Module 3: Creativity and Innovation general concepts only creativity - the quality of being creative, or the ability to use

se imagination to develop new and original ideas or things, especially in an artistic context; the consequence of ones own habits and persistence, energy, and actions; refers to the phenomenon whereby a person creates something new can be practiced, encouraged, learned, and enhanced (or abandoned, discouraged and diminished creative thinking is flexible, imaginable, innovative thinking includes generating ideas with fluency, fluidity, and confidence associated with seeing things differently, seeing different things, generating multiple options, breaking the rules, thinking and linking, having a high level of awareness, knowing how you think, and asking what if questions Most organizations, even forward-looking, high-technology firms, have: limited tolerance for innovation innovation is risky fear of the future to purchase the fruits of creativity rather than develop them in-house firing or transferring people who have failed in a creative activity or project promoting them into administrative positions innovation - refers to the creation of better or more effective products, processes, technologies, or ideas that are accepted Group creativity: brainstorming, synectics, morphology, bionics, storyboarding, Delphi, nominal group techniques (voting, ranking, round-robin, discussion) Group brainstorm session: opening questions - generate ideas and options, to provoke thought and revela possibilities, to jump-start the brain How would you define the problem we are facing? What kind of things do you want to explore? What are the biggest problem areas? navigation questions - navigation question help assess and adjust your course. For example, summarize key points and confirm that people agree to ensure that you understand and that the group is aligned: Are we on track? Did I understand correctly? Is this helping us get to where we want to go? Is this a useful discussion? examining questions - Examining questions invoke observation and analysis. The more closely you look at something the better you can examine it. Examining questions narrows your inquiry to focus on details, specifics, and observable characteristics What is it made of? How does it work? Can you give me an example of that? What does that look like? Can you describe it in terms of a real-life scenario? How does the process begin? What happens next? Who fills out the paperwork experimental questions - experimental questions invoke imagination. They are about possibility What else works like that? If this were an animal (or a plant, machine, etc.), what kind of animal would it be and why? What are we missing? What is all barriers were removed? How would be handle this if we were a different business (a

restaurant, a hospital)? What is we are wrong? Why is this step performed by this function? closing questions - when you are closing a session, you want to focus on convergence, and selection. Your goal is to move toward commitment, decisions, and action. Opening is about opportunities; closing is about selecting which opportunities you want to pursue How can we prioritize these options? What is feasible? What can we do in the next two weeks? Who is going to do what? SCAMPER Substitute something What can be substituted? Who else? What else? Can the rules be changed? Other ingredients? Other material? Combine it with something else What ideas can be combined? Can we combine purposes? How about an assortment? How about a blend, and alloy, an ensemble? Combine units? Adapt Something to it What else is this like? What other ideas does this suggest? Does the past offer a parallel? What could I copy? Whom would I emulate? What idea could I incorporate? Modify and Magnify it Modify: How can this be altered for the better? What can be modified? Is there a new twist? Can I change the meaning, color, motion, sound, odor, form, or shape? Other changes? Magnify: What can be magnified, made larger, or extended? What can be exaggerated? Overstated? What can be added? Put it to other uses What else can this be used for? Are their new ways to use it as is? Other uses if modified? Eliminate something Find things to reduce, eliminate, streamline, omit, or miniaturize: What if this were smaller? What should we omit? Should we divide it up? Split it up? Separate it into different parts? Reverse or Rearrange it Reverse questions: Can I transpose positive and negative? What are the opposites? What are the negatives? Rearrange questions: What other arrangements might be better? Interchange components? Other pattern? Other layout? approaches for creativity Randomness, reversal and reframing Dukes of Habit (deliberating break your habits) What is it? (identifying foreign objects) All for one (what would you do with 100 or 1000 of this object?) Billions and billions (what would you do with a billion of them?) Freaky Monday (how would it be used underwater or on Mars?) Do not do list (a list of things you dont do) Role play Dot voting Forced ranking Anti-problem (solve the opposite of the current problem)

Forced analogy (the problem is like a house- what is the roof? where are the doors?) Mission Impossible (ignore a constraint [how would we build a house in a day?]) Challenge cards (identify good and bad things about the product) Elevator Pitch Talking chips (make sure everyone has a chance to speak) NUF Test (new, useful and feasible) Start, stop, continue (identify things that need to start, stop, etc)

Module 4: Data Collection know key terminology (e.g., qualitative, quantitative, census, random sample) and general concepts of data collection Data collection means gathering information to address those critical evaluation questions that you have identified earlier in the project. There are many methods available to gather information and a wide variety of information sources. Process is complicated by inaccurate information and by the lack of formalized system procedures Hawthorne Effect - subjects improve when they know they are monitored Quantitative data: deals with numbers data which can be measured length, height area, volume, etc. quantitative -> quantity Qualitative data: deals with descriptions data can be observed but not measured colors, textures, smells, tastes, appearance, beauty, etc. Qualitative -> Quality Planning a Study: What information is already available? How much money do you have to spend on data collection? What procedures are feasible? Do you have the staff and time to implement the data collection? Other details: availability, need for training or expert assistance, pilot testing, interruption potential, protocol needs, reactivity, bias, reliability, validity Methods for Collecting Data: Observation, Knowledge Tests, Opinion Surveys, Performance tests, Delphi Technique, Self-Assessment, Questionnaire, Case Studies, Individual Interviews, Wear and Tear, Physical Evidence, Panels, Hearings, Records, Logs, Journals, Simulations, Advisory, Advocate Teams Sampling Approaches: census provides accuracy but it is costly and takes time Simple random sample - if a sample of n drawn in such a way that all sets of N units in the population have the same chance of being in the sample. There is a total of N! / n!(Nn)! samples Stratified random sampling - population is first divided into subgroups, called strata, and a sample is selected from each stratum. The key advantage of this techniques is that each stratum is represented. Ex: each of the 50 states is a stratum and random sample from each Systematic Sampling w/ Random Start: involves having all the items or individuals in the population arranged in some way (i.e. alphabetically, in a file drawer by date received,

etc.); easy to carry out and spreads the sample through the population; disadvantage is that you do not know if a pattern exists in the population Module 5: Probability distributions know terminology (e.g., random variable, discrete random variable, continuous random variable) and the general concepts (e.g., Poisson distribution models the number of random events in an interval and an exponential is the time between random events) random variable - rule of association linking each outcome of an experiment to a number discrete random variable - one in which the outcome is from a definable, discrete set ex. number of students in class continuous random variable - one in which the outcome is from a continuous, infinite set ex. body temperature probability density function - relates the probabilities corresponding to individual values associated with a random variable. Each probability density function for a random variable requires certain parameters for specifying it ex. flipping a coin heads: tails: discrete distributions include discrete uniform, Bernoulli, binomial, Poisson, geometric discrete uniform: like flipping a coin, each specific outcome has a probability Poisson: used when trying to find the number of rare occurrences over time ex. number of accidents at an intersection in a week x x
e- x x

continuous distributions include normal, exponential, triangular, lognormal and Weibull normal: bell-shaped and symmetrical, with a mean and variance variance is standard deviation squared uniform: any value between a max and min are equally probable ex. a shit takes between 5 and 10 minutes triangular: good for modeling uncertainty- only requires a max, mode and min ex. a shit takes between 5 and 10 minutes, most likely 6 exponential: how to model the time between events in Poisson lognormal: same as normal, but with lower bound of zero

Module 6: Queueing Models know terminology, application of formulas, meaning of formulas, identification of queues