BA 326 New Product Development

Syllabus Fall 2024

v. August 14, 2024

Days/Time: Tue/Thu 5:15PM to 6:30PM

Venue: O’Connell 106
Credits: 3 Credits
Faculty Name: Dr. Adel F. Dimian
Contact Information: adimian@[Link]
Office Hours: Available via Zoom, phone or email
Office: Simperman Hall 332A

Course Description

This course focuses on the sequence of events that take place starting with the original idea
for a new product/service to actual commercialization. It emphasizes the understanding of
the various "stages" of development that any new product must pass, and the various
activities each functional area of the firm must contribute to have a successful product
launch.

Additionally, students will develop original product or service ideas and develop them to the
concept and prototyping stage. Design methodologies and tools will be applied to collect
customer voice data and process it to unique and valuable solutions.

Case studies, simulations and project work will be key learning methodologies for practical
understanding. Quizzes will confirm theoretical understanding.

Course Objectives

1. Develop an understanding of the product development process and stage-gate

methodology.
2. Learn and apply design thinking methodology and tools to create customer driven
value in products and services.
3. Understand how innovation and new product development can lead to a firm’s
continuing success and why some firms fail at it.
4. Learn about portfolio management and managing the decision process through risk
and change to successfully sustain a firm’s new product innovation success.
5. Develop an appreciation for ethical new product development and methods for
creating sustainable innovation.

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Learning Outcomes

Upon successful completion of this course, the student will be able to:

Learning Outcomes Course Instructional Method of

Objective Strategy Assessment

Demonstrate a
comprehensive knowledge Lecture & Discussion, Individual Contribution,
1, 3, 5
of innovation leadership and Readings, Case Studies Papers, Exams
its vital importance to new
product development
success

Design Project, Concept

Obtain skills in design Development Tools,
methods for customer 2 Readings, Lecture & Team Design Project
problems and opportunity Discussion,
areas based on customer Presentation
needs

Learn product portfolio Lecture & Discussion,

4 Simulation Score, Exams
management methods and Simulation, Readings
how risk and change affect
the process

Learn the importance of Lecture & Discussion,

stage-gate processes in the Readings, Case Study, Papers, Exams
1
management of risk in the Role-play, Presentation
development of new
products and services

Understand the link

between sustainable success Papers, Exams
Lecture & Discussion,
and ethics in development 5
Case Study, Readings
of new products and
services

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Teaching/Learning Activities

This class involves several learning methods to effectively demonstrate concepts while
allowing students the opportunity to apply them and demonstrate useful skills to include:
readings (text, articles), lecture and discussion, case study analysis, simulations, tools, team
activities, presentations, role play and online learning methods.

Schedule

Please note this schedule is subject to changed based on discussion and class progress.

Tools/
Week Subject Topics Reading Case Study Quiz/Exam In-Class Activity Assignment
Simulation
Introduction to
Course Overview;
1 Product Chp 1, 2 Floptical Lecture & Discussion
Defining Innovation
Development
Product Introduction to Portfolio Chp 3; HBS BackBay Lecture &
HBS BackBay
2 Development Decisions; Disruptive Simulation Discussion; Team Simulation
Simulation
Challenges Innovation Foreground Reading Simulation
Lecture &
Introduction to Design Team Simulation
Discussion; Team
3 Design Methods Methods; Gathering Chp 7 Interview Guide Debrief; Project
Simulation Debrief;
VOC Definition
Design Tool
Lecture &
Translation Interview Guide
4 Design Methods Translating VOC Discussion; Design
Worksheets Progress Submission
Tool Introduction &
Lecture & Translation
5 Design Methods Processing VOC KJ Analysis Discussion; Design Worksheets
Tool Introduction & Progress Submission
Selecting New, Unique Lecture &
KJ Analysis Progress
6 Design Methods & Difficult Customer Kano Surveys Discussion; Design
Submission
Requirements Tool Introduction &
Lecture &
Kano Survey
7 Design Methods Concept Development Mid-term Pugh Matrices Discussion; Design
Progress Submission
Tool Introduction &
Practice & Roles in the Lecture; Case
Pugh Matrix
8 Stage Gates Stage Gate Process; Chp 4 Maker 49 Analysis &
Progress Submission
Organizational Issues Discussion

Lecture &
9 Stage Gates Chp 9
Discussion; Role Play

Managing Risk &

Portfolio
10 Opportunity via Chp 8 Portfolio Tools Lecture & Discussion
Management
Portfolio Management
Driving Growth through Lecture; Case
Dimbulah
11 Growth New Product Analysis &
Coffee
Development Discussion
The Business Model 7-11; Lecture; Case
Business Model
12 Business Models Canvas; New Product Grateful Analysis &
Canvas
Value Dead Discussion
Product The Role of Strategy in
13 Development New Product Chp 10 Lecture & Discussion
Strategy Development
Leading New Leadership & Ethics in
Articles on Ethics &
14 Product New Product Lecture & Discussion
New Products
Development Development;

Topics in Product Survey Topics on New

15 Lecture & Discussion
Development Product Development

Final Design
Team Project
16 Project Final Exam
Presenations
Presenations

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Course Materials

Required Course Material:

The content in this section is required for this course. Course textbook is available at Saint’s
Shop. Articles and simulation are obtained via link to HBS publishing (to be provided):

1. Course Text: Winning at New Products: Creating Value Through Innovation; Robert
G. Cooper; Basic Books, 5th Ed.
2. Simulation: Strategic Innovation Simulation: Back Bay Battery (V3): C.M.
Christensen; W. Shih; April 5, 2012; HBS publishing, 7015-HTM-ENG (students may
share access within their team).
3. Course Article: Why Design Thinking Works; Jeanne Liedtka, Harvard Business
Review 2018.

The following course material is provided by the professor:

4. Case Study: Floptical; A.F. Dimian.
5. Case Study: Dimbulah Coffee; A.F. Dimian; 2011, SMU-11-0004.
6. Case Study: Maker 49; A.F. Dimian.
7. Case Study: 7-11: Business Model Cost Structures; A.F. Dimian
8. Case Study: The Grateful Dead: Business Model Revenue Streams; A.F. Dimian
9. Article: Kano’s Method for Understanding Customer-defined Quality; Center for
Quality of Management Journal, Vol 2, No. 4, Fall 1993.

Additional Resources:

These titles are available for further reading and reference, but not required for this course:
• Voices into Choices: Acting on the Voice of the Customer; Garry Burchill, Christina
Hepner Brodie; Center for Quality Management; 2005.
• Open Innovation and the Stage-Gate Process: A Revised Model for New Product
Development; Johan Grönlund, David Rönnberg Sjödin, Johan Frishammar; California
Management Review, Vol 52, No. 3, Spring 2010.
• Observe First, Design Second: Taming the Traps of Traditional Thinking; [Link],
Rotman Magazine, Spring 2012

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 • Social Innovation and Sustainable Development as Drivers of Growth. P. Cescau;
Rotman Magazine, Spring 2008.
• Developing Design Sensibilities; Jane Fulton Suri; R. Michael Hendrix; Rotman
Magazine, Winter 2010.
• Decisions by Design: Stop Deciding, Start Designing; Colin Raney; Ryan Jacoby;
Rotman Magazine, Winter 2010.
• How Design Thinking Enables Success; Heather Fraser; Rotman Magazine, Winter
2008.
• Innovation as a Learning Process: Embedding Design Thinking; Sara L. Beckman;
Michael Barr; California Management Review, Vol 50, No. 1, Fall 2007.

Evaluation and Grading

Percent of
Assessment Activities Activity
Grade
Class Contribution Individual 20%
Quizzes & Assignments Individual/Team 25%
Simulation Team 15%
Design Project Team 40%
Total 100%

Summary of Course Deliverables

1. Class Contribution (Individual): We will do much of our learning by utilizing critical

thinking skills and conversation in class. Therefore, it is important that you are
present, prepared and able to contribute to the class discussions each session.
Students are expected to read the assigned material, complete/update assignments,
and prepare prior to each class meeting to assure discussions are rich and valuable.
The quality of your contribution is relevant. It is a measure of how much to
contribute to the overall class learning by your presence, participation, team work
and attitude. Class Contribution is 20% of final grade.

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 2. Quizzes (Individual): Quizzes and exams will be scheduled at various times during
the semester to reinforce the learning. They will cover course material including
readings, lecture and discussion and timing will be announced at least one week
prior. Quizzes will be closed book and the topics covered by the quiz will be clarified
one week prior. The number and timing of quizzes is subject to change. Also,
Various team and/or individual assignments will be given throughout the course.
The quizzes & assignments will provide a combined total of 25% of final grade.

3. Innovation Simulation (Team): This on-line simulation allows student teams to

compete against the simulation and other teams to achieve competitive success
applying principles learned in class. Teams will be allowed several runs with the
highest run counted as the final score. Teams will debrief their strategies and results
in class. Further details will be provided in class. The simulation is a team graded
component worth 15% of final grade.

4. Design Project (Team): Your team will choose a market space of relevance and
interest with a problem that needs to be solved. Using the design method tools
introduced in this course your team will develop a product or service concept to be
presented on the final session of the class that will include the following (further
details in class):
a) Definition of your customer base
b) Creation of an interview guide
c) Interviewing the customer base to collect the customer voice
d) Translating the voices into customer requirements
e) Creating a Kano Questionnaire to define the New/Unique/Difficult customer
requirements
f) Developing concepts to fulfill customer requirements and selection of the
superior concept
g) Writing an executive summary of your approach and results
h) Organizing all your information into a data package
i) Telling your story as a team in presentation mode

Teams will submit their work throughout the term for feedback each week. The
design project will be 40% of final grade.

Academic Integrity

Academic integrity is a serious matter. Acts of academic dishonesty include but are not
limited to: plagiarism, cheating, fabrication of data or results, facilitation of acts of
academic dishonesty by others, unauthorized possession of exam questions, or tampering
with the academic work of other students.

Work originality is a serious concern and acts of plagiarism or cheating will be dealt with in
accordance with Carroll College policy. All course work must be the student’s own original

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work and applies to all works (whether oral or written) submitted for purposes of
assessment.

When writing, remember that if you use another person’s words or content you must note
the reference to that work. If in doubt, refer to Carroll College policy and ask your
instructor.

Items to Note

Attendance is required. While valid reasons for missing class occur at times, absence will
affect your course contribution grade. If you know of your absence prior, please inform.
Make every effort to see the instructor to review the material covered. Absences for
whatever reason require make up sessions with the instructor, regardless of the reason
(Covid isolation, team travel or participation etc.).
During this time of Covid, masks will be required in class. Please get vaccinated.

Devices are not allowed during class. Bring your laptops or tablets since we may use them
to access simulations and tools during class. Keep them put away until advised.

Title IX Statement
Carroll College faculty are committed to helping create a safe and open learning
environment for all students. If you (or someone you know) have experienced any form of
sexual misconduct, including sexual assault, dating or domestic violence, or stalking, know
that help and support are available. The College strongly encourages all members of the
community to take action, seek support and report incidents of sexual misconduct to one of
our Title IX Coordinators: Annette Walstad (awalstad@[Link]) or Karla Weltz
(kweltz@[Link]), or by completing the Sexual Misconduct Reporting Form. Please be
aware that under Title IX of the Education Amendments of 1972, if a sexual misconduct
situation is disclosed to me in class, in a paper assignment, or in office hours, I am required
to disclose information about such misconduct to the Title IX Coordinator who will decide if
the incident should be examined further, and if so will contact you. I promise to protect
your privacy by not disclosing the incident to anyone but the Title IX Coordinator. For more
information on Sexual Misconduct policies, where to get help, and how to report
information, please refer to Sexual Misconduct Resources If you, or another student you
know, wishes to speak to a confidential resource who does not have this reporting
responsibility, please contact the Carroll Wellness Center (wellnesscenter@[Link]) or
The Friendship Center. The Friendship Center provides Carroll and the Helena community
with 24-hour crisis assistance and victim advocacy and counseling. Contact the Friendship
Center 24/7/365 Helpline at 406-442-6800 to get in touch with a victim support advocate.

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Accessibility (ADA/504) Statement
Recognizing the unique value of each individual, the Carroll College Mission Statement is in
accord with the both Section 504 of the Rehabilitation Act of 1973 and the Americans
with Disabilities Act of 1990. The college is committed to making reasonable
accommodations for qualified students with disabilities. If you believe that you may need
accommodations based on the impact of a documented disability, please contact Kelly
Zimmerman, Director of Accessibility Services, in order to discuss your specific needs and
disability documentation requirements and to determine a reasonable accommodation
plan. You may schedule a meeting through Handshake, in person at Borromeo Hall room
113, through email at kzimmerman@[Link], or by calling 406-447-4470.

Lecture Recording in Cases of Approved Accommodation

In this class, students may not make audio recordings of any course activity or lecture unless
the student has an approved accommodation from Accessibility Services permitting the
recording. In such cases, the accommodation letter must be presented to the instructor in
advance. Students who are permitted to record lectures must have an Audio Recording
Contract signed and housed with Accessibility Services. Students are not permitted to
redistribute audio recordings of statements or comments from the course to individuals
who are not students in the course without the express permission of the faculty member
and of any students who are recorded. Distribution without permission is a violation of
educational privacy law.

Appendix: Grading Rubrics

Guidelines for Class Contribution:

Criterion Exceeds Expectations Meets Expectations Below Expectations

Contributes to class Contributes to class activities Often fails to contribute to

activities by offering quality by offering ideas and asking class activities by offering
ideas and asking questions on a regular basis. ideas and asking questions.
appropriate questions on a Often engages others in class Rarely engages others in
regular basis. Actively discussions by inviting their class discussions.
engages others in class comments. Sometimes Demonstrates little
discussions by inviting their challenges the accuracy and understanding of main
comments. Is inclusive in relevance of statements points. Identifies and
Level of
their conversation. made. Often identifies and summarizes little to none of
Engagement
Constructively challenges summarizes main points. the main points.
the accuracy and relevance
of statements made.
Effectively identifies and
summarizes main points.
Demonstrates positive
leadership and creativity of
thought.

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 Always prepared for class with Usually prepared with Seldom prepared with
assignments and required assignments and required assignments and required
materials. Accurately materials. Expresses basic materials. Expresses
Preparation expresses foundational foundational knowledge limited to no relevant
knowledge pertaining to pertaining to class foundational knowledge
issues raised during the discussions. pertaining to class
discussion. discussions.
Aware of classmates’ needs Attempts to direct the Does not contribute to the
Contribution and attempts to motivate the discussion and to present learning of classmates
to Learning group in discussion; presents relevant viewpoints for
creative approaches consideration.
regarding the topic
Conversation are related to Comments on content but Does not contribute
discussion topic, prompts does not prompt further relevant content.
further discussion of the discussion. Regularly ties the Seldom ties the
Relevance topic. Regularly ties the discussion to course concepts, discussion to the
discussion to course using reference material and course concepts, and
concepts, using reference citations. rarely uses reference
material and citations. material and citations.

Guidelines for Presentation:

Exceeds Below
Criterion Meets Expectations
Expectations Expectations
Always or often has eye Maintains eye contact Rarely has eye contact
contact with audience. with the audience most with the audience. Often
Does not read word-for- of the time. Seldom reads reads word-for-word off
Engagement word off notecards or word-for-word off notecards or slides.
slides. Creates an notecards or slides. Does not engage the
engaging environment Attempts to keep the audience.
for the audience. audience engaged.
Presents relevant, Information supports Central purpose or
balanced, and legitimate reasonable support for a argument is not clearly
information that clearly central purpose or identified. Analysis is
supports a central argument and displays vague or not evident.
Content purpose or argument. evidence of basic or Audience is confused or
Shows a thoughtful, in- general analysis. may be misinformed.
depth Audience gains some
analysis/presentation of insights.

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 the topic. Audience gains
important insights.
Individual or group Individual or group shows Individual or group
shows enthusiasm about enthusiasm about the shows little to no
Enthusiasm the topic throughout the topic much of the time enthusiasm about the
entire presentation. during the presentation. topic during much of the
presentation.

Preparation Prepared and organized Prepared and organized Not prepared and
& throughout the entire during most of the organized during most
Organization presentation. presentation. of the presentation.
Speaks very clearly - Speaks clearly - easy for Does not speak clearly -
Tone and easy for the audience to the audience to difficult to understand
Speech understand throughout understand during most during most of the
the entire presentation. of the presentation. presentation.

Guidelines for Design Project:

Exceeds Meets Below

Criterion
Expectations Expectations Expectations
The concept is credible The concept is credible The concept is not
and demonstrates and demonstrates value; credible and the value
meaningful value; The The customer of the unclear; The customer of
The Concept customer of the concept is defined and the concept and their
concept is clearly their needs clarified; The needs were not clear;
defined and their needs concept value was clearly The concept value was
understood; The demonstrated unclear
concept value was
clearly demonstrated
using prototypes
The design tools were The design tools were The design tools were
used appropriately and used correctly; Linkage of not used correctly
correctly; Linkage of the the tool outputs was and/or linkage of the

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 Tools Use & tool outputs was clear; visible; The tools were tool outputs was not
Analysis The tools were used used with rigor and detail; clear; The tools were not
with appropriate rigor The tool output was used with appropriate
and detail; The tool interpreted correctly and rigor; The tool output
output was interpreted literally was not interpreted
correctly and with correctly
insight
Progress submissions Progress submissions Progress submissions
Progress were on time and the were on time and the were not one time
team worked the tools team attempted and and/or the team did not
and process correctly, mostly succeeded at using succeed at using the tool
yielding useful initial the tool correctly or used the tool
results incorrectly
The Data Package was The Data Package was
The Data Package was complete and sufficiently not complete and did
Data Package complete, detailed, and detailed to represent the not represent the work
accurately represented work completed. completed and was
the work completed. It poorly organized or
was well organized, sloppy. IT was difficult
neat, and easy to find to find the necessary
the necessary data. data.
The method and results The method and results The method and/or
Executive were clearly written in were written in a one results were unclear and
Summary a one page executive page summary the format was not one
summary page

Team Refer to Presentation Refer to Presentation Refer to Presentation

Presentation Rubric Rubric Rubric

Guidelines for Papers:

Exceeds Expectations Meets Expectations Below Expectations

Purpose The writer’s central purpose The central purpose or The purpose or argument is
or argument is readily argument is clear generally unclear
apparent to the reader throughout most of the throughout much of the
throughout the paper paper paper
Content The content is a thoughtful, Information supports Central purpose or
in-depth analysis of the reasonable support for a argument is not clearly
significant topic. Reader central purpose or identified. Analysis is vague
gains important insights. The argument and displays or not evident. Reader is
material is clear, concise and evidence of basic or general confused or may be
relevant analysis. Reader gains some misinformed.
insights.
Organization The ideas are arranged The ideas are arranged The writing is not logically
logically to support the logically to support the organized. Frequently, ideas
purpose or argument. They central purpose or fail to make sense together.
flow smoothly from one to argument. They are usually The reader cannot identify
another and are clearly clearly linked to each other. a line of reasoning and loses
linked to each other. The For the most part, the interest with the project.
reader can follow the line reader can follow the line of
of reasoning reasoning.

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 Citations & References are impeccable The proper references are There are virtually no
Originality and thoroughly applied. The cited but the reader is sources that are reliable.
reader is confident that the uncertain of the reliability The reader seriously doubts
information and ideas from of some of the sources. the value of the material.
sources can be trusted. Few or no resources cited.
Writing is original and all
sources are properly cited.

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