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Lecture 5-6
Part I
Job Scoping, Heuristic Redefinition,
and Nine Boxes
Prof. Mohamed WatfaENG 950, Innovation and Design
Notes taken from a number of sources mentioned at the end.
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Innovation Example
In 2011, water pollution closed or drove visitors away
from U.S. shores on more than 15,000 beach days
across the country.
In many places, the problem is getting worse. As
coastal towns crowd with rooftops and parking lots,they produce more runoff from rain.
The runoff picks up bacteria from animal waste and
collects in pipes that then release the water into the
ocean. Pretty gross.
But some engineers have a simple and effective
solution: Send runoff underneath the beach instead,
where sand can filter the bacteria out.
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Solution
1.Dirty storm runoff is diverted into a five-foot-wide
open-bottom plastic tube positioned 1.5 to 2.5 feet
beneath the sand.
2. The water flows into a bed of gravel, spreading out
onto a larger surface area of sand, which acts as a filter. 3. The runoff that reaches the groundwater is diluted,
and whatever bacteria get trapped in the sand die.
4. By the time the storm runoff is 75 feet down shore,
bacteria levels are comparable to normal groundwater's.
5. The materials to purify dirty storm water are quite
simple: plastic tubing, gravel, and a little help from
Mother Nature.
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By The End Of Part I Today, You Should:
Be able to apply the Job Scoping technique to explore the
underlying issues that your JTBD addresses (focusing up) aswell as the detailed, ancilliary jobs you may need to considerto successfully address your JTB
Be able to use Heuristic Redefinition to place your JTBD incontext and explore the interactions that the JTBD you haveidentified, as well as solutions you are considering, have withthe rest of the world
Be able to use the Nine Boxes technique to understand thecontext (past/present/future,subsystems/systems/supersystems) in which your JTBD lives
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Discussion: Assignment 1
What made this exercise:
Easy or hard? Interesting or boring?
Frustrating or pleasant?
Did you find it challenging to focus on your customersneeds, and their Jobs To Be Done without jumping to
propose solutions? Why do you think that is?
Key idea: it takes discipline and practice to focus onyour customers challenges, problems, needs, wants, anddesires rather than the product or service you hope tosell them!
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Some Thoughts On Assignment 1
Practice, practice, practice
De-emphasizing finding solutions is intentional
Simple is better than complicated
Outcome expectations:
It is more important to give a clear, simple statement of what theexpected/desired outcome is, than it is to follow the format forwriting these statements too strictly
Value Analysis Graphs:
The vertical axis should probably be something like High,Medium, Low instead of a [0..1] scale
The gaps that you are looking for are places where current practiceis far away from the perfect world solution
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Job Scoping Analysis
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Jobs Scoping Analysis
Goals:
Refine your JTBD to something more specific, or more general
Identify additional JTBDs related to the original
JTBD analysis steps List current focusstate JTBD
Identify barriers (focus down)
Develop new jobs (lower level, more specific)
Identify reasons (focus up) Develop new jobs (higher level, more general)
Determine your project focus
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Job Scoping Worksheet
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Heuristic Redefinition
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Heuristic Redefinition Analysis
Goal: to understand the context in which the Job To Be
Done is currently handled, and identify important related(ancilliary) Jobs To Be Done
Visual technique to identify the context/system in which
the job takes place, and all factors that affect thecustomers efforts to do the job
Heuristic Redefinition steps
1. Visualize the overall system and its elements
2. Label system elements and how each relates to the JTBD
3. Create a problem statement for each element identified
4. Pick the best elements for innovation
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Pick The Best Elements For Innovation
Problem Statement Prioritization Matrix
Good/High = 3
Average/Medium = 2
Poor/Low = 1
Problem Statement:"How can we ensure that?" L
ikelihoodof
Accomplishing
JTBD
Easeof
Impl
ementation
ExpectedImpact
o
nJTBD
Total
1 0
2 0
3 0
4 0
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Nine Windows Analysis
Widely Used
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Nine Windows Grid
One of the challenges we face in creative problem
solving is mentally getting out of our own way.
We tend to be so trapped in our unique perspective that
it limits our ability to see other possibilities.
The nine windows technique gives you a number ofdifferent lenses through which you can creatively
look at your current challenge or opportunity.
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Nine Windows Analysis
Goal: much like Heuristic Redefinition, the goal with nine
windows analysis is to understand the context in which the JobTo Be Done is currently handled, and identify important related(ancilliary) Jobs To Be Done
Structured technique in which you look at a JTBD in thecontext of all permutations of time (past, present, future) andscale (subsystem, system, supersystem)
Nine windows steps1. Prepare the nine windows grid
2. Fill in the JTBD in the center box (can also use an innovation
opportunity not expressed as a JTBD)3. Identify Super-system and Subsystem for curent state (and time)
4. Determine the past and future for current state
5. Complete the gridfill in the four corners to show how it could be
6. Reassess your opportunity
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Nine Windows Analysis Grid
Nine Windows
Past Present Future
Super System
System Current Innovation
Sub System
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SubSystems and SuperSystems
The supersystem relates to how the system or object
interacts with the surrounding environment. To
complete this box, ask, What larger system
encompasses the system or object?
The subsystem breaks the present system or objectdown into the components and characteristics that
constitute it. To complete this box, ask, What makes
up the object in its present form?
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Past and Present
What did the system or object look like before its current
incarnation, and what will look like in the future?
Where was the system or object before its present state, and where
will it be in the future? The answer can range from a few seconds to
years into the past or future.
What happened to the system or object from its creation to its
present form or function? What will happen after it ceases to
function in the present?
Before the present system or object existed, what was the previous
solution for the job to be done, and what future solution could be
developed to address the same job to be done?
How can these system inputs be modified to eliminate, reduce or
prevent the harmful function, event or condition from impacting the
output? Or, how can the systems output be modified in a corrective
or reactive way?
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Exercise: Nine Boxes
Scenario:To illustrate Nine Windows, lets
say we want to grow Pitaya, a plant thatproduces the unusual-looking, but tasty and
highly nutritious dragon fruit. Pitaya is
fond of tropical, semi-dry environments,
but we want to farm it in Colorado. So, our goal (JTBD) is to:
determine a way to cultivate the Pitaya
plant in a colder climate.
Note: The dragon fruit and its antioxidant
properties are beginning to capture the
attention of mainstream companies
including Snapple, Tropicana and Sobe.
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Another Example, computer game
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Recall Assignment 1
Use the following techniques to expand your
exploration of the JTBD you selected for Assignment 1:
Job scoping
Heuristic redefinition
Nine boxes
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Part II:
Selecting An Opportunity:Stage-Gate Processes,
Customer Scenarios, and POGs
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By The End Of part II, You Should:
Understand the concept of stages and gates in the Stage-
Gate process
Understand why organizations use a structured method
such as Stage-Gate to direct their innovation investments
efficiently and effectively
Understand how an organization can use scenarios to
illustrate a Product Opportunity Gap, the Job Statements,and the Value Opportunities that underlie the POG
proposed for further investigation
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The Good News: Lots of Ideas
SET
JTBD
Job Scoping
Nine Boxes
Lots ofIdeas
(POGs)
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The Bad News: Limited Resources
OrganizationalResources
NPD
Resources
Available forInnovativeNew ProductDevelopment
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The Problem
Lots of
Ideas(POGs)
NPDResources
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Resource Allocation: The Stage-Gate NPD Process
In the early stages of developing new market
opportunities and bringing innovative services and
products to market, one of the most critical tasks is
appropriately backing and funding the most promising
opportunities, while eliminating non-promising ideas as
quickly and as cheaply as you can determine they are
not promising, but no quicker.
The Stage Gate process provides a rigorous, structuredway for organizations to do so
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Overview Of The Stage-Gate Process
Stages are steps in the New Product Development
(NPD) process where a specific set of work activities
are done to produce a specific set of deliverables
Gates are decision points that come at the end of eachstage.
Stage n Stage n+1Gaten+1
Gaten+2
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Gates: Go/No-Go Decision Points
Gates are key decision points in the process
Always a cross-functional group of gatekeepers Gates should force a decision to be effective
Possible outcomes from a gate meeting: Go: move ahead to the next stage, commit appropriate resources
No-Go: the project does not meet the criteria required to move forward.Stop the project and reallocate project resources.
Recycle: the project shows promise but has not yet met the criteria formoving to the next stage. Continue work in the current stage, return withadditional information. Resources are allocated as needed to get requestedinformation
Decision
Criteria
DeliverablesFrom Previous
Stage
Decision,ResourcesAllocated,Outputs
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New Product Development (NPD) Stages
DiscoveryStage
Gate
1
Stage 1:
Scoping
Gate
2
Stage 2:
Biz Case
Stage 3:
Development
Gate
3
Gate
4
Stage 4:Test &
Validate
Gate
5
Stage 5:
Launch
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Mapping Stage Gate to Cagan/Vogel Process
Launch*RealizeConceptualizeUnderstandIdentify
DiscoveryStage
ScopingStage 1
Business CaseStage 2
DevelopmentStage 3
Stages 4 & 5
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Managing Risk With Stage-Gate
Level ofrisk and
uncertainty
Time(Stages)
Resourcesallocated
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Exercise:
Gate 1 is where we go from idea generation (discovery)
to the scoping (starting to really understand thecustomer)
What criteria should we use for exiting gate 1? Who should your gatekeepers be for this gate?
Who should your gatekeepers be for later gates?
How should you go about selecting the proper people to
participate in the gate meetings?
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ScenariosMaking Your POG Resonate
POGs, on their own, can be very abstract and dull
By illustrating your POG with scenarios, which describe a realperson, in a real situation, dealing with the real problems orchallenges you have identified, you can bring the idea you haveto life for your audience, and convince them that this is an ideaworth pursuing
Scenarios are short (1-2 paragraphs) descriptions of a person orpeople in a specific situation.
A scenario should illustrate who your target customer is, whattheir need is, why they have that need, how the task is currentlyaccomplished, and when it happens.
Scenario Example: Ron The Construction
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Scenario Example: Ron The Construction
Contractor
Ron is an independent contractor. He typically works alone or with acrew of one or two. When Ron arrives at the work site in the morning,he drops off his larger equipment as close to the work area as possible.Setting up a work area typically means carrying sawhorses and boardsas well as large ladders and tools. Most of the equipment is heavy andmany trips to a destination far from the truck can be time- and energy-intensive.
If Ron can work near his truck, he often uses the tailgate as a cutting orwork surface, even for eating lunch. Rons truck has side-mountedtoolboxes that he installed and both a ladder rack and a towing hitchthat were installed professionally. This means that Ron has no freespace within his truck bed and that his tools often have to be put on the
ground during unloading, which is damaging to both the tools andRons back.
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Phase 2 Overview: Understanding The Opportunity
Phase 2Gate
1
Gate
2
Phase 1 outputs:
POG statementJTBDsSET FactorsScenario(s)Value analysis
(graphs, attributes)
Phase 2 activities:
Look, listen, learnStakeholder analysisEthnography:
- Interviews- Field observations
Story and scenariogenerationTask analysisDetailed secondary
researchDetailed data analysis
Phase 2 outputs:
Prioritized valueopportunities
DetailedscenariosPrioritized
productattributesPrioritized
stakeholder list
l i i
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Example For Discussion:
JTBD:
Record images from vacations to share with friends
Refined as a POG statement:
Help young adults traveling with friends on vacation recordimages from their vacation that they can share with their
friends without having to carry around a large, heavy, and
bulky camera and camera supplies.
S i F Di i
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Scenario For Discussion
Maha is a twenty eight year old woman living in Dubai. She has two young children a sevenyear old son and a five year old daughter. She works as an elementary school teacher at a school
in Dubai. Mahas husband owns and runs a construction company. Between family and workcommitments, they are very busy people.
One of Maha and her familys favorite things to do is to travel. Sometimes they go to excitingnew places, other times they return to familiar places they have visited and enjoyed before. Shelikes to take a lot of pictures on these trips, both to remember the fun times that theyve had andalso to keep a history of her children growing up. When they are on a trip, Maha always seems to
have a lot to carry and she would love to be able to carry fewer things when they are touringaround a new place. Although she enjoys taking pictures she is often frustrated by the quality ofthose pictures, both because the small camera she carries around does not take very high qualityphotos but also because she often takes so long to find the camera and get ready to take a picturethat the moment she was trying to capture has passed her by.
Maha greatly enjoys sharing her pictures with her friends and family. When she gets home from a
trip, she has prints made that she sends to her mother back home (who does not use a computer),shares the best pictures on Facebook and Flickr with her friends, and often just enjoys looking atthe pictures through the LCD on the back of the camera right after she takes them. On a long trip,she would like to be able to share her pictures more quickly but not if doing so is a hassle. Herhusband and kids get tired of posing and waiting for Maha to take so many pictures but they putup with her requests because they like to look at the pictures when they return home also.
V l O i A l i
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Value Opportunity Analysis:
Value opportunity attributes Ease of use, cost, image quality, ease of sharing, device size, device weight, flexibility,
range of situations in which an image can be captured, how quickly a photo can betaken (and with minimal hassle)
Perfect world value opportunity graph
Compare the perfect world graph to: Remembering the vacationstoring memories in your mind Point-and-click digital camera
High-quality DSLR camera
What else?
Where do the value opportunities appear to be?
Do we know that these are the right value opportunity attributes? How or why do we know that?
Do we know which ones are customers care the most about? The least?
What could we do to be more confident that we have picked the correct ones?
U d di C Th h E h h
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Understanding Customers Through Ethnography
Ethnography can help you deeply understand your
customers (and other stakeholders), their needs, wantsand desires, what they actuallydo to complete a JTBD,and their views on the world
Key ideas: Look, Listen, Learn
Focus on observing and gathering facts, explain andsynthesize later
Plan your study thoughtfully to get the information you need
Results can be presented many waysstories, visual artifacts,reports with detailed data analysis, videos, etc.
C ll t A tif t
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Collect Artifacts
Eth h E l
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Ethnography Examples
Laundromat video
http://www.youtube.com/watch?v=3Jydtrbk55U
What does it mean to be green? video http://www.youtube.com/watch?v=5KtSQZ_lqSw
Pl i Y Eth h St d
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Planning Your Ethnography Study
What are we trying to learn?
What questions should we be answering with the study?
Who should we observe? How many observations?
When should we do the observations?
What, specifically, are we trying to see?
How will we conduct the observations?
Discretely or as a participant?
Staged events or in the wild?
How will we record what we observe? Do we need participant permissions?
Where will we do our observations?
T k A l i
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Task Analysis
Break the job down into a series of tasks required to
complete a JTBDsmall, detailed steps
Try to understand each step, what happens during thestep, why it is being done, what it accomplishes, who
does it, how long it takes, etc.
Look for steps in the process that can be improved,eliminated, or otherwise changed for the better
Task analyses can guide your ethnography studies
E i C l t A T k A l i F M h
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Exercise: Complete A Task Analysis For Maha
Prepare for a day walking around museums in Paris,
including making sure that she has her camera
Take a picture of her children inside the Louvre, in
front of a famous statue by Michaelangelo
Make sure that she has gotten a good picture
Share the photo with her friends in Dubai, Madrid,
Australia, and the US
Share the picture with her mother in Lebanon, who
doesnt use a computer
T k A l i
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Task Analysis
Break the job down into a series of tasks required to
complete a JTBDsmall, detailed steps
Try to understand each step, what happens during thestep, why it is being done, what it accomplishes, who
does it, how long it takes, etc.
Look for steps in the process that can be improved,eliminated, or otherwise changed for the better
Task analyses can guide your ethnography studies
St k h ld A l i K C t
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Stakeholder Analysis: Key Concepts
A stakeholder is a person or group of people who are
purchase, use, maintain, or are in some way affected bythe purchase, use, maintenance, etc. of the product orservice
You will rarely delight all stakeholders with yourinnovative product or service.
The goal is to delight and inspire who determine to be
the most important stakeholders, and to not turn offthose negatively affected enough to prevent thepurchase and use of your product
Stakeholder Analysis: Common Stakeholder Groups
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Stakeholder Analysis: Common Stakeholder Groups
Those who make the purchase, pay the bill, or affect the
purchase decision
Those who use the product or service directly
Those who need to store and maintain the product
Those who are affected by the use of the product orservice
Others?
Sometimes, it depends on the product or service
Stakeholder Exercise: iPhone
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Stakeholder Exercise: iPhone
Identify specific stakeholders:
Those who make the purchaseor affect the purchase decision
Those who use the product orservice directly
Those who need to store andmaintain the product
Those who are affected by theuse of the product or service
Others?
Stakeholder Exercise: Family Vacation Photos
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Stakeholder Exercise: Family Vacation Photos
Identify specific stakeholders:
Those who make the purchaseor affect the purchase decision
Those who use the product orservice directly
Those who need to store andmaintain the product
Those who are affected by theuse of the product or service
Others?
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Selecting and Refining Product Attributes
Selecting and Refining Product Attributes
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Selecting and Refining Product Attributes
Once we really understand our target customer and the
challenges that they face, we then need to identifyopportunitiesfor a new product or service to provide
significant value by improving the experience, the
results, solving a problem, reducing costs or other
undesirable outcomes, etc.
We express these as prioritized and abstract Value
Opportunities (VOs) and then turn those VOs intospecific Product Attributes that our new product or
service needs to have
VOs to Product Attributes Example
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VO s to Product Attributes Example
Value Opportunities
Low cost
Easier to carry
Reduce number of
devices to carry
Improved durability
Product Attributes
No more than 100 Dirhams
Weight < 200 grams,
Size < 6 x 6 x 1 cm.
Camera should be integrated
with phone or another device
customers already carry daily
Should be able to bouncearound all day in handbag,
occasionally be dropped on
floor, and work in rainy
conditions
Refining A Scenario At The End Of Phase II
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Refining A Scenario At The End Of Phase II
Phase 1 scenario: helping elderly women in the kitchen
Mary is 70 years old and lives alone. She loves to bake and oftenentertains her family for holidays. She has developed arthritis andis no longer comfortable reaching into the oven to lift things out.Losing the ability to bake things has been very depressing for her tocontemplate. Mary is hesitant to have her family over and no longerfeels confident entertaining in her home.
Refined scenario at the end of phase 2: Mary has arthritis in her lower spine and shoulders that limits her
range of motion. She has also lost strength in her back and armmuscles. A device is needed that fits in the context of a standard
oven that will compensate for her limited motion and reducedstrength and allow her to easily put in and remove a variety of pansand baking dishes in the oven. The device will have to lift itemsthat range in weight from to 7 kilos.
Supplementing A Scenario With Product Attributes
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Supplementing A Scenario With Product Attributes
Revised Product Opportunity Statement, with specific
product attributes identified:The team will develop a product that will integrate with a
standard oven and will be easy to install and clean. It must
have a simple mechanism and must cost no more than AED
150 to buy and install. Any installation should be easy enoughfor a family member to do. While the primary market will be
senior women with arthritis between the ages of 70 and 85,
the primary purchasers will be family members
l i j i i i
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Class Design Project: Design an innovative
Shopping Cart.
Movie Links for discussion
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Movie Links for discussion
http://www.youtube.com/watch?v=NugRZGDbPFU
http://www.youtube.com/watch?v=M66ZU2PCIcM
References
http://www.youtube.com/watch?v=NugRZGDbPFUhttp://www.youtube.com/watch?v=M66ZU2PCIcMhttp://www.youtube.com/watch?v=M66ZU2PCIcMhttp://www.youtube.com/watch?v=M66ZU2PCIcMhttp://www.youtube.com/watch?v=M66ZU2PCIcMhttp://www.youtube.com/watch?v=M66ZU2PCIcMhttp://www.youtube.com/watch?v=M66ZU2PCIcMhttp://www.youtube.com/watch?v=NugRZGDbPFU7/26/2019 ENGG950 Autumn2014 Lecturges Week 5-6
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References
[CE09] Robert G. Cooper and Scott Edgett, SuccessfulProduct Innovation, Product Development
Institute, 2009, ISBN: 978-1-4392-4918-5.
[CV02] Jonathan Cagan and Craig M. Vogel,Creating Breakthrough Products,Prentice Hall, 2002, ISBN: 0-13-969694-6.
[KL01] Tom Kelly with Jonathan Littman, The Art ofInnovation, Doubleday, 2001ISBN: 0-385-49984-1.
[SSD09] David Silverstein, Philip Samuel, NeilDeCarlo, The Innovators Toolkit,John Wiley and Sons, 2009,ISBN: 978-0-470-34535-1.
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