Question

Task 1: Applying Creative Style to Products of Design and Invention In this essay, I would like for you to explore the ‘creative style’ and ‘creative level’ of a contemporary product (of your choosing) that has had an impact on today’s society. In doing so, you will be extending the concepts of creative style and creative level to the analysis of this new product in order to gain further insight into the ‘type of innovation’ this product represents in relation to the prevailing paradigm in which the product is found. For this engineering design assessment, I would like for you to apply the criteria detailed in the article entitled “Sorting Out Creativity in Design AssessmentPreview the documentView in a new window” by Jablokow and DeCristoforo (2008). Specifically, your task is as follows: First, select a contemporary product that has had an impact on today’s society (e.g., ipod; tablet PCs; smartphones; digital cameras, etc.) as well as the product's predecessor(s) that you will use as a benchmark to evaluate the product’s design change. Provide an overview of the prevailing paradigm in which the predecessor product is found. Assess the creative level of the new product using the criteria detailed in Table 1 of Jablokow and Decristoforo’s (2008) article. Next, apply the creative style assessment framework to evaluate the new product in light of the six factors proposed by Jablokow and Decristoforo – namely, the type of technological change, acceptability, feasibility, efficiency, method and knowledge content. Please include an explanation to justify your rating of creative style for each of the six factors. Based on your evaluation of this product, would you conclude that the style of change generally represents an evolutionary or incremental (and therefore, more adaptive) change to the current technical/scientific/business paradigm, or is it more of a revolutionary or tangential (and therefore, more innovative) change? Finally, describe how the Paradox of Structure applies to this particular product. Task 2: Looking Forward – A New Group (and Problem A) to Analyze Throughout this course, you will be asked to apply what we are learning to a specific professional group of which you are NOW a member. The group can be large or small (Note: a group of at least 3 members is required, but preferably ~5 members) and your role in the group can be of any variety (just joined or long-time member, junior or senior position, etc.). Two caveats apply, however: You must be willing to discuss the dynamics of this group openly in your assignments (potentially sharing some details with your classmates, although you need not reveal actual names - you can use aliases) There must be some “interesting” dynamics involved that you would like to (perhaps need to) understand better; these assignments are aimed at giving you practical experience that will be useful immediately! Choose a group that will provide some rich ground for analysis (and some experimentation on your part) during the course. NOTE: If you are unsure of your choice of group, please confer with your instructor. Task 2 Requirements: For your analysis, you will be performing a cognitive diversity audit of your group by first characterizing the problem solving profiles of each team member, performing an analysis of the nature of Problem A, as well as the Person-Person and Person-Problem cognitive gaps. With this backdrop, the specific requirements of the task are as follows: 1. Identify and describe the group’s members in detail (including yourself!), based on the four principal variables of problem solving – i.e., level, style, motive, and opportunity: Please begin with some basic facts about each individual to help set the stage – i.e., who are they, what are their functions/roles in the group, how long have they been a member of the group, etc. Proceed to describe each individual’s problem solving profile in as much detail as you can – i.e., provide a description of each person’s level (both type and degree), style (your estimation),motives, and access to (and perceptions of) opportunity – all as relevant to the group’s current Problem A (see #2 below). 2. Identify, describe, and analyze the group’s shared Problem A in detail – using Lesson 2, Section B as your guide. That is: consider level, style, motive, opportunity, and the problem as a moving target in your analysis of the problem. Remember to consider why this particular group was formed in general, as well as the particular problem of interest. 3. Identify, describe, and analyze Person-Person and Person-Problem gaps in your analysis, using the following steps to guide you: Describe in detail the cognitive gaps within your problem solving group (Person-Person and Person-Problem; level, style, motive, and opportunity). Use diagrams to help illustrate your cognitive gap analysis (see Lesson 2, Section A and Lesson 3, Section A for some options). Discuss how you might begin to “narrow” some of the gaps you have just described and experiment (briefly, but deliberately) with at least one of your ideas – then report on the results (whatever your degree of success!).

Answer 1

Task-1-Various creativity designing and analysis models were implemented and designed for the manufacturing of products in the industry like bags,zippers,shoes manufacturing and clothes manufacturing based on Kirton creativity and adaptability designing,Bessemer and Treffinger model creativity analysis matrix studies, based on two model theories of adaptability of previous perceptions and model designing and innovation based on applications of previous models leading to new user friendly models with genuine cost applications and productivity.Various intelligence tests are applied on employees and skilled engineers with the emphasis on building of particular parts of machinery with new design,innovation,creativity,quality analysis,and implications of eco and environment friendly with patent development before assembling and organizing with other machine parts.Further scientific principles,theories with applications of physics, maths, and networking development with artificial neural networks implementation is analysed for monitoring of product development with analysis of its user friendliness and cost reduction and economic importance before the launch of products in market.

Task-2 This involves the statistical survey of products developed with management policies, behavioral policies, communication skills, partnerships with private organizations, investment in shares for the development of products useful to the economy.Various quality control tests with development of ambient environment of workers with proper salaries and wages with understanding of scientific theoretical principles and formulae for the monitoring of the products with precision,skill and hardwork.Various managment skills and rules are applied for the efficient development and designing of new products for various companies like Velcro,Flexi grip and other zip bag companies and clothing companies with analysis of following products with patent development like sundbag hookless bags,Judson slide fasteners,hudson fasteners with adaptability scaling analysis of parameters like skill,precision,quality control,management skills and theories,scientific theories,cost control, appications and advantages to the customers, eco-friendly with less pollution, biodegradable and less soil pollution and applications of these rules in designing of new products with patents and without conflict of interest in development of similar products are much more subsidized rates and cost for the development of economies of poor countries.