2. 1 Rev: 02/12/2007 MSE-415: B. Hawrylo Chapter 6 Concept Generation MSE-415: Product Design Lecture #6

3. 2 Rev: 02/12/2007 MSE-415: B. Hawrylo Lecture Objectives: Discuss Homework #4 Discuss Midterm Presentation Concept Generation  5 Step method  Tools Design and development project  Project plan

4. 3 Rev: 02/12/2007 MSE-415: B. Hawrylo Dates DateEventAssignment Due TopicChpt. 29-AugLecture 1N/AIntroduction1 Development Processes and Organizations 2 5-SepLecture 2N/AProduct Planning3 12-SepLecture 3Homework #1Gantt, PERT charts, Managing Projects, etc. 16 19-SepLecture 4Homework #2Identifying Customer needs4 26-SepLecture 5Homework #3Product Specifications5 3-OctLecture 6Homework #4Concept Generation6 10-OctLecture 7Homework #5Concept Selection7 17-OctLecture 8Homework #6Concept Testing8 24-OctMidterm/Mid Pres. N/A

5. 4 Rev: 02/12/2007 MSE-415: B. Hawrylo Perform Economic Analysis Benchmark Competitive Products Build and Test Models and Prototypes Identify Customer Needs Establish Target Specifications Generate Product Concepts Select Product Concept(s) Set Final Specifications Plan Downstream Development Mission Statement Test Product Concept(s) Development Plan Concept Development Process

6. 5 Rev: 02/12/2007 MSE-415: B. Hawrylo New Concept Examples Radar; use of magnetron in domestic appliances (microwave oven) Cyclone used in wood mills applied to vacuum cleaner (James Dyson) Failed industrial adhesive used in stationery yellow “Post-it” notes (3M) Tensator spring used in wind-up generator (Trevor Bayliss) Semi-conductor laser used in data storage devices (CD/DVD) High strength magnetic fields led MRI scanners (Oxford Instruments) Use of large prime numbers in data encryption Use of platinum catalyst in gas powered hair curlers/ portable soldering irons

7. 6 Rev: 02/12/2007 MSE-415: B. Hawrylo Concept generation Concept screening Concept scoring Concept testing Target Specification Iterative Process of Concept Generation

8. 7 Rev: 02/12/2007 MSE-415: B. Hawrylo 7 Why emphasize concept generation early in the process? “Thorough exploration of alternatives early in the development process greatly reduces the likelihood that the team will stumble upon a superior concept late in the development process or that a competitor will introduce a product with dramatically better performance than the product under development.” pg. 99 Concept generation answers the question of “how” the team will satisfy the customer needs as expressed in the functional specifications. Concept Generation

9. 8 Rev: 02/12/2007 MSE-415: B. Hawrylo Reduce the likelihood of costly problems later in the development process. Early concept generation is a very affordable way of looking at a lot of alternatives. Develops confidence in the team that you are not going to be surprised later on. –A product solution with only one alternative is not an acceptable solution-- Advantages of Early Concept Generation

10. 9 Rev: 02/12/2007 MSE-415: B. Hawrylo Many alternatives can be missed Particular concept influenced by the most dominant person on the team Doesn’t consider product concepts from other companies or unrelated products Team doesn’t get a “buy in” to the final proposal May miss entire an entire category of solutions Problems encountered without a structured approach

11. 10 Rev: 02/12/2007 MSE-415: B. Hawrylo 1.Clarify the Problem  Problem Decomposition 2.External Search  Lead Users  Experts  Patents  Literature  Benchmarking 3.Internal Search  Individual Methods  Group Methods 4.Systematic Exploration  Classification Tree  Combination Table  Pugh Matrix 5.Reflect on the Solutions and Process  Continual Improvement Clarify the Problem Explore Systematically Reflect on the solutions and the Process Search Externally Search Internally The 5-step Concept Generation Process

12. 11 Rev: 02/12/2007 MSE-415: B. Hawrylo 1. Clarify the problem Understanding the problem  Assumptions in the team mission statement – The lock will be digital – The lock will be lighted – The lock will be waterproof – The lock will be durable  Identify customer needs – “I don’t want to pay a lot of money for a lock” – “I want something that is weatherproof” – “I want something easy for me to open but difficult for someone to break into” – “I want something that looks modern” – “I want something that lights up for easy use in the dark” – “I don’t want to change batteries frequently” – “I want to be able to program my own combination”

13. 12 Rev: 02/12/2007 MSE-415: B. Hawrylo Body of Facts - BOFs Strategy or Solution Critical Assumptions Assumptions can make or break a development project

14. 13 Rev: 02/12/2007 MSE-415: B. Hawrylo Body of Facts - BOFs Strategy or Solution Assumptions Changed!! Unstable Strategy!! What happens assumption are invalid?

15. 14 Rev: 02/12/2007 MSE-415: B. Hawrylo Decomposition of design concepts  The goal of problem decomposition is to help identify the few critical functions for your design.  Every product function has a series of inputs and outputs that describe the behavior of the function. Functional description inputsoutputs “Systems” approach to design

16. 15 Rev: 02/12/2007 MSE-415: B. Hawrylo Problem Decomposition: Function Diagram for Automatic Nailer

17. 16 Rev: 02/12/2007 MSE-415: B. Hawrylo Develop a decomposition function diagram for a toaster. What would be some of the inputs and outputs? Functional description inputsoutputs In class exercise

18. 17 Rev: 02/12/2007 MSE-415: B. Hawrylo Lead Users  benefit from improvement  innovation source Benchmarking  competitive products Experts  technical experts  experienced customers Patents  search related inventions (www.USPTO.org) Literature  technical journals  trade literature Take the best ideas others have developed and build on them. You don’t have to do everything perfectly. It only takes a couple of areas of differentiation to have a success in the market. 2. External Search

19. 18 Rev: 02/12/2007 MSE-415: B. Hawrylo Avoid assuming you know more than you do about a subject. Be careful to not over-simplify a problem  “For every complex problem there is a simple, easy-to-understand, wrong answer.” Use your personal and team knowledge and creativity to generate solution concepts. Some guidelines for generating concepts:  Suspend judgment. Don’t be quick to jump to conclusions.  Generate a lot of ideas. Don’t spend time evaluating ideas, just capture them.  Welcome “out of the box” ideas. Don’t worry about feasibility during the initial brainstorming.  Use graphical and visual methods to capture ideas. Quick drawings and sketches are great.  Infeasible ideas are welcome  Use graphical and physical media  Make analogies  Wish and wonder  Use related stimuli  Set quantitative goals  Trade ideas in a group 3. Internal Search

20. 19 Rev: 02/12/2007 MSE-415: B. Hawrylo The team should have a collection of concept fragments—solutions to the subproblems. The goal of systematic exploration is to synthesize a complete solution from the concept fragments. The problem is that not all fragments will work together in a final solution space. Your job is to come up with practical concepts from all the pieces. Tools help navigating through the maze of concept fragments:  Concept classification tree – – Divides the solutions into independent categories  Concept combination table – Helps in the selection of possible fragments  Pugh Matrix -a matrix that helps determine which items or potential solutions are more important or 'better' than others. 4. Explore Systematically

21. 20 Rev: 02/12/2007 MSE-415: B. Hawrylo Distribution media Pre-printed maps computer files Print on demand maps Audio-files Paper maps Color maps Palmpilot Streets and trips mapquest inkjet laserjet MP3 Plastic maps Concept Classification Tree

22. 21 Rev: 02/12/2007 MSE-415: B. Hawrylo What are we trying to accomplish with the tree? – Prune less promising branches quickly. – Identify independent approaches to the problem. – Find where gaps may exist in the concept fragments. – Refine the thought process for a particular branch. Concept Classification Tree

23. 22 Rev: 02/12/2007 MSE-415: B. Hawrylo  This is a tool to link fragments into complete solutions.  The first step is to identify the general functional diagram for the anticipated solution. – For example, in a simplified Innovative Directions solution: Gather data on campus locations Format data for customer use Provide portable copy for user Distribute data to users. Concept Combination Table

24. 23 Rev: 02/12/2007 MSE-415: B. Hawrylo Step 1- add fragments to the table Step 2 is to put all concept fragments into a column of the combination table. This helps to identify if concept fragments are missing or redundant. Step 3 is to link concept fragments into complete solutions. This also shows where more evaluation or exploration is necessary. Concept Combination Table

25. 24 Rev: 02/12/2007 MSE-415: B. Hawrylo Gather data on campus locations Format data for customer use Provide portable copy for user Distribute data to users. Use CSUN maps Create audio instructions Create new maps Measure distances on campus Format in Mapquest Record instructions in MP3 On-line download Print on demand Pre-printed maps Stationary maps around campus Print on demand kiosk CSUN Website Signs at major locations Maps at newspaper locations Concept Combination Table

26. 25 Rev: 02/12/2007 MSE-415: B. Hawrylo Many combinations are available. (3 x 3 x 4 x 4) Many don’t make sense and can be quickly eliminated. However, you often find a new idea by looking at the possible combinations of concept fragments. This is an iterative process where you may have to go back to square one quite often. Concept Combination Table

27. 26 Rev: 02/12/2007 MSE-415: B. Hawrylo Pugh Matrix Pugh matrix–a tool to facilitate the concept evaluation and selection process The base-case gets a score of ‘5’ for each of the customer requirements New concepts are scored relative to the base-case with a 1- 5-9 approach: Much worse than the base-case, score a ‘1’ Roughly equal to the base-case, score a ‘5’ Much better than the base-case, score a ‘9’ Work across the matrix for each customer requirement Important:  Dialog, listening, communication –understand team differences  Consensus -do not average individual scores or matrix will fail to yield useful info.  Directional tool-only much better or worse matters

28. 27 Rev: 02/12/2007 MSE-415: B. Hawrylo Completed Pugh Matrix 1. Date: February 27, 2007 2. Objective: Design a transportation system to get to class 3. Target Customer: The Average CSUN Engineering student 4. Customer Requirements 5. Importance Weighting Factor (1-3-5 scale)WalkDriveBikeRollerskateBusTelecommuteHitchhike Low Cost55155555 Reliability (Year-Round)55515591 Flexibility to class schedule35555191 Short Commute time15995591 Comfort ability35955991 Safe55951991 Marketing - Fashionable15995111 Ability to socialize on the way35511515 Environmentally Friendly55155155 Totals 45534537415721 9. Weighted totals 15115513112315120783

29. 28 Rev: 02/12/2007 MSE-415: B. Hawrylo Pugh Matrix Identify the best 2 – 3 concepts Exclude the base case (walking) Look at the highest weighted totals Mix and match the best parts of concepts Look for hybrid solutions

30. 29 Rev: 02/12/2007 MSE-415: B. Hawrylo Completed Pugh Matrix 1. Date: February 27, 2007 2. Objective: Design a transportation system to get to class 3. Target Customer: The Average CSUN Engineering student 4. Customer Requirements 5. Importance Weighting Factor (1-3-5 scale)WalkDriveBikeRoller-skateBusTelecommuteHitchhike Low Cost55155555 Reliability (Year-Round)55515591 Flexibility to class schedule35555191 Short Commute time15995591 Comfort ability35955991 Safe55951991 Marketing - Fashionable1 5 995111 Ability to socialize on the way35511515 Environmentally Friendly55155155 Totals 45534537415721 9. Weighted totals 155 13112315120783

31. 30 Rev: 02/12/2007 MSE-415: B. Hawrylo Pugh Matrix (In class example)

32. 31 Rev: 02/12/2007 MSE-415: B. Hawrylo Can you decompose the problem in an alternate way? Is the team confident the solution space is fully explored Are there alternative function diagrams Are there alternative ways to break down the problem Have external sources been thoroughly explored Have all ideas been integrated into the process 5. Reflect on the results and the process

33. 32 Rev: 02/12/2007 MSE-415: B. Hawrylo Knowledge Awareness You knowYou Don't Know You Know You Don't Know Conscious Competent Facts and data Past experience Observations Unconscious Competent Skills you possess even though you don't know it Data you know that you don't know you will need. Conscious Incompetent Information that needs to be researched. You find people with the required knowledge. You will avoid making assumptions without data Unconscious Incompetent This is the area to avoid. This is where you get really surprised. Don't assume that not knowing won't hurt you. Competency Matrix

34. 33 Rev: 02/12/2007 MSE-415: B. Hawrylo Next Week October 10, 2007 Homework #4  Chapter 6, pg. 122, Exercise #1  Chapter 6, pg. 122, Thought questions #2  Chapter 6, pg. 122, Thought questions #4 Final Design and Development Project  Show evidence of at least two areas where you have researched some external inputs for concept generations.  Show five concept alternatives for your actual project. We will discuss these in class next Thursday.  Use a concept combination table, pugh matrix or concept classification tree as a method for concept selection.  Review of lab note book Read Chapter 7 – Concept Selection  Discuss structured methods for selecting a single concept design from several available designs.