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GRD301: Innovation and Entrepreneurship GRD301: Innovation and Entrepreneurship Innovation and Entrepreneurship GRD 301 *This course includes materials licensed by Stanford Center for Professional Development on behalf of Stanford University. The materials provided herein do not confer any academic...
GRD301: Innovation and Entrepreneurship GRD301: Innovation and Entrepreneurship Innovation and Entrepreneurship GRD 301 *This course includes materials licensed by Stanford Center for Professional Development on behalf of Stanford University. The materials provided herein do not confer any academic credit, benefits, or rights from Stanford University or otherwise confer a relationship between the user and Stanford University. PowerPoint developed by David Vanhoutte Lesson Learning Outcomes: Students can explain the terms entrepreneurship and innovation. Students can explain the difference between innovation, invention and creativity. Students can identify examples of innovation in a healthcare setting. Students can understand the difference between routine and innovative work and provide examples for each. Students will appreciate the role of failure in the process of innovating What Is Innovation? “It’s not about ideas. It’s about making ideas happen.” -Scott Belsky, cofounder of Behance Innovation is about … Finding what people NEED Not what they say they WANT "Necessity is the mother of invention" is a wellknown proverb. It means, roughly, that the primary driving force for most new inventions is a need. In large part, the same is true for innovation. Even though innovation may be driven by different forces, when innovating an existing product or service, technology, or approach, we can see that when there was a need, the innovation can be well marketed, and can thus be well received. What is Difference Between Innovation and Invention? An invention occurs when you are creating a completely new idea, while an innovation is improving upon an existing idea. Health care/science examples: - Nutrition: Human health conditioned by sufficient intake of nutrition in relation to possible food production/supply: Considering in the 1960s population growth and projected land requirements to sustain food production; Esther Bosserup (1965) theorized that technology will be created when the need arises. Indeed, her theory proved correct when the green revolution demonstrated that fertilizers for producing food crops were highly productive. Fertilizers: Are they an Innovation or Invention? Health care/science examples: - Vaccine development: When COVID-19 arose, the pharma sector mobilized to develop new vaccines. (Vaccine development started more than two centuries ago when an English Doctor (Dr. Jenner), treated a young boy by injecting him with pus from cowpox blisters found on a milkmaid’s hands. Cowpox contains the vaccinia virus, which causes smallpox. The injection immunized the boy against smallpox. The name of the virus was used to coin the term “vaccine.” Covid-19 vaccines: Innovation or Invention? Innovation The idea is not enough. You have to implement it. Creativity + Implementation = Innovation So, considering the Apple iPhone: Is this an invention or innovation? The iPhone itself was both invention and innovation. Because it is in part derivative of other earlier technologies. Apple did not invent GPS, the camera, or the phone itself for example, but all incorporating features into one phone is innovation and not invention. What is Entrepreneurship? Entrepreneurship: “is the process of creating something new and assuming the risks and rewards”. The word comes from the French verb 'entreprendre’ which means 'to undertake.’) An Entrepreneur is: A person who starts and/or operates a business. A person who discovers market needs and launches a new business to meet those needs. A risk taker who provides an incentive for change, innovation, and progress. Four aspects of being an entrepreneur today: Involves creation process. Requires devotion of time and effort. Involves rewards of being an entrepreneur. Requires assumption of necessary risks. (Source: ‘’Entrepreneurship’’ Hisrich; Peters; & Shepherd (2020) Entrepreneurial Characteristics (Timmons and Spinelli Model) Examples of entrepreneurs Bill Gates, founder of Microsoft. Steve Jobs, co-founder of Apple computers Mark Zuckerberg, the founder of Facebook. What entrepreneurs do you know? Do they display these characteristics? “Entrepreneur”: different definitions over time: 1803: Jean-Baptiste Say: An entrepreneur is an economic agent who unites all means of production- land of one, the labour of another and the capital of yet another and thus produces a product. By selling the product in the market he pays rent of land, wages to labour, interest on capital and what remains is his profit. He shifts economic resources out of an area of lower and into an area of higher productivity and greater yield. 1934: Schumpeter: Entrepreneurs are innovators who use a process of shattering the status quo of the existing products and services, to set up new products, new services. 1961: David McClleland: An entrepreneur is a person with a high need for achievement. He is energetic and a moderate risk taker. 1964: Peter Drucker: An entrepreneur searches for change, responds to it and exploits opportunities. Innovation is a specific tool of an entrepreneur hence an effective entrepreneur converts a source into a resource. 1971: Kilby: Emphasizes the role of an imitator entrepreneur who does not innovate but imitates technologies innovated by others. Are very important in developing economies. 1975: A. Shapero: Entrepreneurs take initiative, accept risk of failure and have an internal locus of control. 1985: W.B. Gartner: Entrepreneur is a person who started a new business where there was none before. 2010: M. P. Peters, R. D. Hisrich, & D. A. Shepherd state that although being an entrepreneur means different things to different people, there is agreement that we are talking about a kind of behavior that includes: (1) initiative taking, (2) the organizing and reorganizing of social and economic mechanisms to bundle resources in innovative ways, and (3) the acceptance of risk, uncertainty, and/or the potential for failure. Entrepreneurs Versus Inventors Inventor: Creates something for the first time; highly driven and motivated by his or her own work and personal ideas. Differentiating characteristics of an inventor: Education. Level of experience. Problem-solving skills. Level of self-confidence. Willingness to take risks. Ability to tolerate ambiguity and uncertainty. View of monetary benefits in measuring success. Constraints Constraints are inevitable and helpful. Without them, we would not innovate. “When everything seems to be going against you, remember that the airplane takes off against the wind, not with it”. (Henry Ford) Beware of “Mythical Constraints”: Constraints that are not really there. Innovation Myths and Misconceptions Innovation cannot be taught or learnt Innovations are these big breakthrough inventions Only creative geniuses or specialists can innovate Innovation is a solo activity You can’t lead or manage innovation Innovation is always a purely positive thing Customers will tell us how to innovate Can you think of a situation where you faced constraints? Be ready to share. Innovative Work vs. Routine Work Routine Work: Work that is done without variance in a way to reduce the possibility of failure. Innovative Work: Work that is done with increased variance, and failure is expected. Can you think of examples for: Routine work Innovative work Exploring New Ways: Organizing for Innovative Work Exploiting Old Ways: Organizing for Routine Work Enhance variance Drive out variance See old things in new ways See old things in old ways Break from the past Replicate the past Goal: Make money later Goal: Make money now The name WD-40 was created because there were 39 failed versions of the product. Creating 40 different versions of something is an example of innovative work. Innovative work was appropriate when the company was designing the product. Now that the product is commercially successful, the company has shifted to routine work. It is important for the product to be the same every time someone uses it, so variance is discouraged. GRD301: Innovation and Entrepreneurship GRD301: Innovation and Entrepreneurship Innovation and Entrepreneurship Lesson Learning Outcomes: Understand and identify the different types of innovation. Understand the value of Innovation in healthcare. Identify the major drivers of innovation in healthcare. Identify innovation trends in healthcare GRD 301 *This course includes materials licensed by Stanford Center for Professional Development on behalf of Stanford University. The materials provided herein do not confer any academic credit, benefits, or rights from Stanford University or otherwise confer a relationship between the user and Stanford University. PowerPoint developed by David Vanhoutte When considering innovation, it is worth exploring what is being innovated and the types of innovation Innovation is the practical application of ideas that lead to various new types of new offerings such as: Products. Services. Processes. Business models. The goal of innovation is improving or creating new solutions. Innovation can happen anywhere. What is Being Innovated Product Innovation Service Innovation Business Model Innovation Process and technology innovation Organizational innovation Social innovation Environmental innovation Types of Innovation Incremental Existing technology, existing market A common form of innovation. Uses existing technology within an existing market Goal is to improve an existing offering by adding new features, changing the design, etc. Examples include updating hardware, improving design, adding additional features Examples of existing technology, existing market Architectural Existing technology, new market Existing expertise, technology and capabilities applied to offer new services and products for different markets Allows organizations to enter new markets and expand their customer base. Examples of existing technology, new market Disruptive New technology, existing market. Associated with the application of new technologies, processes or disruptive business models to existing industries. Examples of new technology, existing market Radical New technology, new market. Way most people view innovation; The rarest form of innovation Involves the creation of technologies, services, and business models that open up entirely new markets. Examples of new technology, new market Challenge Find an example for each of the four types of innovation: Incremental Radical Architectural Disruptive The examples should be from healthcare Innovation in Healthcare What innovations do you know of? Innovation in Healthcare Innovation for health includes the development of new drugs, vaccines, diagnostics and medical devices, as well as new techniques in process engineering and manufacturing, (and new approaches and policies in health systems and services, including a better understanding of human health behaviour) Why is innovation important in Healthcare? There are multiple global health challenges that require solutions and innovative thinking like obesity, climate change, air pollution. Each pose particular challenges and each require new solutions to deal with them. The Value of Innovation in Healthcare Settings Hospitals and health systems are constantly changing to deliver high-quality, safe, client care, and to improve clinical outcomes and the health of their communities. Hospital and health system leaders and providers benefit when hospital-monitored quality and safety performance metrics improve, Centers for Medicare & Medicaid penalties are reduced or eliminated, and hospital reputation improves. Of equal importance, when innovative practices, processes, and systems improve the health of the community, hospital and health systems can expect to see higher utilization of services. Drivers Of Innovation In Healthcare Settings Client/ Community Lower cost of care Improved satisfaction Health promotion Enhanced high-quality clinical care Hospitals Safety and quality metrics improve Save through greater efficiency Improved clinical outcomes Patient/family satisfaction Can you add any? Emerging Trends In Healthcare Innovations Emerging Trends In Healthcare Innovations Telehealth Known as telemedicine, virtual care, or connected care. The practitioner can visualize, hear, and communicate with either a patient or another care provider. Telehealth commonly allows patients in rural locations to receive high-quality specialty care that may not otherwise be available. Emerging Trends In Healthcare Innovations mHealth mHealth or mobile health refers to mobile medical applications (apps) that can be used on a variety of mobile or portable devices, including mobile phones (i.e., smartphones), tablets, or computers. the fastest growing area of emerging innovations within healthcare. Emerging Trends In Healthcare Innovations Game theory is rapidly advancing into healthcare as disruptive treatment and education tool. Gaming in healthcare is through a computer or mobile app-based game to improve a condition, help caregivers monitor their own performance in delivering care, or advance education, whether to clinicians or patients. The Value of Innovation In Healthcare Settings Hospitals and health systems are constantly changing to deliver high-quality, safe, client care, and to improve clinical outcomes and the health of their communities. Hospital and health system leaders and providers benefit when hospital-monitored quality and safety performance metrics improve, Centers for Medicare & Medicaid penalties are reduced or eliminated, and hospital reputation improves. Of equal importance, when innovative practices, processes, and systems improve the health of the community, hospital and health systems can expect to see higher utilization of services. Emerging Trends In Healthcare Innovations Artificial intelligence (AI) is a wide-ranging branch of computer science concerned with building smart machines capable of performing tasks that typically require human intelligence. Emerging Trends In Healthcare Innovations Biotechnology: tools and techniques open new research avenues for discovering how healthy bodies work and what goes wrong when problems arise. Knowing the molecular basis of health and disease leads to: improved methods for treating diseases Improved methods for preventing diseases Examples include quicker and more accurate diagnostic tests, therapies with fewer side effects and new and safer vaccines. Emerging Trends In Healthcare Innovations Can you add any? Is all innovation Good? Inappropriate innovations may occur. Investment may be going into high cost sophisticated technology when basic issues of access are not being addressed. Innovations can drive up demand and costs. Innovations can also increase inequity. If there are costs involved at point of use, people of lower socioeconomic status might not be able to afford them. Is all innovation Good? Innovation is expensive and companies are spending more money on research and development, but producing fewer innovations, and these costs eventually will get passed on to the consumer. Challenge Find an existing innovation in healthcare Identify a problem that has resulted from the introduction of the innovation. Suggest a way this could be overcome. Evidence-Based Leadership, Innovation and Entrepreneurship in Nursing and Healthcare : A Practical Guide to Success, edited by Bernadette Mazurek, PhD, APRN-CNP, FAANP, FNAP, FAAN Melnyk, and Tim, DNP, RN Raderstorf, Springer Publishing Company, 2019. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/fchsae/detail.action?docID=5970676. Created from fchsae on 2021-08-23 07:33:57. Paul Stoneman and Paul Diederen.(1994). Technology Diffusion and Public Policy.The Economic JournalVol. 104, No. 425 pp. 918-930 (13 pages) Published By: Oxford University Press https://doi.org/10.2307/2234987 https://worldofwork.io/2019/07/the-henderson-clark-innovation-model/ GRD301: Innovation and Entrepreneurship GRD301: Innovation and Entrepreneurship Innovation and Entrepreneurship Course Learning Outcomes (CLOs): Upon completion of the course, students will be able to: 1.Understand and apply concepts in innovation and entrepreneurship. 2. Identify drivers of innovation and apply this understanding to identify opportunities for innovation in the healthcare. 3.Empathize with others to understand the different perspectives that exist in any given situation/context and use this understanding to solve complex problems. 4. Use tools of innovation to solve problems in the healthcare sector. 5.Use the tools of entrepreneurship to evaluate the feasibility of a startup opportunity with a customer- centered focus. 6. Apply problem solving, critical thinking and teamwork skills to complex real-world problems. 7. Use creative skills to persuade others when pitching or writing about ideas and plans. Team Development Stages Stage 1: Forming Forming - members (in new team) become acquainted. Forming It is the first of the five stages and it is when members meet for the first few times. Team members begin gathering information and set ground rules and identify expectations. Because of an individual’s need to be accepted, team members often avoid conflict during this stage. Leadership (i.e. manager, supervisor) will help the team to define their processes. At this stage, the leader needs to be directive and understand the requirements for team training to move through each stage. Stage 2: Storming Storming - conflict may begin. Members tend to focus on details rather than the issues at hand, and compete for influence. Low trust is evident at this stage. The team needs to select their desired leadership style (who and how is the team led) and decision methodology (how and who makes decisions). Team members begin suggesting solutions to problems and identify more effective ways to achieve goals. The team is expected to find out how they are to function interdependently. The team leader can help by stressing tolerance and patience; and should guide the process towards clear goals, defined roles, acceptable team behaviour, and a mutual feedback process for team communication. Stage 3: Norming Norming - members reach agreement. The team develops work habits that support group rules and values. Once a team is able to discuss and resolve differences, the team enters this stage where members agree on a common goal and a course of action to achieve that goal. The team demonstrates effective communication, trust in members’ abilities, and positive cooperation. Even though some team members have to concede, all team members are expected to take responsibility for the decisions that lead to effective cooperation. Stage 4: Performing Performing - members work together Members are performing well as a cohesive unit. There is little conflict, and teams are expected to work interdependently to make decisions, complete tasks, and foster team creativity and effectiveness. Members share information, learn from one another, and are self-directive and motivating. Team is self-directing in development of plans and strategy to meet their goals. Personal growth is encouraged throughout membership of the team. The leader becomes a facilitator aiding the team in communication processes and helping if they revert to a prior stage. Stage 5: Adjourning/Transforming In INNOVATION and/or PROJECT related teams there is a 5th stage: Adjourning or Transforming – Team disbanded/ or transformed to carry out a new project/set of tasks. This stage depends on the duration a team is expected to work together. For project-based teams, team members go through a phase of finalization where they celebrate successes, and/or transform as a (new) team to execute a new project. For continuous work teams, teams progress into the highest level of team development, which encompasses developing as individuals and adjusting to changing demands and expectations. Scholtes, Peter. R., B L. Joiner, and Barbara J Streibel. (2003) ‘’The Team Handbook’’ (3rd ed.) Tuckman, Bruce W (1965). "Developmental sequence in small groups". Psychological Bulletin. 63 (6): 384–399. Tuckman, B and M A C Jensen (1977), ‘Stages of small group development revisited’, Group and Organization Studies, vol.2, no.4, pp.419-27. GRD301: Innovation and Entrepreneurship GRD301: Innovation and Entrepreneurship Innovation and Entrepreneurship Lesson Learning Outcomes: Students understand that innovation is not always positive. Students can apply the SWOT tool to evaluate ideas/innovations. Students understand that innovation is a process. Students are able to identify opportunities for innovation. Students recognize that creativity can be developed. GRD 301 *This course includes materials licensed by Stanford Center for Professional Development on behalf of Stanford University. The materials provided herein do not confer any academic credit, benefits, or rights from Stanford University or otherwise confer a relationship between the user and Stanford University. PowerPoint developed by David Vanhoutte How Can We Evaluate Ideas/Innovations? How Can We Evaluate Ideas/Innovations? There are a number of different tools that can be used to evaluate ideas. In this course we will use the SWOT analysis tool. The SWOT tool can be applied to just about anything including products, services, businesses … even ourselves! The acronym SWOT refers to four factors: S- strengths W- weaknesses O – opportunities T – threats Each of these 4 factors is worth considering when you are trying to evaluate the potential success of something SWOT Analysis Matrix Source: https://www.business-to-you.com/swotanalysis/ How to use the SWOT tool? The SWOT tool relies on you asking questions related to each factor and coming up with well thought out answers. For example, if you are trying to evaluate a new idea: Look at the idea itself first by looking at its strengths and weaknesses. Some questions you could ask include: Strengths: - What are the advantages of the new idea? - What is unique or special about the new idea - In what way is the new idea better than existing ideas used for the same/similar purpose Weaknesses - What could be furthered improved? - Where is the idea likely to fail? - Can everyone use/access the idea? Does this matter? NEXT Look at what is happening around the new idea by looking at the opportunities and threats. Some questions you could ask include: Opportunity - What are the opportunities for the new idea? - What changes are there in the market or government regulations that could lead to opportunities? - What trends (technology, social..) could lead to further opportunities? Threats - What ideas exist and are they as good as or better than the new idea? - What changes in trends (technology, social…) are there that could remove the need for the new idea? - What alternatives are there available and how much better are they than the new idea Example 1 – Medical Drone Source: https://www.researchgate.net/figure/SWOT-analysis-of-delivering-medical-products-using-delivery-drones_tbl2_345850883 SWOT – Example 2- VR/MR Technologies Source: https://www.researchgate.net/publication/329228115_Implementing_Virtual_Reality_and_Mixed_Reality_Technologies_in_Construction _Education_Students'_Perceptions_and_Lessons_Learned Where ideas come from? Let’s have a poll. (Alone or in group; Outside or Inside; whilst concentrating or when focusing; when at home of when out; morning/afternoon/ evening/night; etc.) IDEO (https://www.ideo.com/) One of the most successful design and innovation firms. Headquartered in Palo Alto, California. One Year at IDEO … 12 Products sold 4,000 Ideas generated 226 Prototypes developed 2 or 3 Commercial successes Innovation case: The IDEO Shopping Cart (Video: https://www.youtube.com/watch?app=desktop&v=M66ZU2PCIcM) Student ‘open-microphone’ discussion Why is this team creative? What practices from this case can you use in your group? Which practices would not work for you? Where do good ideas come from? First Apple iPod Concept to Market in a short 8 months. How did they do this? The first version of the iPod was created in 8 months because it was largely built out of prefabricated materials that Apple could purchase. The interface and design were done by Apple, but they did not create every piece of it. Creativity is not just about inventing everything yourself, it is about finding new products, places, or ways to bring new combinations to existing ideas. Innovation therefore becomes a social process because you have to engage to think about how to recombine ideas in new ways! Escape from a Sunken Submarine Charles ‘Swede’ Momsen What is the best technology for escaping? Sometimes the best ideas come from reevaluating the problem and identifying solutions that already exist, but have been overlooked. Somewhere between science and product design in the middle of the 20th century, Swede Momson was obsessed with getting people out of sunken submarines after he had heard a radio transmission of 200 people who sunk and died. The best way to escape is to open the hatch, hold your breath and just float up to the surface. The solution to the problem was a reframe of the problem, and to realize that the best technology was no technology at all! Charles ‘Swede’ Momsen Christensen, C., Raynor, M. and McDonald, R., 2015. What Is Disruptive Innovation?. [online] Harvard Business Review. Available at: [Accessed 20 January 2022 by David S. Vanhoutte]. Drucker P. (2002): ‘’The discipline of Innovation’’, Harvard Business Review -Online via https://hbr.org/2002/08/the-discipline-of-innovation - Accessed by David S. Vanhoutte on 18 January 2022 Evidence-Based Leadership, Innovation and Entrepreneurship in Nursing and Healthcare : A Practical Guide to Success, edited by Bernadette Mazurek, PhD, APRN-CNP, FAANP, FNAP, FAAN Melnyk, and Tim, DNP, RN Raderstorf, Springer Publishing Company, 2019. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/fchsae/detail.action?docID=5970676. (Created from fchsae on 2021-08-23 07:33:57 by Dr. Bridget Sarah Rice) G.P. Pisano (2015). You need an innovation strategy. Available at [online] Harvard Business Review. [Accessed 19 January 2022 by David S. Vanhoutte]. Rothaermel, F. T. (2015). Strategic management. 2nd ed., Georgia Institute of Technology, McGraw-Hill Education. VIDEO: ‘Tom Kelley: Building Creative Confidence’, Online accessed by David S. Vanhoutte on 17 Jan. 2022 via www.youtube.com/watch?app=desktop&v=16p9YRF0l-g – ‘’Amazon Care is a big deal - here's why’’ - Online: Healthcare IT News; accessed by David S. Vanhoutte on 18 January 2022 via www.healthcareitnews.com/blog/amazoncare-big-deal-heres-why, https://morethandigital.info/en/what-is-a-digital-ecosystem-understanding-the-mostprofitable-business-model/Accessed 19 January 2022 by David S. Vanhoutte. GRD301: Innovation and Entrepreneurship GRD301: Innovation and Entrepreneurship Innovation and Entrepreneurship Lesson Learning Outcomes: Students understand that innovation is not always positive. Students can apply the SWOT tool to evaluate ideas/innovations. Students understand that innovation is a process. Students are able to identify opportunities for innovation. Students recognize that creativity can be developed. GRD 301 *This course includes materials licensed by Stanford Center for Professional Development on behalf of Stanford University. The materials provided herein do not confer any academic credit, benefits, or rights from Stanford University or otherwise confer a relationship between the user and Stanford University. PowerPoint developed by David Vanhoutte Tom Kelley*: Orbiting the Giant Hairball Source: ecorner.Stanford.edu *Tom Kelley is the best-selling author of 1) Creative Confidence, 2) The Art of Innovation and 3)The Ten Faces of Innovation He is also a partner at the renowned design and innovation consultancy IDEO (ideo.com) which we discussed last week. Tom Kelley*: Orbiting the Giant Hairball Tom Kelley is the best-selling author of: * 1) Creative Confidence. 2) The Art of Innovation 3) He Ten Faces of Innovation He is also a partner at the renowned design and innovation consultancy IDEO (ideo.com). https://www.youtube.com/watch?v=YV-80priPm0 What is Creativity? What is Creativity? Different definitions, depending on the sector in which it takes place (e.g. engineering, business, design, art, etc.) Student ‘open-microphone’ discussion Have you become less creative as you have gotten older? Why should organizations support the creativity of their employees? How to determine when to support innovative work versus routine work? Tom Kelley: Build Your Creative Confidence https://www.youtube.com/watch?app=desktop&v=16p9YRF0l-g Source: TED Source: TED Student ‘open-microphone’ discussion How can we develop creative confidence? Why is it important to stay confident in order to innovate? How can we lose confidence? How do we instill confidence in others? Can creativity be learned? Optional Reading Can creativity be learned? “What we have concluded is that non-creative behavior is learned.” as per G. Land. (G. Land & B. Jarman (1993),’’Breaking Point and Beyond’’. S. Francisco, HarperBusiness Extra-curricular reading: https://www.creativityatwork.com/what-is- creativity/#can-creativity-be-learned Christensen, C., Raynor, M. and McDonald, R., 2015. What Is Disruptive Innovation?. [online] Harvard Business Review. Available at: [Accessed 20 January 2022 by David S. Vanhoutte]. Drucker P. (2002): ‘’The discipline of Innovation’’, Harvard Business Review -Online via https://hbr.org/2002/08/the-discipline-of-innovation - Accessed by David S. Vanhoutte on 18 January 2022 Evidence-Based Leadership, Innovation and Entrepreneurship in Nursing and Healthcare : A Practical Guide to Success, edited by Bernadette Mazurek, PhD, APRN-CNP, FAANP, FNAP, FAAN Melnyk, and Tim, DNP, RN Raderstorf, Springer Publishing Company, 2019. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/fchsae/detail.action?docID=5970676. (Created from fchsae on 2021-08-23 07:33:57 by Dr. Bridget Sarah Rice) G.P. Pisano (2015). You need an innovation strategy. Available at [online] Harvard Business Review. [Accessed 19 January 2022 by David S. Vanhoutte]. Rothaermel, F. T. (2015). Strategic management. 2nd ed., Georgia Institute of Technology, McGraw-Hill Education. VIDEO: ‘Tom Kelley: Building Creative Confidence’, Online accessed by David S. Vanhoutte on 17 Jan. 2022 via www.youtube.com/watch?app=desktop&v=16p9YRF0l-g – ‘’Amazon Care is a big deal - here's why’’ - Online: Healthcare IT News; accessed by David S. Vanhoutte on 18 January 2022 via www.healthcareitnews.com/blog/amazoncare-big-deal-heres-why, https://morethandigital.info/en/what-is-a-digital-ecosystem-understanding-the-mostprofitable-business-model/Accessed 19 January 2022 by David S. Vanhoutte. Design Thinking: Need finding and Empathy Week 5 © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. LESSON LEARNING OUTCOMES Students know and can define the stages in the Design Thinking Process Student s can define empathy and identify different perspectives in a complex situation Students understand the role of empathy in the design process Student s can identi fy differe nt approaches to gaining empathy and apply differe nt tools Student s can differe nti ate betwee n solution s and needs Students can use empathy in a situation to identify underlying needs and insights © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Review Week 4 SWOT Tool Where do good ideas come from? click here.. Source: TED Case Study: Embrace © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Design Thinking Process DEFINE EMPATHY Source: Hasso Plattner Institute of Design © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. 130 million babies are born each year; 4 million die in the first 28 days. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. 1 out of 3 babies born in India is low-birthweight or premature. India has the largest number of neonatal deaths in the world. Constituting 30% of the global figure. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Design Challenge: Create a less expensive solution. $300 vs. $20,000 © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. © Banny Banerjee. Creating Innovation Leaders: A Global Perspective. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Source: facebook.com/embrace © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Source: gsb.stanford.edu © Banny Banerjee. Creating Innovation Leaders: A Global Perspective. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Embrace Today © Banny Banerjee. Creating Innovation Leaders: A Global Perspective. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Discussion Why is the role of empathy in the design thinking process so important? © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. 1. Empathize Empathy is the first step in design thinking because it is a skill that allows us to understand and share the same feelings that others feel. Through empathy, we are able to put ourselves in other people's shoes and connect with how they might be feeling about their problem, circumstance, or situation. Some questions to consider: What is the person feeling? What actions or words indicate this feeling? Can you identify their feelings through words? What words would you use to describe their feelings? These are just some of the guided questions that students can reflect on to identify the problem and how others are feeling about it. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Design Thinking Process © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Innovation is not an event. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Innovation is a (design) process. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Design Thinking Process Source: Hasso Plattner Institute of Design © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Abstract Insights Concepts Problem Domain Solution Domain Empathy Solutions Concrete © Banny Banerjee © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Divergent vs. Convergent Thinking Diverge Create choices © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Converge Make choices Empathy to Insight © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Design Thinking Process DEFINE EMPATHY Source: Hasso Plattner Institute of Design © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. em·pa·thy: the intellectual identification with or vicarious experiencing of the feelings, thoughts, or attitudes of another © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Empathy you can think through the experience of another by understanding it completely you can feel what another is feeling by immersing yourself completely in an experience or simply, getting to WHY © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. HOW CAN WE GAIN EMPATHY? © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. The act of reasoning from evidence or factual knowledge. (“Why?”) Observation + Inference = INSIGHT An act or instance of noticing or perceiving a need. (“What?”) © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. IMMERSE. OBSERVE. ENGAGE. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Connect with people (in person). Seek stories, feelings, and beliefs. Source: Hasso Plattner Institute of Design © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Understand someone who is very unlike yourself. See the world with someone else’s eyes. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Taking on a (beginner’s) mindset Not judging Questioning everything Great listener © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Truly curious Finding patterns Immerse. Observe. Engage. Be a fly on the wall. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Challenge: What do you see? What is going on? What is the need? © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. What are needs? A physical, psychological or cultural requirement of an individual or group that is missing or not met through existing solutions. Verbs and activities (not nouns or solutions) that capture the motivations and emotions of people. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Exercise For each image consider … What do you see? What is going on? What is the need? © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Source: counterculturewaitress.wordpress.com © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Source: @Saigon/flickr.com © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. What changed when you started to define a NEED rather than offer a solution? © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Insights Abstract Solution Domain Problem Domain Empathy Concepts Concrete © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Solutions © Banny Banerjee Immerse. Observe. Engage. Have a conversation. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. TOOLS Journey Map Rich Picture JOURNEY MAP HTTPS://VIMEO.COM/78554759 Challenge: Working in small groups create a Journey Map for one of the following: Enrolling at FCHS from high school Selecting a schedule for Semester 2 Choosing a gift for a colleague you don’t know well Planning a trip Choosing a new pet RICH PICTURE https://www.youtube.com/watch?v=cGPVYQfdLIo Source: http://www.gestionorienteeverslimpact.org/tool/tool-test-3 RICH PICTURE –Example Source: http://systems.open.ac.uk/materials/T552/pages/rich/richAppendix.html CHALLENGE: Working in small groups create a Rich Picture for one of the following: Bullying online Recycling Food waste Overuse of social media Obesity *This course includes materials licensed by Stanford Center for Professional Development on behalf of Stanford University. The materials provided herein do not confer any academic credit, benefits, or rights from Stanford University or otherwise confer a relationship between the user and Stanford University. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Design Thinking: Need finding and Empathy Week 5 © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Exercise One Word Improvisation You will tell a story one word at a time! Stand with a partner. Start by one person saying one word. Now the other person says a word. Then the first person says a word. Go back and forth and try to tell a story. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. LESSON LEARNING OUTCOMES Students can differentiate between the steps in the design thinking process Students can use idea generating tools to generate a diverse range of ideas Students can identify different needs in a complex problem and prioritize them © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Review (Session 1) © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Design Thinking Process DEFINE EMPATHY Source: Hasso Plattner Institute of Design © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Discussion Why is the role of empathy in the design thinking process so important? © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Divergent vs. Convergent Thinking Diverge Create choices © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Converge Make choices em·pa·thy: the intellectual identification with or vicarious experiencing of the feelings, thoughts, or attitudes of another © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. The act of reasoning from evidence or factual knowledge. (“Why?”) Observation + Inference = INSIGHT An act or instance of noticing or perceiving a need. (“What?”) © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Taking on a (beginner’s) mindset Not judging Questioning everything Great listener © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Truly curious Finding patterns What are needs? A physical, psychological or cultural requirement of an individual or group that is missing or not met through existing solutions. Verbs and activities (not nouns or solutions) that capture the motivations and emotions of people. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. What changes when you started to define a NEED rather than offer a solution? © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. TOOLS Journey Map Rich Picture Step 1. Empathize What? During the empathize phase, you’ll engage with and observe your target audience. Why? The aim of this step is to paint a clear picture of who your end users are, what challenges they face, and what needs and expectations must be met. How? In order to build user empathy, you’ll conduct surveys, interviews, and observation sessions. For example: You want to address the issue of employee retention, so you ask each employee to complete an anonymous survey. You then hold user interviews with as many employees as possible to find out how they feel about retention within the company. What comes after Empathy? Design Thinking Process DEFINE EMPATHY Source: Hasso Plattner Institute of Design © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Step 2. Define What? Based on what you’ve learned in the empathize phase, the next step is to define a clear problem statement. Why? Your problem statement sets out the specific challenge you will address. It will guide the entire design process from here on out, giving you a fixed goal to focus on and helping to keep the user in mind at all times. How? When framing your problem statement, you’ll focus on the user’s needs rather than those of the business. A good problem statement is human-centered, broad enough for creativity, yet specific enough to provide guidance and direction. For example: “My employees need to be able to maintain a healthy lifestyle while working in the office” is much more user-centric than “I need to keep my employees healthy and happy in order to boost retention.” © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Step 3. Ideate What? With a clear problem statement in mind, you’ll now aim to come up with as many ideas and potential solutions as possible. Why? The ideation phase gets you thinking outside the box and exploring new angles. By focusing on quantity of ideas rather than quality, you’re more likely to free your mind and stumble upon innovation! How? During dedicated ideation sessions, you’ll use a range of different ideation techniques such as bodystorming, reverse thinking, and worst possible idea. For example: Based on what you’ve learned in the empathize phase, you hold several ideation sessions with a variety of different stakeholders. With your problem statement to hand, you come up with as many ideas as possible for how you might make your employees happier and thus more likely to stay with the company. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Ideate © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Ideate © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Brainstorming – tool for generating copious and diverse ideas © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. 22 Brainstorming Video © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Brainstorm Rules Have one conversation at a time. Go for Quantity. Build on the ideas of others. Encourage wild ideas. Be visual. Stay on topic. Defer judgement. In groups brainstorm problems in healthcare © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Selection: Post-Brainstorm MAINTAIN YOUR INNOVATION POTENTIAL Carry multiple ideas forward to learn. Consider these selection criteria: Choose your most meaningful and your riskiest idea… © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Step 4. Prototype What? Having narrowed your ideas down to a select few, you’ll now turn them into prototypes—or “scaled-down” versions of the product or concept you want to test. Why? The prototyping stage gives you something tangible that can be tested on real users. This is crucial in maintaining a user-centric approach. How? Depending on what you’re testing, prototypes can take various forms—from basic paper models to interactive, digital prototypes. When creating your prototypes, have a clear goal in mind; know exactly what you want your prototype to represent and therefore test. For example: During the ideation phase, one idea that came up was to offer free yoga classes. To prototype this idea, you set up a dedicated yoga room in the office, complete with mats, water bottles, and hand towels. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. https://www.ideou.com/blogs/page/make-your-ideas-tangiblethrough-prototypes © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Step 5. Test Why? The testing phase enables you to see where your prototype works well and where it needs improving. Based on user feedback, you can make changes and improvements before you spend time and money developing and/or implementing your solution. How? You’ll run user testing sessions where you observe your target users as they interact with your prototype. You may also gather verbal feedback. With everything you learn from the testing phase, you’ll make changes to your design or come up with a completely new idea altogether! For example: You decide to test the yoga idea for two months to see how employees respond. You find that people enjoy the yoga classes, but are put off by the fact that they are in the middle of the day and there is nowhere to shower. Based on this feedback, you decide to move the yoga classes to the evening. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Design Thinking Process EMPATHY gives confidence that you are working on a meaningful problem; forces you to take a perspective other than your own IDEATION gives you copious and diverse design solution possibilities to select, develop, and test PROTOTYPING & TEST gives confidence that your solution is desirable, feasible, and viable; accelerates learning when you adopt a low-resolution prototyping mindset © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Case Study: Embrace © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Identify the different steps in the Design Thinking Process using the Embrace example © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Exercise Using the Journey Map OR Rich Picture your group developed in the previous class: Brainstorm for the different needs (needs a way to…) Select ONE need that you think is important to solve Identify as many ways as possible to solve the need you selected (NOW its time for solutions) © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. References: This course includes materials licensed by Stanford Center for Professional Development on behalf of Stanford University. The materials provided herein do not confer any academic credit, benefits, or rights from Stanford University or otherwise confer a relationship between the user and Stanford University. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved.
