Idea Generation Process Example Essay

Ideas are things that come and go and fairly frequently too. However, the really great ideas usually spring unexpectedly in moments of inspiration. It becomes easier to come up with great ideas when we free ourselves from the mundane, everyday, conventional thoughts that take up the thought space in our brain.

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This article gives you a 1) short note on the three stages of successful ideation and 2) 18 killer idea generation techniques.

SHORT NOTE ON THE THREE STAGES OF SUCCESSFUL IDEATION

An organization needs to follow three main stages namely generation, selection and implementation for successful ideation.

Stage #1: Generation

For a lot of companies, making use of ideation to address a specific problem or requirement is frequently a good starting point. The majority of companies can easily identify these kinds of needs – the main decision is whether they contribute to an ideation approach. After problem-solving, come two other key chances for utilizing ideation: core competencies and consumer insights.

Core competencies, in reference to ideation, have to do with leveraging ideation to develop upon a company’s abilities. In this kind of ideation, the organization is looking for fresh applications or new markets for existing services/products.

Consumer insights, with reference to ideation, have to do with utilizing principles of conventional market research (for example: focus groups and surveys) and implementing them in the context of a joint idea-sharing milieu. Surveys are effective though there are a few drawbacks: respondents would not be able to view other replies (to vote up/down or comment) and the response rates are usually pretty low. Even focus groups are effective though they fail to reach the heights of online ideation owing to factors such as price constraints that hinder them from accessing a bigger participant pool.

Stage #2: Selection

Picking the best ideas starts much before the beginning of the ideation process. It is essential that you fix the criteria by which the ideas are to be assessed, who would be responsible for evaluating the ideas, and how the top ideas would be given to the concerned internal teams for further assessment or execution. A proper selection process begins with the use of tags or labels to arrange the ideas into meaningful clusters. An example would be labels being arranged along product lines (such as phone, laptop, tablet) and tags being a level lower, concentrating on attributes (easy navigation, portable, long battery life, lightweight) and/or on features (display, operating system, interface). Labeling and tagging should be followed by prioritization to be certain that the most essential ideas reach the stage of application/execution.

Stage #3: Implementation

The success of implementation is dependent on an organization’s ability to choose the top ideas and take action based on them. It also depends on the organization having appropriate workflows in place so that the right groups take part at the appropriate time in the three steps of the ideation process. The makeup of these workflows (that call out particular roles and aspects of responsibility) is very essential for organizations if they are to start any ideation endeavor. The people in the roles called out should be ready to take in new ideas that don’t come from within the company and possibly can be incentivized or otherwise acknowledged for their readiness to implement the new approach.

18 KILLER IDEA GENERATION TECHNIQUES

1. SCAMPER

SCAMPER is an idea generation technique that utilizes action verbs as stimuli. It is a well-known kind of checklist developed by Bob Eberie that assists the person in coming up with ideas either for modifications that can be made on an existing product or for making a new product. SCAMPER is an acronym with each letter standing for an action verb which in turn stands for a prompt for creative ideas.

  • S – Substitute
  • C – Combine
  • A – Adapt
  • M – Modify
  • P – Put to another use
  • E – Eliminate
  • R – Reverse

2. Brainstorming

This process involves engendering a huge number of solutions for a specific problem (idea) with emphasis being on the number of ideas. In the course of brainstorming, there is no assessment of ideas. So, people can speak out their ideas freely without fear of criticism. Even bizarre/strange ideas are accepted with open hands. In fact, the crazier the idea, the better. Taming down is easier than thinking up.

Frequently, ideas are blended to create one good idea as indicated by the slogan “1+1=3.” Brainstorming can be done both individually and in groups. The typical brainstorming group comprises six to ten people.

3. Mindmapping

Mindmapping is a graphical technique for imagining connections between various pieces of information or ideas. Each fact or idea is written down and then connected by curves or lines to its minor or major (previous or following) fact or idea, thus building a web of relationships. It was Tony Buzan, a UK researcher, who developed the technique “mind mapping” discussed in his book ‘Use your Head’ (1972). Mind mapping is utilized in brainstorming, project planning, problem solving and note taking. As is the case with other mapping methods, the intention behind brain mapping too is to capture attention and to gain and frame information to enable sharing of concepts and ideas.

To get started with mindmapping, the participant just has to write a key phrase or word in the middle of the page. Then, he must write anything else that comes to his mind on the very same page. After that, he must try to make connections as mentioned in the previous paragraph.

4. Synectics

Synectics is a creative idea generation and problem solving technique that arouses thought processes that the subject may not be aware of. It is a manner of approaching problem-solving and creativity in a rational manner. The credit for coming up with the technique which had its beginning in the Arthur D. Little Invention Design Unit, goes to William J.J. Gordon and George M. Prince.

The Synectics study endeavored to investigate the creative process while it is in progress. According to J.J Gordon, three key assumptions are associated with Synectics research.

  • It is possible to describe and teach the creative process
  • Invention processes in sciences and the arts are analogous and triggered by the very same “psychic” processes
  • Group and individual creativity are analogous

5. Storyboarding

Storyboarding has to do with developing a visual story to explain or explore. Storyboards can help creative people represent information they gained during research. Pictures, quotes from the user, and other pertinent information are fixed on cork board, or any comparable surface, to stand for a scenario and to assist with comprehending the relationships between various ideas.

6. Role playing

In the role playing technique, each participant can take on a personality or role different from his own. As the technique is fun, it can help people reduce their inhibitions and come out with unexpected ideas.

7. Attribute listing

Attribute listing is an analytical approach to recognize new forms of a system or product by identifying/recognizing areas of improvement. To figure out how to enhance a particular product, it is broken into parts, physical features of each component are noted, and all functions of each component are explained and studied to see whether any change or recombination would damage or improve the product.

8. Visualization and visual prompts

Visualization is about thinking of challenges visually so as to better comprehend the issue. It is a process of incubation and illumination where the participant takes a break from the problem at hand and concentrates on something wholly different while his mind subconsciously continues to work on the idea. This grows into a phase of illumination where the participant suddenly gets a diversity of solutions and he rapidly writes them down, thereby creating fresh parallel lines of thought.

Picture prompts help a lot when it comes to enabling one’s brain to establish connections. These prompts can help to surface emotions, feelings and intuitions. This makes them particularly useful for brainstorming solutions to innovative challenges involving people, and issues with a deep psychological or emotional root cause.

To get started with using picture prompts, the facilitator distributes a set of pre-selected images – each participant gets one. He also asks the participants to write down whatever ideas come to their mind when they look at the image in their possession. According to Bryan Mattimore (presently co-founder of The Growth Engine Company), the images should be visually interesting, portraying a multiplicity of subject matter and must depict people in lots of varied kinds of relationships and interactions with other people.

After this, participants pair off and use additional time, sharing and talking about the ideas they have come up with and brainstorming more solutions to the existing problem/challenge. Lastly, the various pairs present their ideas to the rest of the group.

Mattimore suggests tailoring the visuals to the character of the challenge the participants have to solve. So, if the challenge pertains to the manufacturing industry, you could consider having images of an industrial nature. However, you should definitely include some irrelevant or random images as well because it may be these kinds of images that trigger the most innovative solutions.

9. Morphological analysis

Morphological analysis has to do with recognizing the structural aspects of a problem and studying the relationships among them. For example: Imagine the problem is transporting an object from one place to another by way of a powered vehicle. The significant dimensions are: the kind of vehicle (cart, sling, bed, chair); the power source (internal-combustion engine, pressed air, electric motor); and the medium (air, hard surface, rails, rollers, oil, water). Thus, a cart-kind of vehicle moving over rough services with an internal-combustion engine to power it is the automobile. The expectation is that it would be possible to determine some novel combinations.

10. Forced relationships

It is an easy technique involving the joining of totally different ideas to come up with a fresh idea. Though the solution may not be strictly unique, it frequently results in an assortment of combinations that are often useful. A lot of products we see today are the output of forced relationships (such as a digital watch that also has a calculator, musical birthday cards and Swiss army knife). Most of these ideas may not be revolutionary discoveries but they are still advantageous products and usually have a prospective market in society. Robert Olson provided an example for forced analogy in his book ‘The Art of Creative Thinking.’ He compares different aspects of a corporate organization structure to the structure of a matchbox.

11. Daydreaming

Though mostly not met with approval, daydreaming is truly one of the most fundamental ways to trigger great ideas. The word “daydream” itself involuntarily triggers an uninhibited and playful thought process, incorporating the participant’s creativity and resourcefulness to play around with the present problem. It enables a person to establish an emotional connection with the problem, which is beneficial in terms of coming up with a wonderful idea. The focus of productive daydreaming is a particular goal irrespective of whether it seems to be an impractical task. Plenty of famous inventors have engaged in daydreaming in the past, thereby setting off ideas that contributed to life altering inventions. The airplane is the most notable example for this. If the Wright brothers had not let their imagination run wild thinking about flight, we would probably still be traveling by ferry.

12. Reverse thinking

As the term ‘reverse thinking’ itself suggests, instead of adopting the logical, normal manner of looking at a challenge, you reverse it and think about opposite ideas. For example: ‘how can I double my fan base?’ can change into ‘how do I make sure I have no fans at all?’ You may notice that the majority of participants would find it easier to produce ideas for the ‘negative challenge’ simply because it is much more fun. However, don’t spend too much time on the reverse idea-generation – about 10 to 15 wrong ideas is fine. After one session is over, you can either continue in the reverse idea atmosphere with a new challenge or else do the reversal once more to make it stronger. An example for the latter is “I am never going to update any of my social networks” changing into “I am going to always update all of my social networks.”

13. Questioning assumptions

The majority of industries have an orthodoxy – unspoken but deeply-held beliefs that everyone stands by for getting things done. Sadly, they fail to realize that by questioning assumptions at every step of service or product development, they can actually enable the birth of fresh possibilities and ideas.

Here’s how Mattimore suggests one go about questioning assumptions: The participants should start by settling on the framework for the creative challenge. After this, they should produce 20 to 30 assumptions (irrespective of whether they are true or false). The next step is to select several assumptions from the many generated, and utilize them as idea triggers and thought starters to engender fresh ideas.

14. Accidental genius

Accidental genius is a relatively new technique that utilizes writing to trigger the best ideas, content and insight.

15. Brainwriting

Brainwriting is easy. Instead of asking the participants to shout out ideas, they are told to pen down their ideas pertaining to a specific problem or question on sheets of paper, for a small number of minutes. After that, each participant can pass their ideas over to someone else. This someone else reads the ideas on the paper and adds some new ones. Following another few minutes, the individual participants are again made to pass their papers to someone else and so the process continues. After about 15 minutes, you or someone else can collect the sheets from them and post them for instant discussion.

16. Wishing

This technique can be begun by asking for the unattainable and then brainstorming ideas to make it or at least an approximation of it, a reality. Start by making the wishes tangible. There should be collaboration among the members of the team to produce 20 to 30 wishes pertaining to your business. Everyone’s imagination should be encouraged to run wild – the more bizarre the idea, the better. There should be no restrictions on thinking.

The next step is concentrating on a number of these unattainable wishes and utilizing them as creative stimuli to trigger ideas that are new but more practical. Mattimore suggests getting the team to challenge the problem from diverse perspectives (imagine how a person from another planet or from another industry or profession would view it) or reflect on it. This type of role playing assists with moving away from conventional thinking patterns to see fresh possibilities.

17. Socializing

If employees only hang around with colleagues and friends, they could find themselves in a thinking rut. Let them utilize all those LinkedIn connections to begin some fantastic conversations. Refreshing perspectives will assist with bringing out new thinking and probably, one or two lightning bolts. Socializing in the context of ideation can also be about talking to others on topics that have nothing whatsoever to do with the present problem.

18. Collaboration

As the term indicates, collaboration is about two or more people joining hands in working for a common goal. Designers frequently work in groups and engage in collaborative creation in the course of the whole creative process.

As is quite clear from this blog, the era of boring, conventional idea generation is long gone and it is time to embrace fun and innovative ideation techniques. As mentioned earlier, the more creative the thinking process, the wackier and probably, better the ideas and solutions we can expect.

The first section presents the quantitative results gathered through surveys and linguistic tests. This is followed by the results on the qualitative data (Discourse Completion Task).

Research question 1

To answer the first question, “Is there any relationship between Filipino writing performance and their topic familiarity?” Pearson product moment correlation was performed. Cohen’s (1988) classification of correlation guided the interpretation of statistical results. The study considered r=.10 to .29 as having small correlation, r=.30 to .49 as having medium correlation, and r=.50 to 100 as strong correlation. The first statistical analysis yielded a strong positive relationship between essay performance and topic knowledge, r= .79, N=60, .p<.01, indicating that high levels of writing performance are associated with high scores in topic knowledge as shown in Table 1 below.
Table 1

Pearson product moment correlations between topic knowledge and essay score

Research question 2

As regards the second question, “Is there any relationship between Filipino writing performance and their writing background?” the same statistical procedure was used, Pearson product moment correlation analysis. The results in Table 2 below show the increases in essay scores is significantly related to the increases in the writing background scores of the students: r=.32, N=60, p<.01.
Table 2

Pearson poduct moment correlations between essay scores and writing background

Research question 3

The third analysis gave light on the question: “Is there any relationship between Filipino writing performance and their idea generation processes?” Pearson product moment correlation analysis revealed that there is a strong positive relationship between text production process, which is idea generation, and writing performance: r=.64, N=85, p<.01., as shown in Table 3 below.
Table 3

Pearson product moment correlations between idea generation process and essay scores

Research question 4

The last question, “Is there any relationship between Filipino writing performance and their linguistic knowledge?” requires that the students’ scores in spelling, grammar, and vocabulary be correlated with essay score. As shown in Table 4 below, vocabulary knowledge is significantly related with essay score (r=.57, p<.01). Likewise, grammar knowledge is significantly related with writing performance (r=.25, p. <.05). Spelling, however, is found to have been no significant relationship with writing score.
Table 4

Pearson product moment correlations between linguistic knowledge measures and essay scores

Results of the Discourse completion task (DCT) confirmed the relationship between writers’ performance and linguistic knowledge, topic knowledge, and idea generation process. The questions in the DCT and the sample replies of the respondents are discussed below.
  1. 1.

    Do you believe that topic familiarity or your knowledge about the topic contributed to the success of your diagnostic essay and helped you get a high grade in your essay? Why or why not?

All respondents except one replied with an affirmative on this question. They indicated that topic familiarity enabled them to provide more information and enough supporting details—elements that are considered to be important factors in assessing essays. In addition, topic familiarity mattered in the generation of ideas. Here are some of their replies:

Yes, because you have more knowledge about the topic and you have more information to add in your supporting details. (Respondent 34)

Yes, because knowing the background of the topic can bring depth to the essay. (Respondent 2)

Yes, it can affect mainly because I would not have enough supporting details for my topic sentence. (Respondent 4)

Yes. Because if you are familiar about the topic you can write many supporting details that are necessary in your essay. (Respondent 23)

Yes, because when you are familiar with a topic, it is easier to develop a paragraph because of the knowledge you possess. Also, it would not be hard to think of ideas. (Respondent 8)

Yes, because when you know more about the topic, there would be more ideas and the quality of the essay is efficient. (Respondent 9)

Yes, because the more familiar you are, the easier to think about ideas for your essay. (Respondent 40)
  1. 2.

    Do you believe that your high school writing background contributed to your performance in writing the diagnostic essay? Why or why not?

In this part of the survey, 21% of the respondents replied that their high school writing background had no effect on their present writing performance. Here are some of the reasons for their claim:

My background had no contribution for my present performance for I was poorly oriented in my high school writing and yet I did not perform poorly in my essay. (Respondent 9)

In a way, no because I have poor background in writing, but I am not doing poorly. (Respondent 23)

I think it’s not because I was a bad writer in high school. (Respondent 13)

I don’t think so. I find college writing very different from high school writing. In fact, I am using different writing strategies this college compared when I was in high school. Besides, I am not really a good writer during my high school years but I got a good grade in my diagnostic and other essays. This proves that writing background does not matter. (Respondent 17)

On the other hand, 79% acknowledged writing background as having a part in their success in writing their diagnostic essay; they believed that high school writing experience gave them a foundation for writing. Here are some of their reasons for thinking that their writing background had to do with their present writing performance:

Yes, because having good knowledge in a topic can still be ruined by a bad background in writing. On the other hand, a good background in writing can be the saving grace for someone with limited knowledge of a topic. (Respondent 33)

Of course, because high school days were the days that I learned to write an essay and to believe that I can write them on my own. It gave me confidence with my English writing. (Respondent 39)

Yes. I believe that my background in writing contributed to my success in writing essays because you know how it works and thus making it easier for you. (Respondent 29)
  1. 3.

    Do you believe that your text production processes such as idea generation while composing played a role in your writing performance? Why or why not?

As regards the role of text production processes such as idea generation, the respondents had a unanimous answer. They reported that the processes they had activated while writing the essay had a direct relationship with the product of their essay. Here are what they had to say on this claim:

Yes, if you generated ideas really well, then you will come up with a very good essay. (Respondent 16)

Yes, because it affects the delivery of ideas. (Respondent 36)

Yes it does. This text production process greatly helps the writer. The process makes the writing flow much easier. (Respondent 38)

Yes, specially if the writing of the essay is time-bound. (Respondent 27)
  1. 4.

    Do you believe that your linguistic knowledge such as grammar usage, vocabulary, and spelling has a bearing in your success in writing the diagnostic essay? Why or why not?

To this question, all the respondents have a unanimous affirmative reply, indicating that the content of the message is dependent on the linguistic structures they form. The respondents considered linguistic knowledge as an important factor in the creation of meaning during the text production, thereby affecting the comprehensibility of the message being transmitted.

I believe that my linguistic knowledge play the biggest role in writing an effective essay because I will be able to better express myself. (Respondent 2)

Yes. Linguistic knowledge greatly affects the quality of an essay because it will affect on how the reader comprehends your essay. Having the improper linguistic knowledge will give the readers a difficult time in understanding your essay. (Respondent 28)

Yes because these are very important in English writing. Wrong grammar and spelling and wrong vocabulary use can alter the meaning of the message. (Respondent 12)

Yes, because my linguistic knowledge affects the effectiveness of the delivery of the ideas I want to convey in my essays. (Respondent 36)

I believe that wide vocabulary and being able to follow grammatical rules will greatly affect the quality of an essay. The essay would not be effective if there are flaws on the grammar or has faults on spelling. (Respondent 25)

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