Complete discussion board, discussion board replies, and all assignments for the week according to rubrics
Due Date: 11:59 pm EST Sunday of Unit 3
Points: 100
Overview:
You have been exposed to a number of approaches that organizations call upon to advance creative thinking. Among those techniques, one of the better recognized and utilized is SCAMPER, a creativity tool that is a form of brainstorming. In this assignment, you will be asked to analyze and implement
SCAMPER
using an existing product or service in your organization that needs improvement. Use the attached SCAMPER worksheet to complete this assignment.
Instructions:
Complete the SCAMPER Worksheet:
1. Using the resources in this unit or additional web resources, prepare a brief statement describing SCAMPER as a creativity tool.
Unit 3 Assignment:
Generating Ideas with SCAMPER
BUS505
–
Organizational Creativity,
Discovery, and Innovation
o Address at least three of the techniques.
· Describe their importance in terms of the creative process.
2. Identify and describe your service or product and provide a rational.
3. Complete columns 1, 2 and 3 of the SCAMPER table:
· Create a
Statement
to describe each Mnemonic
· Pose questions pertaining to the service or product you identified in each of the SCAMPER areas characterized by the pneumonic.
· Apply the SCAMPER process to come up with ideas to present to our manager.
4. Address the following at the bottom of the worksheet:
a. Review your ideas and answer the following questions:
i. Do any idea(s) stand out as viable solutions? Explain.
ii. Could any of the ideas be used to create a new service or product or to redesign an existing one? Explain.
Requirements:
• Submit the completed SCAMPER Worksheet.
Be sure to read the criteria by which your work will be evaluated before you write and again after you write.
Evaluation Rubric for Unit 3 Assignments
|
CRITERIA |
Deficient |
Needs Improvement |
Proficient |
Exemplary |
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|
(0-5 Points) |
(6-7 Points) |
(8-9 Points) |
(10 Points) |
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|
Introductory statement |
Statement
reflects limited understanding of SCAMPER. |
Techniques are shared without noting any value in creativity process. |
Statement shares how one technique adds value to creativity process. |
Statement reflects how 3 or more technique(s) are important to creativity in the process. |
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|
(0-23 Points) |
(24-31 Points) |
(32-39 Points ) |
(40 Points) |
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|
Questions and Ideas column |
Identifies service or product without detail; SCAMPER technique not used to pose questions. |
Identifies service or product without rational; less than 2 SCAMPER techniques use to pose questions. |
Identifies and describes service or product; rational limited; 3- 6 SCAMPER techniques used. |
Identifies and describes service or product; rational shares why; 7 SCAMPER |
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|
(0-11 Points) |
(12-15 Points) |
(16-19 Points) |
(20 Points) |
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|
Product Description |
Description is missing or minimal. |
Description of production or service is missing the rationale or the details are insufficient. |
Description of production or service is provided including the rationale. Some details missing. |
Description of production or
service is complete including the rationale. |
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|
Final Questions |
Fails to respond to either question. |
Responds to one of the two questions. |
Responds to both questions; supports ideas with some details. |
Responds to both questions; supports ideas with multiple details connecting back to SCAMPER. |
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|
(0-5 Points) |
(6-7 Points) |
(8-9 Points) |
(10 Points) |
||||
|
Clear and Professional Writing |
Errors impede professional presentation; guidelines not followed. |
Significant errors that do not impede professional presentation. |
Few errors that do not impede professional presentation. |
Writing and format is clear, professional, and error free. |
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BUS505 – Organizational Creativity, Discovery, and Innovation
Unit 3 Assigment: SCAMPER Worksheet
Student Name: _________________________________________
1. A brief statement describingSCAMPER as a creativity tool.
· Address at least three of the techniques.
· Describe their importance in terms of the creative process.
2. Identify and describe the existing service or product that you will generate ideas to improve and provide a rationale for selecting this service or product.
3. Complete the SCAMPER Table
|
Create a Statement to describe each Mnemonic |
|
Pose Questions About the Service or Product |
Provide Answers to the Questions to Produce Ideas. Clearly state the idea produced. |
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|
S Substitute
|
||||||||||||||||
|
C Combine |
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|
A Adapt |
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|
M Modify |
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P Put to other use |
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E Eliminate |
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|
R Reverse / Rearrange |
4. After completing the table, address the following questions:
a. Do any idea(s) stand out as viable solutions? Explain.
b. Could any of the ideas be used to create a new service or product or to redesign an existing one? Explain.
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What do you usually do when you have a problem at work? Do you go straight to treating the symptoms of the problem, do you first look to determine if there is a deeper issue that needs your attention so the problem does not reoccur, or do you do something else? Think about the last major problem you had at work. Use Root Cause analysis to discover the actual underlying cause of the problem. Share your Root Cause analysis process with your classmates by posting your analysis to the discussion board.
Review your team members’ Room Cause Analysis process. Discuss the root causes of the problems and their origins. Question or expand upon the solutions selected to address the root causes.
Reflect on the unit’s learning and discuss why idea-generating tools are important. Also, select a tool you could use in your organization and explain how it could be applied.
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