Robert W. Veryzer

Using mini‐concepts to identify opportunities for really new product functions

Develops and refines a new way to generate and identify opportunities for really new product functions. Considers that the role played by marketing research in really new products is limited. Traditional marketing research methods here are largely confined to asking people about problems with current products, watching them use these products and asking them to use new prototypes in extended use tests. Describes a new method for identifying new consumer or industrial product functions. Target consumers for a given category are exposed to 300 mini‐concepts. Concepts consist of verb‐object combinations describing possible new functions in that category. Concludes that once key needs or opportunities are identified for a given category, the next step is to determine which current or new technologies are required to address these needs.

Perspective: integrated market-immersion approach to teaching new product development in technologically-oriented teams

Abstract This article presents a market immersion methodology for teaching NPD in technologically-oriented teams. This methodology was developed during the early 1990s at the Lally School of Management and Technology of Rensselaer Polytechnic Institute. Since then, it has been successfully utilized to train in excess of one hundred MBA-level student teams. The NPD course is taught by a 5-member cross-functional team of faculty with backgrounds in marketing, manufacturing operations, and accounting. The course is modeled on Cooper’s stage gate process, and the course is designed to provide a combination of classroom and apprenticeship experiences. The 6-credit, year-long course requires students to work in self-directed teams of approximately 5 to 6 members. Each student team chooses its own industry or technology domain in which to concentrate its efforts, and students undertake intensive market and field research in order to assess any existing market opportunities. Once a specific target market and market need have been identified, students are then required to design a product and an organization to meet that need. In specific, students must produce a detailed marketing, manufacturing, operations, advertising, distribution, and financial plan that can bring their product to market. During the process, students create multiple potential product designs, build mock-ups of their products, and field test the mock-ups. At every phase of the course, the teams are continuously immersed in real customer markets. As a result, teams must struggle to incorporate new market information and learning into their project in a consistent and holistic manner. The following article presents the curriculum content and tools, lessons learned, and student reactions to this original pedagogical approach to teaching NPD. Due to the length of the course, particular attention is paid to the teaming issues that naturally arise when teams work together on long-run projects.

Marketing and the Development of Innovative New Products

Abstract: This chapter examines innovation from the perspective of marketing concerns and challenges. The role of marketing in the development of highly innovative products is discussed as are a number of the relevant key questions and concerns inherent in this type of product development. As part of this discussion, a framework consisting of three dimensions useful in conceptualizing innovation is presented. This is extended to include a number of influencers of product adoption that are important to consider during the design and development process (and also later on with respect to product launch) for innovative products.

Integrated Market‐Immersion Approach To Teaching New Product Development In Technologically‐Oriented Teams

This article presents a market immersion methodology for teaching NPD in technologically-oriented teams. This methodology was developed during the early 1990s at the Lally School of Management and Technology of Rensselaer Polytechnic Institute. Since then, it has been successfully utilized to train in excess of one hundred MBA-level student teams. The NPD course is taught by a 5-member cross-functional team of faculty with backgrounds in marketing, manufacturing operations, and accounting. The course is modeled on Coopers stage gate process, and the course is designed to provide a combination of classroom and apprenticeship experiences. The 6-credit, year-long course requires students to work in self-directed teams of approximately 5 to 6 members. Each student team chooses its own industry or technology domain in which to concentrate its efforts, and students undertake intensive market and field research in order to assess any existing market opportunities. Once a specific target market and market need have been identified, students are then required to design a product and an organization to meet that need. In specific, students must produce a detailed marketing, manufacturing, operations, advertising, distribution, and financial plan that can bring their product to market. During the process, students create multiple potential product designs, build mock-ups of their products, and field test the mock-ups. At every phase of the course, the teams are continuously immersed in real customer markets. As a result, teams must struggle to incorporate new market information and learning into their project in a consistent and holistic manner. The following article presents the curriculum content and tools, lessons learned, and student reactions to this original pedagogical approach to teaching NPD. Due to the length of the course, particular attention is paid to the teaming issues that naturally arise when teams work together on long-run projects.