idea generating techniques
TRANSCRIPT
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IDEA GENERATING TECHNIQUES
ENTERPENEURSHIP
PRACTICE COURSE
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IDEA GENERATION
Triggering your creativity: think of issues well known to you.
A study: training and sequence of idea generation. Training – practice made triggering faster and easier Sequence – Alone-to-group produced more quantity and quality.
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IDEA GENERATION: CATEGORIES
Ideas generally random (see list of failed inventions)
Categories you could start experimenting with
Recognize your talents, follow your heart, free your mind and you will come up with ways of making a living!
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IDEA GENERATION: EXISTING IDEAS’ ANALYSIS
Truly innovative and novel: 3-4%
Rest 96% ?? Modification of existing ideas
Three ways: Enhancement (level up) Extension Specialization
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IDEA GENERATION: ENHANCEMENT
Improvement/ refinement of features – cheaper, better, faster, more user-friendly.
Examples:
DOS to Windows; Mechanical to quartz watch; Ordinary to flat screen TV; Desktop to laptop to tablet; Propeller engine to jet engine.
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IDEA GENERATION: EXTENSION
Addition of extra features Examples:
Toothbrush with built-in toothpaste; Pen with torchlight; The changing face of mobile phones; Memory sticks with MP3 players; Wristwatch with calculators; Cinema Multiplexes; Day care centers with tuitions; Swiss knife.
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IDEA GENERATION: SPECIALIZATION
Creating your own niche out of a large field.
Examples: Low cost airlines (Ryan Air, Air Deccan); Boutique financial advisory services; Super-specialty hospitals (Fortis Heart Centre); Executive Search firms (CxOs only, finance professionals only).
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IDEA GENERATION: KEY TO INNOVATION
Change is opportunity. Recognize and exploit the
changes that have taken place in the values, perceptions, attitudes, demographics.
Look for new realities and incongruity between people’s perception of the reality and what has become actual reality.
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IDEA GENERATION: WHY DO I NEED ALL THIS? Required in whatever we do in
future. Brainstorming: idea gen. in
groups. No idea goes waste. It’s a virus!!
Provides range of options Sense of ownership Criticism free environment Improved productivity
We would amaze ourselves with the numbers!
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IDEA GENERATION: A FUN-WAY TO DO ALL THIS. Bad idea to good idea. - Divide teams of five - Gen. very bad ideas & select one - Shuffle ideas - Convert this bad idea into good business opportunity - Come up with an innovative presentation.
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Killer Phrases Are Not Used During Idea Generation*
1. "Yes, but. . . "
2. "We tried that before."
3. "That's irrelevant."
4. "We haven't got the manpower."
5. "Obviously, you misread my request."
6. "Don't rock the boat!"
7. "The boss (or competition) will eat you alive."
8. "Don't waste time thinking."
9. "Great idea, but not for us."
10. "It'll never fly."
11. "Don't be ridiculous."
12. "People don't want change."
13. "It's not in the budget."
14. "Put it in writing."
15. "It will be more trouble than it's worth."
16. "It isn't your responsibility."
17. "That's not in your job description."
18. "You can't teach an old dog new tricks."
19. "Let's stick with what works."C
20. "We've done all right so far."
* Reference: “What A Great Idea” by Charles “Chick” Thompson, 1992, HarperCollins Publishers
21. "The boss will never go for it."
22. "It's too far ahead of the times."
23. . . . laughter. . .
24. . . . suppressed laughter. . .
25. . . . condescending grin. . .
26. . . . dirty looks. . .
27. "Don't fight city hall!"
28. "I'm the one who gets paid to think."
29. "What will people say?"
30. "Get a committee to look into that."
31. "If it ain't broke, don't fix it."
32. "You have got to be kidding."
33. "No!"
34. "We've always done it this way."
35. "It's all right in theory. . . but. . ."
36. "Be practical!"
37. "Do you realize the paperwork it will create?"
38. "Because I said so."
39. "I'll get back to you."
40. . . . silence. . .
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Chapter 4: Fogler and LeBlanc
GENERATING SOLUTIONS
Generate Solutions
Decide The Course
of Action
Define the Problem
Implement the
Solution
Evaluate the Solution
Step 2 of the problem solving heuristic: GENERATE SOLUTIONS
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Questions to ask: • Have all the pieces of the problem been identified?
• What is missing from the problem definition?
• What is extraneous to the problem definition?
• Have you challenged the assumptions and information you were given to formulate the problem? Have you distinguished fact from opinion?
• What are the resources available to solve this problem?
• How many people can be allocated to solve the problem?
• How soon do you need a solution?
Generating Solutions
EVALUATE THE PROBLEM DEFINITION
CAUTION! Before proceeding to the solution generation step, you must evaluate:
•whether the problem has been correctly defined. •whether the problem should be solved at all.
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Common Causes Of Mental Blocks
• Defining the problem too narrowly.
• Attacking the symptoms and not the real problem.
• Assuming there is only one right answer.
• Getting “hooked” on the first solution that comes to mind.
• Getting “hooked” on a solution that almost works (but really doesn’t).
• Being distracted by irrelevant information, called “mental dazzle.”
• Getting frustrated by lack of success.
• Being too anxious to finish.
• Defining the problem ambiguously.
Generating Solutions
MENTAL BLOCKS
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RECOGNIZE THAT THESE EXIST, AND THAT MAYBE ONE OR
MORE ARE LIMITING YOUR THINKING.
Generating Solutions
TYPES OF MENTAL BLOCKS
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A. Perceptual Blocks Prevent the problem solver from clearly seeing either:
• The problem, or • The information needed to solve the problem.
For example: Stereotyping Limiting the problem unnecessarily Saturation or information overload
Generating Solutions
MENTAL BLOCKS
Interfere with the problem solvers ability to conceptualize the problem fluently and flexibly, and to communicate ideas.
Fear of risk taking
Lack of appetite for chaos
Judging rather than generating ideas
Lack of challenge
Inability to incubate
Stress
B. Emotional Blocks
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C. Cultural Blocks Failure to consider an act that causes displeasure or disgust to certain members of society
D. Environmental Blocks • Distractions (phones, interruptions)
Unsupportive atmosphere
Generating Solutions
MENTAL BLOCKS
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E. Intellectual Blocks
Inadequate use of problem-solving strategies
Lack of training
Not knowing where to get the information
Generating Solutions
MENTAL BLOCKS
Inability to Communicate
verbal
written
Report
Sketches
Drawings
Inability to “sell” your ideas
F. Expressive Blocks
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INITIAL CONSIDERATIONS
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You see what you believe
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…DECIDE –memutuskan produk apa yang
akan dibuat,
…DISCOVER—mengetahui siapa yang akan
membeli produk dan membuatnya unik,
…DEFINE—menentukan apa saja yang ada
pada produk,
…DEVELOP—mengembangkan semua aspek
pada produk, dan
…DEPLOY—meluncurkan produk ke pasar.
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Initial considerations
You see what you believe
Individual experiences
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Individual Experiences
Learning – technology push
Learning in many places
Frustration- self
Frustration- others
Opportunity Driven or Problem Solution:
Two faces of the same coin
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ideas
Starting point 2nd curve
(peremajaan)
hibah > skema investasi
Skema Investasi >
hibah
inkubasi
waktu
tumbuh
matang
pendapatan
Inovasi
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A Framework to Think About
Ideas for Entrepreneurship
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Existing
Products
Modified
Products New Products
Existing
Markets
Identifiable
Markets
New
Markets
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Women’s Shampoo
Alternative Greeting Cards
Solid state still camera
Clothes for professional women
Overnight package delivery
Specialty sports car
Mobile pet grooming device
Personal Computers
Laser discs
Existing
Products
Modified
Products New Products
Existing
Markets
Identifiable
Markets
New
Markets
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Generating Solutions
BRAINSTORMING
What is brainstorming?
•Brainstorming is an unrestricted, unstructured free flow of ideas intended to solve a problem.
•Lists of all possible ideas are generated.
•List should include wild or unusual solutions without regard to their feasibility.
•No negative judgments are allowed during this stage.
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Comments That Reduce Brainstorming to Braindrizzling
• That won’t work. • That’s too radical. • It’s not our job. • We don’t have enough time. • That’s too much hassle.
• It’s against our policy. • We haven’t done it that way before. • That’s too expensive. • That’s not practical. • We can’t solve this problem.
Generating Solutions
BRAINSTORMING “They laughed at the guy who discovered penicillin”
Bugs Bunny
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Brainstorming
IN CLASS EXERCISE
Let’s generate some ideas for “...protecting your shirt from getting destroyed by ink.”
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Free Association (Unstructured Idea Generation)
The Brainstorming
Process
Osborn's
Checklist
Futuring
Related Ideas
Random
Stimulation
Other People’s views
Unrelated Ideas
Generating Solutions
BRAINSTORMING After the initial free association brainstorming session, the process often hits a “roadblock”. Techniques to overcome these roadblocks:
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Osborn’s Checklist for Adding New Ideas
Adapt? .......... How can this (product, idea, plan, etc.) be used as is? What are other uses it could be adapted to?
Modify? ........ Change the meaning, material, color, shape, odor, etc.?
Magnify? ...... Add new ingredient? Make longer, stronger, thicker, higher, etc.?
Minify? ........ Split up? Take something out? Make lighter, lower, shorter, etc.?
Substitute? ... Who else, where else, or what else? Other ingredient, material, or approach?
Rearrange? .... Interchange parts? Other patterns, layouts? Transpose cause and effect? Change positives to negatives? Reverse roles? Turn it backwards or upside down? Sort?
Combine? ...... Combine parts, units, ideas? Blend? Compromise? Combine from different categories?
Brainstorming
OSBORN’S CHECKLIST!
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Osborn’s Checklist
Rearrange:
Substitute:
Combine:
Modify:
Adapt:
Magnify:
Minify:
Brainstorming-Osborn’s Checklist
IN CLASS EXERCISE (Part 2)
Generate some ideas for “...protecting your shirt from getting destroyed by ink.”
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•Random stimulation makes use of a random piece of information such as a word culled from the dictionary.
•The word is used as a trigger or switch to change the patterns of thought when a mental roadblock occurs.
Brainstorming
RANDOM STIMULATION
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Examples of Random Stimulation Words all, albatross, airplane, air, animals, bag, basketball, bean, bee, bear, bump,
bed, car, cannon, cap, control, cape, custard pie, dawn, deer, defense, dig,
dive, dump, dumpster, ear, eavesdrop, evolution, eve, fawn, fix, find, fungus,
food, ghost, graph, gulp, gum, hot, halo, hope, hammer, humbug, head,
high, ice, icon, ill, jealous, jump, jig, jive, jinx, key, knife, kitchen, lump, lie,
loan, live, Latvia, man, mop, market, make, maim, mane, notice, needle,
new, next, nice, open, Oscar, opera, office, pen, powder, pump, Plato,
pigeons, pocket, quick, quack, quiet, rage, rash, run, rigid, radar, Scrooge,
stop, stove, save, saloon, sandwich, ski, simple, safe, sauce, sand, sphere,
tea, time, ticket, treadmill, up, uneven, upside-down, vice, victor, vindicate,
volume, violin, voice, wreak, witch, wide, wedge, x-ray, yearn, year, yazzle,
zone, zoo, zip, zap
Brainstorming-Random Stimulation
IN CLASS EXERCISE (Part 3)
Generate some ideas for “...protecting your shirt from getting destroyed by ink.”
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Example: Automotive engineers must be aware of many viewpoints to design a successful vehicle. They must consider:
• consumers • marketing personnel • management • safety department • financial people • service personnel
Brainstorming
OTHER PEOPLE’S VIEWS The inability to see the problem from various view points can be quite limiting.
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Other People’s Views:
Shirt manufacturer
Pen manufacturer
Ink manufacturer
customers: wait a minute…who is the customer?
Brainstorming - Other People’s Views
IN CLASS EXERCISE (Part 4)
Generate some ideas for “...protecting your shirt from getting destroyed by ink.”
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Futuring Try to imagine yourself in the future with the ideal solution . . . .
(forget about technical feasibility)
Remember:
• In the future, anything is possible.
• Dare to change the rules.
• Best solutions are sometimes contrary to conventional wisdom.
Brainstorming
FUTURING
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Brainstorming - Futuring
IN CLASS EXERCISE (Part 5)
Generate some ideas for “...protecting your shirt from getting destroyed by ink.”
FUTURING: GENERATE IDEAS FOR THE CLEAN SHIRT OF THE FUTURE!!
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Brainstorming
INCUBATING IDEAS “..sleep on it…“
Do not take the first idea and “run with it”. Allow for a period of mental incubation. What to do when stuck on a problem:
“…try new techniques after a period of digestion…”
“…go home and think..”
“…let it sit overnight…”
“…put the problem down and do something else for a while…“
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Class Exercise
NOMINAL GROUP PROCESS
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Question:
What should be done by the University of
Washington administration to lessen the
stress on public health students at UW?
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Nominal Group Technique: Break
into four groups
present the question in writing
select one person to be recorder
silently generate ideas in writing
in turn, write each idea on blackboard or flip chart,
without debate
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Nominal Group Exercise
move group discussion serially through ideas for clarification and elaboration (but not advocacy)
compile and display preliminary vote on item importance in descending order
hold brief discussion for clarification, interpretation, and refinement of results
obtain, analyze and display final vote as descending order of ranked priorities
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Review of Nominal Group
Technique
pre-test question
pre-tested
related to meetings objective
leader should avoid leading the group with
exemplary answers
focus groups can clarify issues and help frame the
(challenge) question for the NGT
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NGT: participants can be from
diverse cultural backgrounds,
less threatening than other forms of idea generation
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NGT: if use flip chart, have a
record of the meeting, preferable
to blackboard
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NGT: round robin idea
generation equalizes opportunity
to present ideas, only one idea
each time around
members can hide substantial number of ideas if
had to present entire list at once
separate ideas from personalities, since who
contributed what is not stressed, with each
persons ideas are not clustered
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NGT: discussion of ideas
can/should proceed serially
to avoid focusing on one, and
is for clarifying ideas only
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NGT: used with minimal literates,
and with aphasic people
stress that worksheets will not be collected
recorder has to assist participants with what is
written on flip charts
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NGT: Applications
identifying design criteria for improving mental health services for Mexican-American farmworkers in California (Am J Prev Med 1985 1 47-55)
developing treatment guidelines by providers for various diseases
VA ambulatory care clinic in Pocatello, ID
changes in US health care system that would facilitate improved care for NIDDM in US
HMO treatment guidelines for sinusitis and dyspepsia
standardization of measures of arthroscopy of knee
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NGT: Applications
improving efficiency in pharmacies (input from
manager, pharmacist, full-time and part-time
sales people) generates input from all employees
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NGT: Applications
improving curriculums and solving other problems
in various educational institutions (used on
students & administrators)
use of learning contracts among nursing students
implementing different models of nursing practice in
South Dakota
developing university student safety programs
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NGT: Applications
caregivers in chronic care settings
different groups of caregivers (nurses, orderlies,
professionals, student orderlies, volunteers)
communicating with residents having different
disabilities (e.g. dementia, aphasia) (little
change needed in communicating with people
having such disabilities)
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NGT: Applications
patients in nursing homes
evaluating different measures of functional status
bridging gap between different levels of workers
researchers and practitioners in one study of
community nursing
incorporation health promotion ideas from personnel
from health and from social services
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Appropriate for
identifying elements of a problem situation
identifying elements of a solution program
establish priorities where judgments of several individuals must be aggregated into a group decision CONSENSUS BUILDING
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MORPHOLOGICAL ANALYSIS AND
RELATED TECHNIQUES
Checklists
Attribute listing
Morphological analysis
Force fitting triggers
Heuristic ideation technique
Component detailing
Sequence-attribute modification matrix
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CHECKLISTS (1)
The use of questions as spurs to ideation. The simplest set of questions comes from the six basic questions.
Why is it necessary?
Where should it be done?
When should it be done?
Who should do it?
What should be done?
How should it be done?
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Example: ‘How to create a
friendly atmosphere at work’
Why?: to make it easier to communicate with
colleagues and get work done.
Where? : especially in meeting where staff of all
grades are present.
When?: prior to the meetings taking place.
Who? : the departmental manager.
What?: tell all staff how a meeting should be
conducted and what is expected of them.
How?: a booklet or leaflet circulated to all staff for
guidance purposes.
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CHECKLISTS (2) The following questions might also be
usefully applied:
Adapt?
Modify?
Substitute?
Magnify/Maximise?
Minimise/Eliminate?
Rearrange?
Reverse?
Combine?
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Example: ‘A desk’
Adapt?: make it convenient for different sizes of
people.
Modify?: make it portable.
Substitute?: make it of metal instead of wood.
Magnify/Maximise?: make the drawer space larger.
Minimise / Eliminate? : get rid of protruding handles.
Rearrange?: rearrange the location of the drawers
and integrated trays.
Reverse?: have a detachable/reversible glass/plastic
top to the desk.
Combine?: combine with chair into an integrated
unit.
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CHECKLISTS (3)
The following might also be applied:
Add or subtract something
Change colour
Vary materials
Rearrange parts
Vary shape
Change size
Modify design or style
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Example: ‘A Wrist-watch’
Add / subtract something - add a compass Change colour - have multicoloured cases Vary materials - make cases out of fibre-glass Rearrange the parts - have the hours running
from 12 to 1 instead of 1 to twelve and make the watch hands move backwards
Vary the shape - triangular, hexagon, octagon, square, round, etc
Change the size - have many different sizes Modify design or style - have frequent
updates on style and have designer type labels linked to well known fashion houses
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ATTRIBUTE LISTING
1. Identify problem
2. Break problem into component parts
3. List the attributes for each part
4. Use in conjunction with other idea- generating
techniques to examine all aspects of the
problem
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Attribute Listing – ‘Improving a torch’
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FEATURE ATTRIBUTE IDEAS
Casing Plastic Metal
Switch On/Off On/Off low
beam
Battery Consumable
Rechargeable
Bulb Glass Plastic
Weight Heavy Light
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MORPHOLOGICAL ANALYSIS
List the dimensions of the product or problem
Generate a list of attributes under each of the
dimensions
Take combinations of attributes as stimuli for
new ideas
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MORPHOLOGICAL ANALYSIS
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‘Educational Toy for Toddlers’
MATERIAL WHERE USED PURPOSE
felt cot alphabet
rubber pram numbers
plastic play pen shapes
wood beach sounds
transparent perspex car colours
wool bath textures
metal garden co-ordination
inflatable plastic holidays smell
luminescent construction
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MORPHOLOGICAL ANALYSIS –
RELATED TECHNIQUES
Force Fitting Triggers
Heuristic Ideation Technique
Component Detailing
Sequence-Attribute Modification Matrix
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