any cultural or regional considerations that your group is considering.

2. A comprehensive set of customer requirements that cover the major customer groups for the identified problem. This set should include the relevant technical, global, social, environmental, and economic issues, among others.

3. A set of engineering specifications that address the customer requirements. 4. A House of Quality (HoQ) that relates that customer requirements to the engineering

specifications. The expectations for the HoQ include the left side (the WHATs), importance for the WHATs, the top side (the HOWs), and the roof (HOW vs. WHAT). Explain and discuss the major trends and findings from the house.

Task 2: Conceptual Design (Divergence):

The second task is to generate a set of design alternatives for your design problem. The more alternatives you generate, the better you will do on this portion of the project. Your methods of generating the concepts should be clearly discussed.

Task 3: Conceptual Design (Convergence):

The third task is to select the most promising design alternative. The criteria along with the method you use to make this evaluation must be clearly presented. This evaluation may require narrowing down the initial set using more qualitative filters until a quantitative assessment can be done on a smaller number of alternatives.

PROBLEM STATEMENT

PROBLEM STATEMENT & CONTEXT Problem Statement: How might we inspire young people to cultivate their creative confidence? In the context of product development, an opportunity is a product description in embryonic form, in other words a newly sensed need, emerging technology, or a correlation between a certain need and a possible solution. The opportunity with regard to the OpenIDEO challenge describes the difficulties of degrading creativity in young minds with attempts to improve it in the future. When we are young, very little matters and we are able to see the world without limits. However as we age, we develop creativity blinders. Much like those used in horse racing, these blinders limit the amount of imagination and creative inspiration applied to each project we work on. As of today, we live in a world that is changing faster than ever before. Facing unprecedented challenges requires creative thinking and innovative ideas. For this reason, numerous companies in today’s society seek individuals that excel at thinking creatively. Unfortunately this innovative characteristic is seldom found in young adults. Creativity in the mind cannot just be turned on; original ideas are fostered from a thorough background of imaginative thinking. The objective is simple: research and develop new entertaining ways to help cultivate and sustain creative confidence in teenagers and young adults around the world. The design will encourage the use of imaginative power helping to bring into mind the things that are not yet here in the present. The design will inspire the process of putting imagination to work and putting original ideas into practice with regard to creativity and innovation. This design will ensure the opportunities of becoming successful leaders in the future.

Upon development of the design conception, certain customer groups should be considered. These include: engineering, production, management, marketing and sales, government, and consumer groups. The consumer groups associated with the conceptual design are mainly the young adults and teenagers being encouraged to be creative. The more innovative they can become, the more of an asset they will be in the future. The design also influences a number of other customer groups such as the future employers of the user/participants. Upon hiring motivated candidates, the employers can then utilize the design to open the minds of their employees and improve the company.

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CUSTOMER GROUPS Consumer – The consumer group is focused on style, ease of use, price, maintenance, future operating costs, and overall design solution success.

User/Participant – For this problem, the user/participant can be defined as a teenager or young adult. The user/participant is the main focus of this design problem.

Parent/Guardian – The parent/guardian in this problem is the person/people who may be overseeing the implementation of the design solution. The parent/guardian consumer group will most likely play a supporting role emotionally and financially.

Teacher – The teacher group will play a supportive and instructional role in the implementation of this design solution.

Administration/Organization – Depending on the design solution, the final product may be used in schools/organizations, therefore, there would be an administration/organization who may be invested in the design solution as well. This group may also play a financial role in supporting the implantation of the design solution.

Government - For the development of this design solution, the government will be concerned with the accordance to rules and regulations, as well as safety for the user/participant or the general public. Company Management – The company management group is focused on schedules, budgets, costs, profits, environmental issues, and company image.

Project Manager – The project manager for this design solution will be directly affected by the design solution development and overall success. The project manager will be concerned with budgets and cost, as well as production and design schedules.

Company Chief Executive Officer (CEO) – The Company CEO will be focused on the design solution’s success from a fiscal standpoint, as well as a company image standpoint.

Marketing/Sales – The market and sales department for the company will be concerned with packaging, transportation, style, ease of use, performance, and reliability of the design solution. This customer group is responsible for the marketing of desirable qualities to the general public and product consumer. Future Employer of User/Participant – The success of the design solution will affect future employers of the user/participant, as the ideal design solution will promote lifelong creativity and innovation. This quality will be very appealing to future employers, as the employing company will have open minded individuals who can improve the company image, as well as the promote creativity in others. Engineering – The engineering team for the design solution is focused on technical specifications, performance, testing, material choice, environmental issues, and manufacturing. Specific engineers may include: mechanical, electrical, industrial, environmental, etc.

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CULTURAL & REGIONAL CONSIDERATIONS Resources

Resources can be a major or minor regional consideration. If the convergent stage gears the design solution towards a product versus a process, resources will be a larger regional consideration. There will need to be a certain availability of raw materials, manufacturing plants, labor, space, etc. If the design solution is geared more towards a process such as a method of teaching, raw materials and labor will not be a consideration, or a major consideration at that. However, there would be a need for trainers and teachers willing to learn the new methods.

Cultural Factors

Cultural factors are considered under regional considerations because every region has different cultural norms. A major example of this is the relationship between men and women here in America versus the Middle East.

Factors include:

1. Wealth

Is there enough money for the region to even consider implementing our product? If so, who has the most money and who has the least money. Will all levels of wealth benefit equally?

2. Product Distribution Systems

How fast is the delivery service? How accessible is the delivery service?

3. Population density

Self-explanatory. Are there enough people or even enough need for our product to be bought let alone marketed in a specific region?

4. Level of Education

How much prior knowledge is the user going to need in order to use our product?

5. Relationships

This can include relationships between men and women, adults and children, teachers and students.

6. Taxes

Will our product be affordable for the end user? How much more will the user have to pay with taxes? Is there a way to decrease the amount of tax?

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Environmental Factors The encompassing environmental factor between regions is pollution. Between regions, there are

different pollution standards. Again this can be either a major or minor factor. It will be a major factor if the convergent stage yields a physical manufactured product. Major Environmental Factors:

i. Environmentally friendly Materials ii. Emissions

iii. Clean Energy iv. Recyclability v. Packaging

vi. Recycled Content Cost

Whether it is a product or a method of teaching/learning, cost will always be a major regional consideration. If it is a product, the cost will be included in the cost of design and developing, the cost of manufacturing, the cost of shipping and packaging, the cost of improving, and so on. If the product is a method, it will cost money to train teachers and to teach students. Even initially schools may have to be offered money in order to implement the new methods.

Aesthetics

This will mostly apply if the product is physical but could also apply to a method. A good example of a physical product that is universal and is seen in all regions of the world is shoes. Companies like Nike, Adidas, and Reebok have products that are used and recognized across countless areas. An example of a product that is a physical product but also a method is the Rosetta Stone software. It has aesthetic qualities such as attractive voices and pictures during the learning process. It is also packaged in a box that has a complementary color scheme.

Naming

The name of the product needs to be easily translatable into different languages or be a short, easy word that can be recognized between regions. A good example of this is again, Nike, Adidas, and Reebok. Even more so they all have symbols that are easily recognized between regions.

Marketing

Once the product has been fully developed, it will need to be sold. Users will be informed about the product through marketing. The majority of the marketing will most likely be via electronics such as the television or the internet. However, third world countries, which don’t have access to such amenities, will need to be educated of the product differently. Much of the advertising can be done through use of billboards or bus-advertising. Depending on funding, advertising can also be included in magazines and newspapers. The most valuable advertising medium will be public broadcasting organizations like National Public Radio (NPR) and public broadcasting stations, like WNED-TV. These organizations focus on education and thus could prove to be the most beneficial.

Language Barriers

The product will need to have the ability to transcend language barriers. If the final product is a method of teaching, this task should not prove to be too challenging. If it is a physical product, the functions and usability will need to be obvious. User manuals can be included in different languages but shouldn’t be necessary in understanding the function of the product.

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CUSTOMER REQUIREMENTS

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CUSTOMER REQUIREMENTS A comprehensive set of customer requirements is an essential part of the concept development phase of the design process. The development of these requirements is used as a guide to allow the design team to establish specifications and product concepts in the future. These requirements are expressed in terms of what the design needs to accomplish and not in terms of how the design might be implemented. With regard to the OpenIDEO challenge, the design problem is taken to the next step by creating a set of customer requirements. Entertaining/Fun/Engaging – The design is more useful if the consumer’s mind is fully engaged to what it has to offer. This customer requirement is important to the consumer customer group, as all parties want the design solution to be appealing to the user/participant. If the solution is entertaining, the user/participant will be more likely to continue using the design solution, therefore further exploring their creativity.

An entertaining design solution would address social issues. By covering such topics, the user/participant will have fun and remain engaged in the product/activity. This design solution cannot become a chore that the user/participant dislikes doing.

Easily Used/Easily Completed – The ease of use is an essential requirement for the design due to the fact that a functional interface for the consumer could mean the difference between low and high sales. The main customer group pleased by an easily used design solution would be the user/participant. If the design solution is easy to use, the user/participant will not become discouraged and therefore will be more likely to continue using the product. The other parties of the consumer customer group will also be interested in a design solution that is easy to use, as it will encourage the user/participant to keep using it without their reinforcement.

The consumer will want this product to be easily used/completed, which addresses a social issue, in that, consumers will want to be able to implement the design solution hassle free. If the product is too difficult to use, the user/participant will become disengaged and discouraged.

Affordable – Since the consumer desires a design that fulfills the intended use at a reasonable price, the cost of the design should be low enough to fit each economic background. This customer requirement is the most important to the group that purchases the design solution. This would be the consumer, but depending on what the design solution is, the specific consumer group may change between parents, teachers, or administration/organization members.

The affordability of the design solution addresses an economic issue, as the consumer wants the price to be inexpensive, but reasonable in relation to quality. If the price to the consumer is too high, they will not be interested in purchasing the design solution.

Aesthetically Pleasing – Although not seen as the most important requirement for customers, the aesthetics of the design are an important requirement to consider when chalking-up alternatives.

This customer requirement is social in nature, in that a consumer is most interested in a product that looks enjoyable and appears to be superior to competition. A visually and sensory pleasing design solution will be more appealing to the target consumer.

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Easily Maintained – The design is more valuable when it requires a small amount of maintenance.

The customer requirement of easily maintained is social in nature, in that the consumer does not want to use their time fixing, replacing, cleaning, etc. This maintenance time will seem like a waste in the eyes of the busy consumer.

Recyclability – With more material being recycled into the design, the concept is more appealing and less expensive. Consumers are often attracted to a design solution that embraces the idea of recycling as much as possible.

Recyclability addresses environmental issues, because in today’s society, recycling and reusing is very important to reduce the harmful effects humans have on the Earth.

Safety – The safety of the consumer is a primary goal as it protects the reputation of the design.

The customer requirement of a safe to use design solution is a social issue. Consumers do not want to purchase a product that may hurt them or another member of society.

Minimum Power Consumption – The amount of power required to use the design should be kept at a minimum.

Using the minimum power possible addresses environmental issues, as in today’s society, it is very important to conserve resources. This is also economic in nature, as a lower power input leads to a lower cost of energy.

Minimum Noise Pollution – Unless appealing to the customer, the amount of noise produced when using the design should be decreased as much as possible.

If the design solution creates large amounts of unwanted noise, this would create social issues, as people would not want to be disturbed in their everyday life.

Rewarding/Encouraging – A personally rewarding experience will encourage young people to continue their creative venture.

An important social aspect of the design solution is that it must be a rewarding experience for the target user/participant. The user/participant must be able to take something beneficial away from the experience that would encourage them to continue to be creative.

Intellectually Challenging – An intellectually challenging experience will cause young people to develop alternative and unique options for solving problems.

The customer requirement of intellectually challenging addresses social issues, as the design solution is intended to foster the creative spirit, and in order to do so, the user/participants must be challenged.

Hands-On – Many people are kinesthetic learners. This means they retain the most information through hands-on experiences. Providing physical characteristics which the user will control while engaging in the use of our product will address this customer requirement head-on.

A hands-on product will address social issues, as it will allow the user/participant to create something for themselves and then to share their work with others.

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Establishment of Creative Atmosphere – Without the proper environment it can be very difficult to correctly impact an audience. Providing a creative atmosphere will allow the consumer to think differently and feel welcome to explore their innovative side without being judged.

The establishment of a creative atmosphere addresses social issues, as the user will need to have an imaginative zone that is established by themselves, or by an outside party. This zone will be important to foster creativity. Along with this, youth with common goals would be able to work together in this zone.

Profitable – The purpose of a design from a business standpoint is to create profit. This requires making a quality product that is inexpensive to make, but easily marketed and sold at a higher price.

The profitability of a design solution addresses economic issues, as the company wants to make money. If they breakeven there is no benefit to the company, and if money is lost the business will fall into bankruptcy.

Appealing to All Genders – If the design solution is directed to all genders equally, it is possible that every teacher and parent could implement the design solution in school or houses.

This customer requirement addresses social issues, as the consumer will want a design solution that can be used and enjoyed by all genders alike.

Retention of Creative Skills – It is important that young people are able to establish a lifelong creative outlet to exercise their creativity into adulthood.

This customer requirement can be considered “technical” in nature in that the consumer will want the design solution to cultivate creativity during use, but also foster an ambition to be creative lifelong. This relates to how effective the design solution is.

Upgradable –To accommodate the evolution of technology and user’s needs, many conceptual designs use upgrades over the lifetime of the overall design solution.

The customer requirement of upgradable can solve technical issues because, as technology advances, the design solution will need to be improved in order to accommodate growing technology. If this is not doable, the design solution will become obsolete; therefore, designers especially need to take this technical requirement into account.

Availability of Add-ons – The basic design is fabricated as a single unit. The option of different add-ons allows the consumer groups to customize the product and fit personalized desires, making the design more appealing.

The availability of add-ons is of social concern, as many consumers will want the option to customize their specific design solution. This customization can target appearance or overall function. This customer requirement is technical in nature in that the designer will be required to develop ways to incorporate add-ons for individuals.

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Adaptability – Some design concepts are created for the consumer to use over a longer period of time. For this reason, the design requires a certain level of adaptation since it will be used in several different environments as well as intellectual levels over the years.

The customer requirement of adaptability addresses global issues, as the designer will want to account for possible effects of environmental changes. For instance, use in the desert may differ from use in a tropical location, or a cooler location. An adaptable design solution will also address technical issues, as the designer must prepare for different levels of intellect as well as changing levels of intellect during the lifetime of the design solution.

Wear – External factors that deteriorate the design concept should also be accounted for. Necessitating replacement opportunities for worn components will allow the extension of life in the chosen alternative.

Accounting for wear of the design solution will address economic issues, as the lifespan of the design solution can be extended if proper design measures are taken and replacements are available. This will help to reduce the frequency of purchase.

Minimal Consumption of Materials – Many conceptual designs consume materials quite regularly and the ease of replacement should be considered.

The customer requirement of minimal consumption of material is both economic and environmental in nature. It addresses economic issues, because the less material used in the design, the lower its cost of production. Environmental issues are addressed, because the less material used, the less product that needs to be accounted for at the end of the lifecycle, whether it be recycling or trash disposal.

Reusable – Future changes in the design should be an important parameter consideration as the production team may wish to change only a few elements while retaining the rest of the product.

The customer requirement of reusable is technical in nature, in that the designers will design to accommodate future changes to the product.

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RELATIONSHIP OF CUSTOMER REQUIREMENTS TO CUSTOMER GROUPS Because this challenge can encompass such a broad range of solutions, many of the developed

customer requirements are valid for each customer group. Table 1 illustrates these relationships.

The most important of the customer groups is the Participant/User. The main focus of this challenge is on the creative success of the user. For this reason, the solution must be entertaining, rewarding and easily executed, while at the same time establishing a creative atmosphere that is intellectually challenging. Depending on the solution, whether it is a product, idea, or teaching style, the user will want the ability to add customized components and/or be involved hands-on.

Parents/guardians of the user obviously want to see their child be successful in life and will have many requirements for the solution. Because parents will have to pay for this solution, whether it is directly or indirectly, the affordability, easy maintenance, gender indiscrimination, reusability and wear are important requirements. To ensure that their children are successful, parents/guardians will also benefit if the solution is safe, easily used, rewarding, hands on, intellectually challenging and to establish a creative atmosphere.

Similar to those of the parents/guardians, Teachers, want to see their students succeed and will more than likely be directly in charge of the implementation of the solution to the users. Therefore the requirements from the teacher are very similar to both the user and the parent/guardian.

The Administration will be a necessary customer group depending on the chosen solution. They will require the affordability, reusability, recyclability, and ability to customize the solution to encompass a wide range of users, more so than the other requirements such as how entertaining the solution is. These requirements deal with the financial aspect of the solution and focus less on the actual user interface.

Because the Government is focused mainly on ensuring the solution is safe to use and follows federal regulations, they have only a few requirements. The government must make sure that the environment is damaged as little as possible and therefore require that the solution be recyclable, cause minimum power consumption, and minimum noise pollution. The government would also require that the solution be intellectually challenging, resulting in intelligent citizens to remain competitive in the ongoing strive for technological advancement.

The two main customers within the solution’s management team are the project managers and the company CEO. Although these two customers work for the same company, they differ in their requirements for the solution to this challenge. The Company CEO is mainly focused on the success of the company as a whole, so they will require the solution be affordable and safe for the consumer resulting in company profits. A company’s impact on the environment is becoming increasingly important on the success of the corporation and therefore results in the requirements of recyclability, low consumption of materials, and minimal power consumption to implement the solution.

On the other hand, the Project Manager is focused mainly on the challenge at hand while keeping the success of the company in his/her thoughts as well. Therefore, the project manager has all of the same requirements of the company CEO, with additional requirements including upgradability, adaptability, add-on possibility, along with wear and minimum noise pollution, depending on the chosen solution.

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The Marketing/Sales group must take all of the customer groups’ needs into consideration and therefore have the most requirements of all the customer groups. To ensure that the solution is successful for the company and the users, marketing/sales requires the entire customer requirements observed in Table 1.

The Future Employers of the participant/user are only concerned with one issue: that they bring intelligent and creative people into their team. For this reason to ensure they have quality candidates, the only requirement of future employers is that the solution establish a creative atmosphere, be intellectually challenging, and hands on

The Engineering groups are concerned about the technical aspects of the solution and therefore require the product be safe, affordable, profitable, recyclable, and consume minimal power. Also, to ensure that the design encompasses a wide range of users and can be easily redesigned, they require that the solution be adaptable, upgradable, and capable of adding additional components to the system.

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ENGINEERING SPECIFICATIONS

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ENGINEERING SPECIFICATIONS Once the customer requirements are established, a set of engineering specifications that address the customer requirements are created before the product concepts are generated. These specifications are used to state what the product must do but not how the specifications will be achieved. The specifications are primarily used to convert the customer requirements from the language of the customer to terms of quantifiable measurement. It is important to note that each specification reflects each of the customer’s needs. Entertainment Survey (# of interested participants) – Measuring the amount of fun the consumer has while using the design concept is difficult to measure. For this reason a survey can be used upon completion of using each of the alternatives to help quantify the degree of entertainment during the use of the design. This survey correlates back to the customer requirement of having a fun and engaging product. The more entertaining the product, the more rewarding the user will find it. Ideal Value: Maximum Equality Compliance (# of surveys) – By ensuring that one group of persons doesn’t feel left out, it can be assured that each gender feels they can use the product comfortably. To do this, surveys can be distributed to a small sample of both genders to assure they have had an equal experience. Ideal Value: Maximum

Complexity of the Procedure (# of steps) – The number of steps necessary to use the conceptual design can be associated with the complexity of the procedure and therefore how easy it is to use and its maintainability. Measuring the complexity of the procedure could also be done via a survey. Along with this, the complexity of the product may play a role in deciding how upgradeable and adaptable the final solution is. The more upgradable and adaptable the product, the longer it can last. The less complex the product is, the higher the availability of add-ons to be produced and the minimal material needed for operation. Ideal Value: Target Questions asked when design is used (# of questions asked) – Another proposed method of measuring the ease of use is the number of questions the user has throughout the procedure. The product must be easy to use and adaptable for all consumer backgrounds and skill levels. To measure the number of questions users have, a survey can be administered. Ideal Value: Target

Price of Material Selection ($) – The overall price of each material that is used in the design is accounted for to determine the price differences between each alternative. This specification correlates to the consumer requirements of affordability and profitability. The higher the price of material selection the less affordable the product becomes and potentially a lower likelihood of profitability. Ideal Value: Minimum Price of Manufacturing Each Unit ($) – Manufacturing costs can differ. For instance, using a higher level of complexity in the design can cause the cost to be very high. This engineering specification relates back to the customer requirement of affordability and profitability. The higher the price to manufacture each unit may cause a substantial increase in the cost of the product, thus a decrease in profitability and affordability.

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Ideal Value: Minimum Colors Used (# of colors) – The aesthetics of the design are converted to a specification through the measurement of customization and how noticeable the design is. For this reason, the amount of colors used is an important parameter. This engineering specification can be traced back to the customer requirement of aesthetically appealing as well as providing a creative atmosphere. Ideal Value: Target Maintenance Costs ($) – Some projects require maintenance workers to keep the project running. The design alternatives should consider how much capital expenditures this parameter requires. The relationship shows that the higher the maintenance costs, the less affordable the product becomes and a reduction in profitability will occur. Ideal Value: Minimum Safety Features (# of safety features) – With higher a higher amount of safety features the product will become less accident prone and accepted by all ranges of skill level. The number of safety features can be counted numerically, and is traced back to the customer requirement of safety. Ideal Value: Target

Amount of Power Consumed (Watts) – The amount of power needed is an important factor due to its relationship to capital expenditures and environmental hazards. For this reason, it is tied to a number of customer requirements; most notably, affordability, profitability, and power consumption. Ideal Value: Minimum

Noise Production (Decibels) – Excessive noise contribution can be seen as a huge disadvantage if it is undesired. This will decrease the appeal of the product and thus weaken customer requirements along the lines of profitability and entertainment. Ideal Value: Minimum Percentage of Recyclable Material (%) – Using higher amounts of recyclable material will create a greater appeal to the end user knowing they are contributing to the better good of the planet. However there are some negative impacts. Occasionally, using recycled material comes at a higher cost in the manufacturing process. Making sure that the product is recyclable is of even more importance in today’s environmentally conscious world. Ideal Value: Maximum Durability (Strength) – By creating a product made of high strength material or composed of a high strength design structure the product will last for many uses. For instance, the wear on the product when using a highly durable structure will not be as costly as if less durable material is used. This pertains most directly to the customer requirements of adaptability and wear since the design is relied heavily on functioning during prolonged periods of time in a variety of different environments. Ideal Value: Maximum Interactive Features (# of Interactive Features) – To validate how interactive and hands on the design concept is, the number of interactive features is determined. Ideal Value: Maximum

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Instilled Pride (Creativity Aptitude Scores (%)) – Through instilling pride in the consumer, it can be ensured that continual use will occur. To tally the amount of creative retention from using the chosen alternative, examinations will be distributed to sample groups of people to determine what they have learned from their own personal experience. Ideal Value: Maximum Add-ons (# of Add-ons) – In addition to the standard issued design alternative, the number of add-ons is quantified to determine the variety of options the consumer faces when considering purchasing the product. Ideal Value: Maximum Materials Consumed (Amount Consumed) – The amount of materials consumed during the use of the design is significant when comparing each alternative. It is important to note that the amount unit depends on the material being consumed. Ideal Value: Minimum

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HOUSE OF QUALITY

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HOUSE OF QUALITY The house of quality lays the foundation of product development as the preliminary stage of

conceptual design. It is generally used to determine the importance of customer requirements and corresponding engineering specifications; detailing the relationship between customer’s desires and the product’s capabilities. In other words, the house of quality is simply a planning matrix that correlates the customer’s wants, to how the product is going to meet those wants. CUSTOMER REQUIREMENTS (“the WHATs”):

Importance to Design: It is extremely important for the product development team to focus on each of the customer’s

needs and ensure that none are left behind. This helps provide an information channel between the customers in the target audience and the developers of the product. The valuable connection allows the development team to: make quality decisions related to certain trade-offs, generate innovative solutions, and fully comprehend each of the consumer’s needs. For the purpose of this project, the customer needs were produced based on potential attributes of the problem statement. It is important to note that they are extracted from the possible functions of the design produced. In other words, the customer requirements used in the house of quality are independent from any particular solution.

Figure 1: Importance of Each Customer Requirement

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The construction of our house of quality begins with listing each of the customer requirements under the column of demanded quality or “the WHATs” on the left hand side of the house (Figure 1). The weight/importance of each requirement is defined by a strict grading scale. Due to the large amount of customer requirements, the scale used to calculate the weight/importance for our house of quality was 1-100, with 100 being the most important. The relative weight represents the degree of significance for each customer requirement when compared to the rest. For example, the problem statement is heavily based on encouraging creative minds in attempt to solve problems more intuitively. Certain customer requirements play a significant role and are therefore weighted heavier. These parameters include rewarding/encouraging its users (7.3), the retention of creative skills (7.6), the establishment of a creative atmosphere (6.9), and provided entertainment (7.3). As for requirements that do not improve the functionality of the design, like aesthetics (1.1) and recyclability (0.8), they are ranked lowest on the list. ENGINEERING SPECIFICATIONS (“the HOWs”):

Importance to Design: Although the customer requirements are helpful in comprehending the topics of interest, they are generally stated in a subjective manner. The development team must now interpret the “language of the customer” and define the customer requirement in a specific, measureable quantity of what the product must do to meet each need. An engineering specification consists of both a metric and a value and is used to provide guidance with regard to physically designing and engineering the product. It is important to note that the specifications identify what the product must do and not how it must be done. The engineering specifications are classified as either dependent or independent variables in order to describe the products functionality and performance. This allows the engineer to control each specification through certain parameters when designing the product. In other words, the engineering specifications help describe the customer requirements in terms of measurable quantities that can fluctuate based on the design chosen. Each of the specifications are characterized in the row that is labeled quality characteristics, or “the HOWs”, at the top of the house of quality as shown in Figure 2 below. The “Direction for Improvement” row (Figure 2) indicates how value can be added to each engineering specification. This is done by assigning a specific symbol to the specification in order to represent whether the value must be increased or decreased to improve the functionality of the product.

Figure 2: Engineering Specifications and Corresponding Directions of Improvement

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Most of the “Direction for improvement” cells are self-explanatory. Quality characteristics like “Price of Manufacturing Each Unit,” “Material Cost” and “Material Consumption” are desired to be as small as possible for the convenience of each customer group. A similar case is made for certain specifications such as “# of Interested Participants” and “# of Interactive Features” as these specifications should be made as high as possible to deliver a quality product. It is also important to note the special case in which the direction for improvement is made a target value. These specifications include “Complexity of the Procedure (# of Steps)” and “Percentage of Recyclable Material (%)”. This is due to the fact that if the design is too complex, users will be become frustrated and not participate in using it. The percentage of recyclable material is seen to be a target value for the reason that if too high, the manufacturing costs will sky rocket and the project will result in a much lower profit or even failure.

TECHNICAL CORRELATION MATRIX (“HOW vs. HOW”):

Importance to Design: The roof in the house of quality illustrates how each engineering specification relates to one

another. Shown in Figure 3, if two specifications positively associate with one another they are marked with a positive or double positive cross. On the other hand, if they negatively correlate with one another they are marked with a subtraction sign or an upside down triangle.

Figure 3: Technical Correlation Matrix (How vs. How)

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The negative relationship one parameter has on another is known as a trade-off because it involves losing one quality to gain another. The trade-off is significant to the designer’s decisions because it requires the full comprehension of both the benefits and disadvantages of each choice. The inverse relationships between two specifications, both of which are essential for the product’s function, can make finalizing each of the specifications very difficult. In essence, the importance of the roof in the house of quality underlies in the refining process and ultimately choosing how such trade-offs will be resolved. It contains debatably the most important information for the engineers due to the fact that it optimizes these trade-offs when addressing consumer benefits.

In terms of our project, the number of different interactive features is seen as a very significant

engineering specification to be considered when making changes in the design; this is because it is highly related to other specifications and is likely to affect them for better or worse. If the number of interactive features increases to please the consumer, attributes such as cost, complexity, power consumed, and noise produced are likely to increase as well. Since these are attributes that are desired to be as low as possible, an increase in these values is unacceptable. A trade-off must be made in which a middle ground is met between the specifications to optimize customer appeal, product fabrication, and performance cost. Another important driver of complexity in the roof is the number of add-ons. It can be seen as a very erratic parameter in terms that many other specifications are affected both negatively and positively. On the positive side, an increase in the number of add-ons will improve instilled pride, the number of interactive features, number of colors used, and amount of entertainment. While a negative relationship is associated with the amount of power consumed, maintenance cost, price of manufacturing each unit, and overall complexity of the product. For this reason, the total number of add-ons included when creating the design should be considered with care.

MAJOR TRENDS (CONCLUSIONS):

The final step of the house of quality is to reflect on the results in order to determine a quality conceptual design that will meet the customer’s needs and excel phenomenally within the given market. The product development team should verify that they have obtained as much knowledge and intuition as possible based on interactions with the customers and competing products. In addition to meeting customer’s existing requirements, the team should also seek to innovate in order to stay competitive.

In terms of our design problem, the main drivers considered by consumers can be determined

by generating a sorted table (Table 2) to display the importance of each need when compared to the rest. The most heavily weighed customer requirements (top 10 %) were the retention of creative skills, amount of entertainment provided, encouragement of creativity, and establishment of a creative atmosphere. In contrast, the least important requirements (bottom 10 %) were established to be the availability of add-ons, aesthetics and recyclability. These results are expected since the problem statement is described to accomplish certain factors such as inspiring the consumer and stimulating their creativity while neglecting the significance of factors like aesthetics and recyclability.

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Customer Requirements Relative Weights

Retention of Creative Skills 7.6

Entertaining - Fun - Engaging 7.3

Rewarding - Encouraging 7.3

Establishment of Creative Atmosphere 6.9

Hands On 6.5

Profitable 6.5

Reusable 6.5

Intellectually Challenging 5.7

Adaptability 5.7

Wear 5.3

Affordable 5.0

Safety 4.6

Minimal Consumption of Materials 4.2

Equatility of Genders 3.8

Minimum Power Consumption 3.4

Minimum Noise Pollution 3.4

Easily Used - Easily Done 3.1

Easily Maintained 2.3

Upgradable 1.5

Availability of Add-ons 1.5

Aesthetically Pleasing 1.1

Recyclability 0.8

Table 2: Driving Customer Requirements

House of Quality Statistics The next conclusion is drawn after constructing the interrelationship matrix to compare

relationships between the variables of engineering specifications and customer requirements. Each of the relationships described allow for the assumption that meeting certain specifications leads to a higher satisfaction of the associated customer needs. The numerical values determined in the interrelationship matrix are then multiplied by the relative weight of each customer requirement and summed-up down the column for each engineering specification. The relative weight describes each of the weights/importance as a percentage by comparing them to the rest of the engineering specifications. The middle of the house is extremely significant in determining which design parameters are the most important. The relative weight is used to help determine the majority of the design choices such as: which variable is the primary focus, priorities of each parameter, what to leave by the wayside and whether it is a good decision to do so.

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Engineering Specifications Relative Weights

Interactive Features 12.9

Complexity of Procedure 11.5

Questions Asked during Use 11.4

Instilled Pride 10.5

Entertainment Survey 8.3

Durability 7.9

Price of Material 7.5

Material Consumption 4.3

Add-Ons 4.1

Price of Manufacuturing Each Unit 4.0

Noise Production 4.0

Amount of Power Consumed 3.4

Colors Used 3.1

Maintenance Cost 3.0

Number of Safety Features 2.4

Equality Survey 1.6

Percentage of Recyclable Materials 0.2

House of Quality Statistics

Table 3: Driving Engineering Specification Factors

It is apparent from the calculated relative weights (Table 3) that the most important engineering specifications to focus on are: “Number of Interactive Features”, “Complexity of Procedure”, “Instilled Pride of the User” and “Questions Asked during Use”. These specifications are the main drivers and are significant in satisfying the customer the most. The results are expected due to the fact that these metrics are vital to the functionality of the designed product. A high number of interactive features allow the consumer to learn through a successful hands-on experience while being fully engaged to the activity. The complexity of the procedure and the number of questions asked during use is related to a significant amount of different customer requirements. For this reason it is seen as a very important metric as high levels of complexity will confuse and frustrate the consumer. Conversely, if the procedure is too simple the consumer may be uninterested and seek creative interest elsewhere. Instilling pride in the consumer can be considered an important engineering specification since the main goal is to cultivate their creative intuition and improve their life. On the other side of the spectrum it is concluded that the parameters associated with recyclability and aesthetics end up with low relative weights as expected. However, it is surprising to note the neglecting importance of gender equality and safety features for the design of the project. This is most likely due to the fact that our team recognizes the small probability of our design to have gender associated differences as well as large hazardous risks.

In essence, the information generated in the House of Quality helps set the foundation for the

design team to generate the best possible product based on relationships between requirements and specifications by using a weighted matrix system. In addition, the relative weights illustrate which specifications can be considered as a last priority, such as “the percent recyclable material”. This can be important information when determining which parameters can be discarded due to complex trade-off complications.

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PHASE 1: DIVERGENCE

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CONCEPTUAL DESIGN: DIVERGENCE From the thorough explanation of the design problem and significant knowledge gained from the house of quality a set of design alternatives is the next step in the design process. Each alternative is a summarizing description of how the concept will satisfy the customer’s needs. The divergent process begins with a set of important customer requirements and engineering specifications and results in a set of conceptual design concepts from which the team can make their final selection. Generally, the more concepts the team is able to generate the more successful the selection process will be. Taking the time to thoroughly explore each alternative provides the team with the confidence that they will not be likely to stumble across a more advanced concept in the future and have to return to the drawing board. Even though concepts may be produced from the mind of an individual, groups can benefit from using a structured method. Certain structured methods can be used to spark the imagination of each group member and result in the full exploration of the entire design space. It is significant to comprehend certain problems that can occur during concept generation and understand the importance of how structured methods help reduce them. These problems include: assertive members creating bias votes, only allowing one or two people to help decide, ineffective integration of promising partial solutions and failure to consider a wide range of ideas. To combat these issues, the structural methods help encourage the gathering of information from numerous sources. This is done by guiding the team slowly through the exploration of each alternative which allows each member to contribute and expand on one another’s ideas. In essence, it helps provide a divergent process in which each alternative is recognized, existing technology and knowledge is acknowledged, partial solutions are considered and each member of the team participates to generate a set of the best possible solutions. This divergence process involved the development of as many design alternatives as possible. The following methods and processes were used to develop design alternatives.

1. Brainstorming

2. Gallery Method

3. De Bond’s Six Hats Technique

4. 6-3-5 Method

5. C-Sketch Method

It is important to note other techniques used to maintain the focus of the group. For starters, an abandoned classroom was chosen for the meeting place. This kept the distractions to a minimum and allowed each person to be heard loud and clear when presenting his/her ideas to the group. The room also provided a dry/erase board to fabricate a visual aid for the discussion of each concept. In attempt to maintain the fluidity of ideas, one person was set in charge of dimming the lights every time the group seemed to get off topic. The overall atmosphere chosen for the divergence process played a significant role in the success of a productivity of our group.

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BRAINSTORMING Description: Brain storming is a creativity technique in which efforts are made to generate conceptual ideas by gathering a list of ideas spontaneously from each of its team members. During this process it is important to focus on the quantity of ideas being produced. Unusual ideas are often welcomed as they can often spark new ways of thinking and lead to innovative solutions. Criticism and judgment should be eliminated from the process. With regard to our project, the brainstorming phase of divergent conceptual design was done as both individuals as well as a group. Each team member brainstormed independently to develop ideas and then the ideas were shared in attempts to generate new concepts based on the new information. In the development of these ideas, the design team focused on the driving customer requirements and driving engineering specifications that were derived from the house of quality analysis. These driving forces are as follows:

Driving Customer Requirements Driving Engineering Specifications

1. Retention of Creative Skills 1. # of Interactive Features

2. Entertaining/Fun/Engaging 2. Complexity of the Procedure

3. Rewarding/Encouraging 3. Questions Asked During Use

4. Establishment of a Creative Atmosphere 4. Installation of Pride

5. Hands-on 5. Entertainment Survey

6. Profitable

7. Reusable

8. Intellectually Challenging

9. Adaptable

The design team felt that the actual problem at hand was difficult to begin with, so the following question was addressed first.

Q1. What were specific instances in the past where you felt creative?

This preliminary question was addressed first to get the design team familiar with their personal creative past in hopes of establishing a creative mindset. These personal creative moments also gave the design team ideas to branch off of in other divergent methods. The creative instances that the design team developed follow below. The bolded ideas were discussed further in the next section.

1. Leadership Camps

2. Ice Breaking Activities

3. Problem Solving/Logic Problems

4. Fort Making

5. Group Work/Projects

6. Competitions

7. Athletics

8. Building Things

9. Storytelling

10. Creative Writing

11. Journals

12. Imagination/Games

13. Role Playing

14. Acting

15. Drawing/Sketching

16. Board Games

17. Video Games

18. Puzzles

19. Cooking

20. Legos/Building Mediums

21. Tablet/Luminosity

22. Playing with Dolls/Action Figures

23. Art Classes

24. Art Activities in Non-Art Classes

25. Tactical Games/Laser Tag

26. Encouragement of Humor

27. Magic Tricks

28. Recess

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The next step in the divergent conceptual design the design team focused on the actual problem at

hand. This was a brief step in orienting the design team to think in terms of the problem definition.

Q2. How might we inspire young people to cultivate their creative confidence?

1. Video game the user creates themselves as they progress through the game

2. Students take turns creating homework assignments for each other

3. Technical classes changed to incorporated artistic aspects

4. Frequent displays of student’s creative work

5. Tablet with strictly creative functions – problem solving, art, etc.

6. Teenage Arts and Crafts

7. Incorporate games into learning – Games for all of schooling

8. Creative camps that focus on new ways of thinking

9. Courses specifically in creativity/creative development

10. Creative Activity –A-Day calendar – for homes/schools

Brainstorming Evaluation: For the design team, brainstorming was not very effective, but it did act as an important

stepping stone for concept development. The brainstorming of personal creative instances gave the design team topics to discuss to further develop thoughts about creative design solutions. Brainstorming may again be used for this design solution later in the process.

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GALLERY METHOD Description: The gallery method consists of a 5-10 minute time interval in which each member of the team comes up with as many ideas as possible to solve the existing problem. Once the time is up, each piece is collected and posted on the front wall of the room. Each member is then required to walk around the hung-up ideas and ask questions. People are allowed to provide clarifications pertaining to their idea. Once completed, a new round is started to generate new ideas based on what was seen in the gallery presentation. The group began with an individual brainstorming session in which each member began to generate as many concepts they could with regards to improving creative confidence in the minds of the young. After the session was over, the group proceeded to post the ideas on the wall for the other members to look at. New ideas were then created based on the ideas that were comprehended from the previous session.

1. Creativity Journal/Blogs 2. Design Your Own Classroom Layout 3. Creativity Buddy Program 4. Internships with Inventors/Designers 5. Freedom to Create Your Own Artwork in Art Class 6. Design Your Own Dollhouse/Action Figure Scene 7. Inventor/Designer Guest Speakers 8. Present Young People with Current World/Society Problems 9. Passion Driven Projects 10. Students Grade Their Own Homework (Self-Discipline) 11. Anonymous Assembly to Display Projects 12. Open Ended Questions (Many Solutions) 13. Collaboration of Ideas to Illustrate Iterative Process 14. Student-Parent Creativity Projects 15. Exchange Ideas Between High Schools and Elementary Schools 16. Create Your Own Ending to a Book Read in Class 17. Read More Science Fiction Novels

Gallery Evaluation:

The gallery method provided the team with a number of additional concepts in addition to the ideas generated from brainstorming. It is determined that the gallery method is very useful when forcing the development of new ideas. The gallery method provides each member of the group to connect with other members ideas in attempts to build on and improve the original idea. The ideas posted in the gallery also were used to spawn new thinking strategies and ultimately create innovative concepts.

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DE BONO’S SIX HATS

Description: The De Bond’s Six Hat method is a simple and effective system designed to increase productivity. Six metaphorical hats are used during the divergent thinking process. Each one is dedicated to a certain type of thinking. By mentally wearing and switching the metaphorical hats, different thoughts and conversation are focused on with the goal of producing multiple solutions. The main purpose is to reduce confrontations that occur by forcing each team member to think in a precise manner. This aids in separating the ideas from their owners and categorizes the thinking process to increase awareness. The different hat types and corresponding methods of thinking are displayed in the table below. The design team made use of a group innovation technique known as De Bono’s Six Thinking Hats

Hat Type Type of Thinking

Management Used to manage the thinking process.

Management perspective based on schedules, resources and hat organization.

Facts Fact and information based perspective.

Creativity Creative perspective which looks at

alternative/new ideas and innovation.

Optimism Symbolizes brightness and positivity. Optimistic

perspective which looks at the benefits or advantages.

Judgment The devil’s advocate or why something may not

work. Judgmental perspective focused on possible negatives.

Feelings Represents hunches and intuition. Emotional perspective based on feelings, hunches and

intuition.

Figure 4: De Bono’s 6 Thinking Hats Defined

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The transition from the brainstorming and gallery method to the De Bono’s Six Hats technique allowed the team to begin discussing more specific ideas. From the 6-Hat discussion, the following points or comments were made about the bolded creative instances from the brainstorming and gallery sessions. Video Game

Only as creative as the game creator – the user can only choose as many paths that the inventor

designed

Limits may exist in all ideas though

Online community

Would this be appealing for girls and guys?

Plausible solution – can be created

Fulfills requirement

No mediation online – negative effects of bullying

A lot of parents have negative feelings about video games

Art Activities in Non-Art Classes

As you grow up, you slowly lose the mindset to create due to a higher level of responsibility,

BOREDOM CREATIVE

Need time to be creative

Projects - checkpoints

Time in established curriculum

Course in creativity similar to MAE 451

Cooking

FACT: We don’t have enough education on nutrition

Incorporate education Creative cooking

Not everyone interested

Not gender equal

NOT A LOT OF GOOD IDEAS WITH COOKING

Creative Writing/Storytelling

Personal outlet

Stress reliever Creativity Booster

Kids don’t want to waste their time writing

Creative writing project One person, Next person end of the year whole story

Creative drawing project One person, Next person end of year whole drawing

Homework development by students and classmates

End of the year displaying of projects

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Tablet

Hot topic – Kids already have an interest – Twitter, Instagram, Facebook

Customizable to specific interests/people/genders

Updatable

Share with friends

Cheaper to develop

Between video and tablet

Kids learning the same way

Dumbed down Creo to create products – All skill levels

Games/Competition/Leadership Camps

Create your own game – design rules

Incorporate into gym class/Physical aspect of creativity

Groups overcome obstacles – Problem solving and using problem solving skills

Summer camps over summer vacation/Outdoor camping

Motivation – prizes, awards

Have to have the money

Maintenance Costs/Already exists

There would need to be something special about camp

Design Your Own Classroom Layout

Allow people to customize based on preference (Maximum Creativity)

Decorations would relate to each person’s creativity

Classroom could end up looking horrendous and dysfunctional

Other classmates could judge and get made fun of

Encouragement and motivation would play a key role

People may end up forgetting about safety

Might not take task seriously Freedom to Create Your Own Artwork in Art Class

Frustration with a lack of creativity to begin the task (Need guidance)

Entertainment and engaging

Pride in creating their own work

Students have no source of motivation

Provided materials allow students to be creative

Structure is needed Present Young People with Current World/Society Problems

Open ended problems allow students to be creative

Students will come up with answers regardless

Students may end up solving the problem completely

The ideas might be neglected due to young age of participant

Provides a high level of hope

Recirculates ideas back to the presented in hopes for a new way of thinking

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Anonymous Assembly to Display Projects

Limited bias

Poor quality projects will still feel neglected when compared to the others

Teachers will need to provide constructive criticism

Creates excitement and an enjoyable creative atmosphere

Project presentations provide motivation to the students Create Your Own Ending to a Book Read in Class

Everyone participates

Pride in your own work

Multiple outcomes provide an excitement

Shared stories allow each student to capture the creativity of others

Encourages creativity

Students may use opportunity to be inappropriate

De Bono’s Six Hats Evaluation: The six thinking hats technique allowed our team to consider the effects of each concept from a number of different perspectives. The hats were used to generate emotion and skepticism instead of making decisions purely based on rational thinking. Each specific method of thinking was used to consider all possibilities before taking the idea further to the next stage. This method opens up the opportunity to determine quality reasons to rid of a concept before committing too far in the process.

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6-3-5 METHOD (5-3-4 METHOD) The original 6-3-5 method involves six design team members developing ideas. Each team member comes up with three ideas within a determined amount of time (three minutes). After the time frame had passed, team members rotate papers. The next round begins with the previous group members ideas to help generate new ideas or add to the 3 already on the page. This is done for five rounds. This method was altered to accommodate the five team members. The ideas developed using this method follow below. The ideas that were seen as the best are bolded.

1. Computer software that has a list of every patented product, where students get points for

every useful product idea they develop that is not on the list.

2. Students work as a community to achieve something. This may be a similar idea to habitat for

humanity where a group comes together for creativity, but also to better the community.

3. Technical classes can be turned artistic. An option would be to develop a worldwide website

that promotes creativity. A site that share ideas of projects for math, science, English classes

that can be creative in nature.

4. Create a program for youth that has weekly meetings, trips, projects, assemblies, etc. This

could be specified to clubs at school such as a creativity club or worldwide online creativity

club.

5. Physically challenging group exercises.

6. Program or app that allows students to get in touch with their artistic selves.

7. Creativity inspiring speakers.

8. Cooking app on a tablet where one can choose ingredients and then see the resulting recipes.

Everything can be designed by the user. Cooking challenges could be added that require creative

combinations of ingredients. A grocery store could offer a reward of cooking the newly created

dishes and selling it.

9. Creative writing projects were students collaborate on stories, such as one student starting

and then passing off to another. Stories could also be turned into actual books so students

have a finished project to see and hold.

10. Creative competitions similar to math league or future cities. These competitions could be

based on solving problems. Competitions could also be worldwide.

11. Establishment of camps that focus on specific aspects of creativity, such as design or art.

Perhaps youth could redesign their favorite toy.

12. Organization that allows young people to travel to a new country and learn in a new grade.

13. Course where elementary students teach high school students about creativity. This could be

done all as a group or perhaps in pairs.

6-3-5 Method Evaluation: This method of concept development was good, because the ideas of one design team member could be fueled by what another team member came up with previously. Different ideas can grow from additional perspectives of multiple people. This method may be limited due to the fact that a person may get stuck in the mindset of what is already written in front of them, making it challenging to come up with a new idea.

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C-SKETCH METHOD Much like the 6-3-5 technique but only sketches are used in the C-sketch method. The C-Sketch method of concept development requires team members to draw sketches of possible design solutions. Subsequent rounds are used to add to each sketch in attempts to create a progressive sketch. Each team member starts by drawing a sketch, and then every couple minutes, that sketch is passed to a different team member. This is done until each drawing has made it to each team member. C-Sketch Evaluation: For the design team, the C-sketch method was unsuccessful for this design problem. The results did not relate to the question at hand and were quite off topic. It was concluded that methods and processes are difficult to draw for novice sketchers. This method may be more helpful for design problems that are definitely going to be products. It is possible that this method may be helpful down the line in the development of this design solution.

DIVERGENCE DISCUSSION The overall divergence experience provided our team with a great deal of concepts to address the problem. The process began with short vague ideas that the group deemed reasonable as most related to their own past experiences. As the divergence process continued into De Bono’s Six Hats of Thinking, the thought process became more specific. This was due to the fact that the smaller ideas thought of in the brainstorming and gallery methods acted as stepping stones for our group to build upon. The some vague ideas were abandoned while others were combined to generate a more realistic concept. The divergent process hit an all-time high during the 6-3-5 Method since ideas had been established during the previous techniques and were now shared on paper to generate higher quality solutions. Table 4 illustrates the total number of concepts that were thought of in addition to the flow of our team’s thought process.

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Brainstorming Solutions

Leadership Camps Building Things Drawing/Sketching Playing with Dolls/Action

Figures

Ice Breaking Activities Storytelling Board Games Art Classes

Problem Solving/Logic Problems

Creative Writing Video Games Art Activities in Non-Art

Classes

Fort Making Journals Puzzles Tactical Games/Laser Tag

Group Work/Projects Imagination/Games Cooking Encouragement of Humor

Competitions Role Playing Legos/Building Mediums Magic Tricks

Athletics Acting Tablet/Luminosity Recess

Gallery Solutions

Creativity Journal/Blogs Students Grade Their Own Homework (Self-

Discipline)

Design Your Own Classroom Layout Anonymous Assembly to Display Projects

Creativity Buddy Program Open Ended Questions (Many Solutions)

Internships with Inventors/Designers Collaboration of Ideas to Illustrate Iterative Process

Freedom to Create Your Own Artwork in Art Class Student-Parent Creativity Projects

Design Your Own Dollhouse/Action Figure Scene Exchange Ideas Between High Schools and

Elementary Schools

Inventor/Designer Guest Speakers Create Your Own Ending to a Book Read in Class

Present Young People with Current World/Society Problems

Read More Science Fiction Novels

Passion Driven Projects

6-3-5 Solutions

Computer software that has a list of every patented product, where students get points for every useful product idea they develop that is not on the list.

Students work as a community to achieve something. This may be a similar idea to habitat for humanity where a group comes together for creativity, but also to better the community.

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Technical classes can be turned artistic. An option would be to develop a worldwide website that promotes creativity. A site that share ideas of projects for math, science, English classes that can be creative in nature.

Create a program for youth that has weekly meetings, trips, projects, assemblies, etc. This could be specified to clubs at school such as a creativity club or worldwide online creativity club.

Physically challenging group exercises.

Program or app that allows students to get in touch with their artistic selves.

Creativity inspiring speakers.

Cooking app on a tablet where one can choose ingredients and then see the resulting recipes. Everything can be designed by the user. Cooking challenges could be added that require creative combinations of ingredients.

A grocery store could offer a reward of cooking the newly created dishes and selling it.

Creative writing projects were students collaborate on stories, such as one student starting and then passing off to another. Stories could also be turned into actual books so students have a finished project to

see and hold.

Creative competitions similar to math league or future cities. These competitions could be based on solving problems. Competitions could also be worldwide.

Establishment of camps that focus on specific aspects of creativity, such as design or art. Perhaps youth could redesign their favorite toy.

Organization that allows young people to travel to a new country and learn in a new grade.

Course where elementary students teach high school students about creativity. This could be done all as a group or perhaps in pairs.

Table 4: Divergent Phase Solutions

The ideas from Table 4 were evaluated through design team discussions. The most promising design solutions were highlighted and compiled into a separate chart which follows below. Table 5 on the next page shows the compiled list of design solutions.

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Table 5: Compiled List of Promising Design Solutions

1 Video Games – Young people today often share a common interest in video games, so it only makes sense to consider the possibility of expanding video game play to further incorporate creativity. Video games can be developed that provide a means for the player to design their own game as they progress. A creative online community can also be established for the sharing of ideas and cooperation.

2 Design Your Own Classroom – In general, designing requires creative thought. If students were allowed to design their own classrooms, this would foster creative spirit that will inspire students throughout their other subjects. Design of the classroom could include furniture selection, furniture layout, furniture color, wall color, wall décor, etc. Students can also decide on the method in which they wish to learn, this could be chalkboard, whiteboard, smart board, slides, etc. This design has the freedom to be changed as the students see fit as well.

3 Anonymous Assembly to Display Projects – Assemblies to display the work of students in school would provide a means of sharing students’ creativity with each other. This idea of displaying creative projects that students work on anonymously will eliminate the fear of bullying and teasing as a result. The creative spirit of students can be fostered by seeing their work on display, as well as the work of their peers.

4 Freedom to Create Your Own Artwork in Art Class – In many schools, art classes are too structured. Teachers give students assignments or tasks in class, so there is less freedom in the creativity of the project. Students should have the freedom in art classes to work on what they desire and to develop whatever their creative spirit indicates. Art assignments take away from the freedom and creativity that can be associated with creating art.

5 Create Your Own Ending to a Book Read in Class – In English classes in the American school system, there is a large focus placed on reading novels and evaluating them, but there is very little creative thinking behind the analysis. A new program could be instituted to English classes, where students are encouraged to develop their own endings to the novels that they are required to read. These endings are to be developed through creative thinking and can be whatever the writer sees fit. This can be done before or after the students have actually finished the novel. This allows the students to evaluate what they read from a strictly creative perspective.

6 Present Young People with Current World/Society Problems – It can be seen by interacting with any child, that the imagination in youth is far more superior to those of adults. If young people are presented with current world/society problems, they may come up with some interesting and innovative ideas. Many ideas may be completely infeasible, but it is important to foster their creativity as opposed to squash their ideas because they simply cannot be done physically. If young people’s ideas are encouraged, they will be more likely to stay in the creative mindset. This also shows young people that, through creativity and innovation, good things can be done in the world and problems can be solved.

7 Creative Community Service Collaboration - Students work as a community to achieve something good in their community. This may be a similar idea to habitat for humanity where a group comes together for creativity, but also to better the community. Helping out and doing good things for the world can foster a positive spirit which is beneficial for creative growth. Students may develop solutions along the way for community issues.

8 Creative Club/Program – In schools today, there are many clubs and programs available to young people. A creativity based program could be developed for youth that has weekly meetings, trips, projects, assemblies, etc. This could be specified to clubs at school such as a creativity club or worldwide online creativity club. Club/program members can be presented with creative tasks and activities that boost their creative spirit and establish a life-long interest in being a creative thinker.

9 Creative Writing Collaboration – A good way for students to express their creativity is to write what they are interested in and what comes to mind. Creative writing could be further promoted and enjoyed but instituting creative writing projects where students collaborate on stories, such as one student starting and then passing off to another. Stories could also be turned into actual books so students have a finished project to see and hold. This allows for students to work together to create a creative piece of work that they can also share with others.

10 Creativity Competitions – Competitions in young people establishes a drive to win and therefor do well. Creative competitions could be set up that are similar to math league or future cities (competitions based on math and science). The competitions will present competitors with creative activities, such as problem solving, art development, etc. These competitions can be made worldwide, so competitors can get a taste of creativity in different cultures. Creative competitions can include many of the other options noted in this chart in a competitive form.

11 Creativity Camp – There are many camps that exist for young people. Many of these camps are focused on sports and nature, so it makes sense that a camp could be established that focusses on developing creativity and innovative ideas in young people. These camps could focus on specific aspects of creativity, such as design or art. A specific idea would be performing a redesign of one’s favorite toy.

12 Creativity Buddy – It can be said that young children have a far superior creative spirit, as they have the ability to develop ideas that are out of the range of the adult creativity. In order to share this creativity, a course or program could be set up where elementary students teach high school students about creativity. This could be done all as a group or perhaps in pairs. Creative buddies could learn things together and develop projects. Younger students could learn about general courses from the older, and the older students could learn about being creative from the younger students.

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PHASE 2: CONVERGENCE

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CONCEPTUAL DESIGN: CONVERGENCE The final step in the conceptual design process is the convergence phase. During this period, each alternative is evaluated with respect to certain parameters such as the driving engineering specifications determined from the house of quality comparing the relative strengths and weaknesses of each concept. Our team also took into account the impact each concept would have on important issues of technical, global, social, environmental, and economic to help select one or more alternatives for further investigation and development.

QUALITATIVE ASSESSMENT: During the vital qualitative assessment process, our divergent ideas were narrowed using non-quantifiable attributes. To achieve this we compared each of our concepts and how well they fulfilled the technical, global, societal, environmental, and economical requirements. As a secondary step, we then compared each concept to how well they satisfied our engineering specification requirements. With Leadership Camps, there are many benefits to leadership camps. Leadership camps can have many activities addressing technical challenges, bringing people from a wide range of areas together to collaborate. These camps hold a neutral position in economics due to their cost for participating and their job creation in the area. After succeeding in tasks lead by group leaders, participants will have a feeling of instilled pride and be entertained. Video games there are not too technical in nature in that there is a basic task of playing the game, making it easy to use. With today’s technology video games allow people to connect globally via the internet and play together online. With this, once connected participants can interact with one another, bringing a taste of their culture into the environment. These video games would have a wide range of tasks to accomplish, giving the user the option of choosing their unique path. The game however is not complex in that a number of different elements complete it. Video games are uneconomical in that much is required to run the game (eg., console, internet connection, etc. ). They are also environmentally unfriendly in that they consume power; this is of course only if the power source isn’t renewable. Designing Classrooms gives students the chance to design their own classroom is a great way for students to showcase their abilities to one another, making it very strong in a social perspective. With this, there are many different options on how exactly the user wants to decorate and what they want to decorate in the room; for this reason there are a high number of interactive features. Design of classroom addresses technical and societal concerns because each student will need to address how much area they will need for the art and how to collaborate so that everyone is satisfied. Anonymous Assembly of Artwork allows each student to showcase their art instills much pride if other students also like the art. This idea addresses technical concerns in that the organization of the event will take planning and preparation. There is little to no environmental or economic impact compared to what is already in place. The interactive features are numerous in that there are different mediums in which art can be created. This type of event would also be entertaining for the students. Free-art time addresses global and economical concerns in that the resources may be subject to the area in which the school is located. Technically this is feasible and would not be complex. Students would be

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able to see others are work as well as look at others, creating inspiration and entertainment. The environmental impact is little to none when compared to what is in place already. The Creative Book Writing solution addresses global concerns as it can be completed anywhere. It is technically simple in that an idea of how to write is only required. Socially, different culture’s literature could be studied to help spark more ideas. This is very entertaining to students and does not include many interactive features in that they can display their work to one another. This task instills pride in that students can create their own work and feel good about. The design solution of Presenting Young People with Current World/Society Problems excels with global factors. This solution can be executed anywhere because of the wide range of world problems. These problems differ from culture to culture and could relate to both environmental and/or economic problems of the region. Although socially this solution would allow people to share their ideas, it would be difficult for younger children to develop solutions that the top engineers of the world are currently working on. With respect to our key engineering specs, there are minimal interactive features with this alternative, but there are many choices on how to present young people with world problems. An immense amount of pride would be instilled if a solution was developed and the problem solving process would be entertaining for the participants. With Creative Community Service Collaboration there are no key global factors to speak of and technically this design solution would not spark enough creativity in young minds. Socially this alternative would bring people together and allow them to collaborate to solve problems. The bettering of the community may or may not include solving environmental issues. A large issue with this design solution is that it would require money that the community may not have. With respect to our key engineering specs, this alternative has a large number of interactive features because there are so many ways in which a community can be improved. The collaboration of the young people is simple, but guidance from adults would be necessary in order to implement the creative ideas developed. This design solution would instill a great amount of pride to the participants because they would get to see their ideas come to life within their own communities. The process of bettering the community may be entertaining to some, but this would not appeal to everyone. Creative Clubs/Programs can be started throughout the world and would be relatively simple to manage. The technicality of the program would depend entirely on the developers and could encompass a wide range of activities to aid with creativity. The coordination of weekly meetings would allow participants to experience a group setting where thoughts and ideas could be shared. There would be little environmental impact from the club. Depending on the activities or trips chosen, extra costs for the participants may be necessary. With respect to the key engineering specs, there are infinite possibilities for the different projects, trips and activities that can be done and the complexity of each. This range of possibilities would keep the participants entertained and wanting to return the following week. The creative club would instill pride both through the social interaction and the activities performed by the participants. Creative Writing Collaboration is simple, can be used with any age group and allows cultures and ideas to be shared. This design solution does not have environmental or economic factors associated with it because of how simple the concept is. The writing and sharing of the story are the only interactive features of this alternative. The final story would be very entertaining to read and would instill a sense of pride and comradery between the authors.

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Table 6: Concept Screening Matrix of Promising Design Solutions

The coordination of Creative Competitions would be somewhat difficult, but would result in challenging activities that would help in the development of creative young people. These competitions could be “played” anywhere and would differ from culture to culture. Socially this design solution would bring people together and different perspectives could be shared. There are no real environmental or economic factors associated with this alternative. There are a number of interactive features involved in these competitions that would be entertaining to both participate and observe. Finding answers to problems in a competitive atmosphere would motivate young people to be as creative as possible in order to win the competitions. As with the previous design solutions, the Creative Buddy system can be implemented anywhere. Technically, this simple idea may be difficult to coordinate, but would allow ideas to be shared if successful. Because creative blinders restrict high school students from being as creative as possible, the pairing up with younger students would expand the thought processes for both parties. This alternative can be incorporated into the school system and would cost little to no additional costs. There also would be no environmental impact from this solution. With respect to our key engineering specs, the creative buddy system can be as interactive as desired and is simple to understand. The sharing of ideas from such different mind sets would be entertaining, but most likely would not instill too much pride. The concept screening matrix below outlines this process. A positive represents a strong attribute, a zero represents a neutral attribute, and a negative represents a weak attribute. This is shown in Table 6.

Technical Global Societal Environmental Economical # Interactive Features Complexity Instilled Pride Entertainment

Leadership Camps + + + 0 0 + + + + 7

Video Games - + + - - + - 0 0 -1

Design Classroom + + + 0 + + 0 + + 6

Anonymous Assembly + + 0 0 0 - + + + 4

Free-Art Class + 0 + 0 - + + + + 5

Create Book Ending + + + 0 0 - + + + 5

Present World

Problems to Kids- + + 0 0 - + + + 3

Community Service

Collaboration- 0 + 0 - + 0 + 0 1

Creative Club + + + 0 - + 0 + + 6

Creative Writing

Collaboration+ + + 0 0 0 0 + + 5

Creativity Competitions + + + 0 0 + + + + 7

Creative Buddy 0 + + 0 + + + 0 + 6

Engineering Specifications

Po

ssib

le D

esig

n S

olu

tio

ns

GTSEE SUM

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QUANTITAVE ASSESSMENT: The rating process is used as a quantifiable assessment after a smaller number of concepts are determined. The increased resolution of this process helps better differentiate among the competing alternatives. Throughout the rating process, our team uses the relative weights of the driving engineering specifications (Table 3) of the House of Quality to focus on refining the comparisons with respect to each criterion. In other words, the alternative scores are a result of the relative weights. It is significant to note that the engineering specification of Complexity of Procedure and # of Questions Asked During Use are extremely similar and are combined for the divergence stage. This allows our team to expand the diversity of criteria by including the next best engineering specification of Entertainment Surveys or how fun and engaging the participant feels when using each concept. Table 7 illustrates the rating matrix used during the selection process.

Engineering Specifications/

Alternatives

# of Interactive Features (1-10)

Complexity (1-10)

Instilled Pride (1-10)

Entertainment (1-10)

Improvement ↑ X = 6 ↑ ↑

Relative Weights 12.9 11.5 10.5 8.3

1. Creativity Organization

10 7 7 10

2. Design Your Own Classroom

4 2 6 9

3. Creative Competitions

10 5 10 8

4. Creative Buddy

10 3 2 5

5. Creative Writing

1 1 8 3

Table 7: Rating Matrix of Convergent Process

RATING: The driving engineering specifications that were used in the rating matrix (Table 7) are displayed in the top row of the matrix with their corresponding direction for improvement and relative weights shown in the rows below. Conversely, each alternative is entered into the left column of the matrix. The team then discussed each of the concepts with respect to one criterion at a time. The rating process used a scale from 1-10 with 10 being the best possible outcome. A special case is noted for the complexity of the concept since it uses a target value. As described in “Major Trends: Conclusions” portion, high levels of complexity will confuse and frustrate the consumer. Equally, if the procedure is too simple the consumer may be uninterested and seek creative interest elsewhere. For this reason, a target value of six is chosen to support a high enough complexity without frustrating the user.

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NORMALIZATION: After the ratings are entered for each alternative, the weighted scores can be calculated by multiplying the normalized scores by their corresponding relative weights. Due to the fact that not all engineering specifications rely on the same direction for improvement, a normalizing process must be used to define each score in terms of a relative scale. This is done using the equations below. The normalized matrix is shown below in Table 8. The sum column displays the total score for each alternative. The normalized rating matrix concludes that the winning alternative is Creativity Competitions. For attributes with larger values preferred: (# of Interactive Features, Instilled Pride, and Entertainment Surveys)

For attributes with target value preferred: (Complexity of the Procedure)

[ |

|

]

Where:

Engineering Specifications/

Alternatives

# of Interactive Features

(1-10)

Complexity (1-10)

Instilled Pride (1-10)

Entertainment (1-10)

Sum

Improvement ↑ X = 6 ↑ ↑ -

Relative Weights 12.9 11.5 10.5 8.3 -

1. Creativity Organization

1 0.8 0.625 1 36.96

2. Design Your Own Classroom

0. ̅̅̅̅ 0.2 0.5 0.8571 18.96

3. Creative Competitions

1 0.8 1 0.7143 38.53

4. Creative Buddy

1 0.4 0 0.2857 19.87

5. Creative Writing

0 0 0.75 0 7.88

Table 8: Normalized Rating Matrix of Convergent Process

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Quantitative Assessment Discussion: The creativity competition is selected as the winning alternative from the rating matrix in Table 8. However, looking at the sum column reveals multiple noteworthy conclusions. For instance, it is significant to note that the Creativity Organization alternative is only 1.57 points away from being the winning concept. This is due to the fact that creative competitions instill more pride in the user than a creativity organization. While the creativity organization provides more entertainment than creativity competitions, it is weighed less than the attribute of instilled pride and is one of the main causes for its downfall. For this reason a sensitivity analysis is considered to investigate the sensitivity of the ranking to variations in a particular rating. During this analysis our team noticed that a small change in the rating process may have a significant impact on the winning concept. Additional actions may be taken to combat this problem such as selecting the top 2 concepts for further development. The top 2 concepts could then be prototyped and tested by consumers to stimulate feedback to create a better understanding of the value between competing concepts. Careful thought was put into each of our rating scores and our team has decided that the original results indicating Creativity Competitions as the winner will be used for our project.

PROJECT SUMMARY (ALTERNATIVE REFLECTION):

Winning Concept: Creative Competitions Description: Creative competitions are competitions in which each team is asked a specific open ended question and given the chance to solve it creatively. Each participant is provided the opportunity to work in a team environment sharing ideas and generating multiple alternatives to approach the problem. These competitions are based primarily on solving problems. The scale of each competition could range from inside a classroom, multiple different schools or could also be worldwide. There is no limit to the skill level of the participant and everyone is welcomed and encouraged to participate. The winner of each competition is determined by the level of creativity used when approaching the problem and the quality of the solution.

ALTERNATIVE REFLECTION: The final step of the convergent process includes the reflection of the selected concept. This part includes the discussion of why this alternative has the greatest potential to satisfy its customers and be economically successful. Important factors to consider include how well it suits the issues of technical, global, social, environmental and economic as well as the driving engineering specifications. It is also important to consider the combination of multiple concepts that were ruled out earlier in attempt to improve the selected alternative. A number of creative refinements and advances can be made using combinations of concepts as the team notices the essential strengths and weaknesses of each alternative with respect to each attribute. Although the concept of creative competitions was the technical winner, our team has decided to expand the scope of this alternative to include attributes from other strong concepts. IMPLEMENTATION OF CREATIVE ORGANIZATION ATTRIBUTES: For instance, the sensitivity analysis revealed strong characteristics in the creativity organization alternative that would improve the design of the creativity competitions concept. The establishment of a summer program or school administered program that would provide participants with weekly meetings, trips and assemblies to enhance the competition experience.

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IMPLEMENTATION OF INTRODUCTION TO REAL WORLD/SOCIETY PROBLEMS: Our team also enjoyed the idea of presenting young people with current world/society problems. This alternative can also be combined to our selected concept in attempt to enhance it. The new implication of realistic problems to the competitive atmosphere will allow our participants to feel extremely creative while exploring the solutions to real problems. IMPLEMENTATION OF THE “CREATIVE BUDDY”: In order to administer an assortment of different age groups, it would be interesting to introduce a system in which groups could share ideas with different groups of younger and older age. For instance, the creative buddy system could allow high school teams to share ideas and different concepts with middle school and even elementary school teams. The shared ideas would provide an interesting new perspective to the task given and might end up sparking new methods to approach it. IMPLEMENTATION OF THE ASSEMBLY OF PROJECTS: The end of each competition provides a number of different creative solutions in which each team has determined. Certain attributes from each project could be shared through the presentation in an assembly. This would allow each team to not only learn and cultivate ideas from their own project but gain a new perspective on how different teams approached the problem.

GLOBAL, TECHNICAL, SOCIETAL, ENVIRONMENTAL & ECONOMICAL ANALYSIS: GLOBAL The creative competition has the ability to be globally successful for the following reasons. First, it can be conducted in any group environment worldwide. Educational environments such as schools or churches would work best. However, extra-curricular programs or other forms of organizations can perform creative competitions as well. At schools, students can gather after school with guidance from teachers. At church, youth groups can do this with guidance from leaders. The most interesting global aspect of the creative competition concept is that each individual region has problems specific to the area. For this reason, a highly competitive atmosphere is generated by the task at hand while contributing to improve that particular area. This alternative therefore has a global appeal. TECHNICAL The creative competition is has a very high level of technical simplicity, meaning that it is not complicated to organize and is not complicated to carry out. Group meetings can be established after school similar to those used by the existing extra-curricular activities. It would be more challenging to organize these competitions between different regions, but is something that has been done before with competitions such as math league. SOCIETAL The creative competition has a societal advantage as well. The competition can be interdisciplinary as well as appeal to students of varying degrees of education. Compared to a competition such as math league where students generally have better math skills, the creative competition can attract a wider range of students. The interaction between students provides higher levels of excitement and engagement throughout the activity chosen. Since ideas are shared and recognized by others in the group, the social aspect of the creative competition is very high.

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ENVIRONMENTAL The environmental impact is relatively small and is therefore the least important of the GTSEE’s. Supplies may be used to present the problem but is not required. The solutions created during the creative competition may require fabrication of a prototype to simulate the concepts and therefore can require consumption of material. Looking at overall impact of the described alternative in terms of the environment influence, depending on the task given, participants may end up producing solutions that help protect and better the environment. ECONOMICAL The economic impact has no initial value during the competition. However, the ideas generated may end up being produced and sold on a larger scale. Creative competitions ultimately have the potential of creating new products and concepts that could create jobs for people and help the economic society prosper. In terms of consumption, the organization may have to pay the teachers and leaders more for their time. It is also possible for the teachers and leaders to volunteer their time just as the students are. As there is no initial tangible product, there is almost no initial cost.

ENGINEERING SPECIFICATION ANALYSIS NUMBER OF INTERACTIVE FEATURES The number of interactive features is infinite for a creative competition. The interactive features can come from a range of sources. The first source is the actual subject of the competitions. It can be a subject from a wide range of topics including real world problems, school problems, mathematical problems, art competition, etc. Not only can the subject of competition vary, but the way in which the competition is carried out can vary as well. Students can write their solutions or draw their solutions. A third way in which there is increased interactivity is that students will be able to switch groups every competition thus interacting with different personalities and ways of solving problems. COMPLEXITY OF PROCEDURE It is also significant to note the intellectually challenging aspect of the creative competition. Although it requires a considerable amount of time and focus to generate creative solutions, the user will not be turned off by its simplicity nor get frustrated at its complexity. INSTILLED PRIDE This is the driving engineering specification of the creative competition. Students will be proud of their solutions and the work that they have done. The pride gained from this experience will encourage students to interact and compete again. ENTERTAINMENT The creative competition has the potential to be extremely entertaining for the participant. Each task given during the competition may end up relating to the participants passion in being creative and spark new areas to apply their talents. The concept allows users to join the organization with friends and family and could lead to the possibility of becoming a well-known community.

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RESOURCES

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4. Ulrich, Karl T., and Steven D. Eppinger. Product Design and Development. New York, NY: McGraw-Hill, 2012. Print.