Coaching product development teams: a conceptual foundation for empirical studies

Reich, Yoram; Ullmann, Georg; Leifer, Larry

doi:10.1007/s00163-008-0046-1

Cited by 24 publications

(14 citation statements)

References 29 publications

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“…Zacarro et al's conceptual model integrated four fundamental processes: cognitive, motivational, affective, and coordination. More recently, Reich, Ullmann, Van der loos, and Leifer () found that product development team leaders were often consumed with project outcomes and thus paid little attention to the way the team was operating or how effectively the team made use of itself to produce results, concluding that project teams should be led by external coaches.…”

Section: Literaturementioning

confidence: 99%

Shape‐Shifting: A Behavioral Team Coaching Model for Coach Education, Research, and Practice

Hauser¹

2014

J Psych Issues Organ Cult

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Section: Literaturementioning

confidence: 99%

Shape‐Shifting: A Behavioral Team Coaching Model for Coach Education, Research, and Practice

Hauser¹

2014

J Psych Issues Organ Cult

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“…In the context of real demanding design tasks, teams created systematically (Wilde, 2004), that are coached (Reich et al, 2006b) in a particular development process demonstrate consistently creative capabilities leading to creative products (Leifer, 1998). Creative team members that follow a well defined process led to better development performance in real projects (Stevens et al, 1999).…”

Section: Organizational Culture Practices and Toolsmentioning

confidence: 99%

Creative conceptual design: Extending the scope by infused design

Shai

Reich

Rubin

2009

Computer-Aided Design

Self Cite

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Many methods that support human creativity by manual or computational means have been proposed in the past. They rely on the assumption that following a certain process of reasoning might lead to generating ideas considered creative. We start by defining creativity as a capability that enables the creation of systems that are patentable. We review the state-of-the-art of creative conceptual design and organize it with a framework. Subsequently, we present a method called infused design that guarantees generating design solutions by transforming systems and methods from remote disciplines. In many cases, these solutions would be deemed creative. Finding these systems and their transformations is done through a process based on the underlying discrete mathematical representation. This process is partially supported by a computer tool.We describe the method of infused design and illustrate its operation through part of the results achieved until now, including designing a new active torque amplifier system. We 2 further demonstrate its benefits through other examples. We discuss the relation of infused design with other creativity or design methods and conclude with future developments of the method."A well-directed imagination is the source of great deeds." Chinese proverbKeywords: creativity; conceptual design; graph representation; collaborative design; design support systems; framework; analogy INTRODUCTIONConceptual design is a central stage in product design; it determines the principles that govern the product. Decisions made in this stage have major impact on the final product quality, cost, and market success (Pahl and Beitz, 1996). But even high quality conceptual design leading to high quality products does not guarantee product success. If a company wishes to capture or maintain its market leadership, it must do better than that; it must develop breakthrough or radical innovations (McDermott and O'Connor, 2002).Our position in this paper is that creative conceptual design (CCD) is central to developing innovative products. Therefore, studying and improving CCD is an important undertaking.However, creativity and innovation are elusive concepts; to some it is mysterious. There are more than 80 definitions of creativity in the literature (Dasgupta, 1994). A common definition of creativity is that creativity is the ability to generate new useful things that are characterized by being original and imaginative. The meaning of these properties is open to interpretations; therefore, for the purpose of this study we adopt a particular definition: CCD outputs a description of a device or a system that is or judged to be patentable. This definition concentrates on the engineering functionality of products rather than on their industrial design or 3 esthetics. We also focus on determining the principles that govern the product rather than a precise description of its structure and its detailed embodiment.In section 2, we review the state-of-the-art of creative conceptual design. We provide a framework that ...

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“…Figure 1 summarizes prior work on three aspects of design coaching: functions, contributions, and roles (Adams, 2016a;Reich, Ullman, Van der Loos & Leifer, 2008). Coaching functions, contributions, and roles interact dynamically -coaches will switch among different functions and roles over the course of a design review as they seek to respond to specific student needs that call for different kinds of coaching (McDonnell, 2016;Reich, Ullman, Van der Loos & Leifer, 2008).…”

Section: Three Aspects Of Design Coaching -Functions Contributions mentioning

confidence: 99%

“…Coaching functions, contributions, and roles interact dynamically -coaches will switch among different functions and roles over the course of a design review as they seek to respond to specific student needs that call for different kinds of coaching (McDonnell, 2016;Reich, Ullman, Van der Loos & Leifer, 2008). …”

Section: Three Aspects Of Design Coaching -Functions Contributions mentioning

confidence: 99%

“…Coaches fulfill a continuum of roles along dimensions of consultative, educational, and motivational functions: problem-focused interventions as either a source of knowledge or an authority figure enforcing guidelines or rules, learning-focused guidance along an educational path to impart knowledge and expertise, and mentoring-focused moral support (Reich et al, 2008). Example roles include showing the way and being a buddy offering encouragement (Goldschmidt, Hochman & Dafni, 2010;Taylor et al, 2001), inspiring students to take ownership and fostering creative tension (Marin et al, 1999), being an expert or authority (Goldschmidt, Hochman & Dafni, 2010), and modeling design acts to students (Cennamo, Brandt, Scott, Douglas, McGrath, Reimer & Vernon, 2001).…”

Section: Functions Of Coaching -Mechanisms For Learning and Self-authmentioning

confidence: 99%

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Approaches to Coaching Students in Design Reviews

Adams

Forin

Joslyn

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Coaching product development teams: a conceptual foundation for empirical studies

Cited by 24 publications

References 29 publications

Shape‐Shifting: A Behavioral Team Coaching Model for Coach Education, Research, and Practice

Shape‐Shifting: A Behavioral Team Coaching Model for Coach Education, Research, and Practice

Creative conceptual design: Extending the scope by infused design

Approaches to Coaching Students in Design Reviews

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