Self-Understanding for Opportunity Creation

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Chapter 6: Using Design Thinking

6.1

Define design thinking.

6.2

Demonstrate design thinking as a human-centered process focusing on customers and their needs.

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Learning Objectives

6.3

Describe the role of empathy in the design thinking process.

6.4

Illustrate the key parts of the design thinking process.

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Learning Objectives

6.5

Demonstrate how to observe and convert observation data to insights.

6.6

Demonstrate how to interview potential customers in order to better understand their needs.

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Learning Objectives

6.7

Identify and describe other approaches to design thinking.

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Learning Objectives

Notable Quote

“Design is about making intent real…. When you design, something new is brought into the world with purpose.”

Kevin Clark and Ron Smith, authors of “Unleashing the Power of Design Thinking”

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6.1 What Is Design Thinking?

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Design Thinking Defined

A thinking process most commonly used to solve complex problems, navigate uncertain environments, and create something that is new to the world.

What Is Design Thinking?

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Design Thinking Relates to Needs

Needs: human emotions or desires that are uncovered through the design process.

Companies that address customers’ needs can gain a competitive edge.

What Is Design Thinking?

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What Design Thinking Takes

Action and practice

Failing early

The skills of play, empathy, reflection, creation, and experimentation

Being human

What Is Design Thinking?

6.2 Design Thinking as a Human-Centered Process

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Criteria for a Successful Idea

Feasibility—what can be possibly achieved in the near future;

Viability—how sustainable the idea is in the long term; and

Desirability—who will want to use or buy the product or service.

Design Thinking as a Human-Centered Process

Before business feasibility and economic sustainability are considered in the design process, the creator first discovers what people need first. Products that achieve all three are bound to be the most successful, but the product or service must first be designed to provide a desired solution or fulfill a need for the design process to be considered human-centered.

The key point is desirability – what do you people need? It’s not about building a new product and service and then searching for customers. It’s about going to customers first, determining their needs, and then creating something to meet their needs.

Figure 6.1: Intersection of Desirability, Feasibility, and Viability

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Source: Image is from Human Centered Design: An Introduction, p. 14. IDEO. http://d1r3w4d5z5a88i.cloudfront.net/assets/guide/ Field%20Guide%20to%20Human-Centered%20Design_IDEOorg_English-ee47a1ed4b91f3252115b83152828d7e.pdf

What are some ways for an entrepreneur to go beyond convention to design a product to appeal to a particular market?

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6.3 Design Thinking Requires Empathy

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Empathy in Design Thinking

Enhances networking

Plays role in effective leadership

Promotes team building

Can reveal not only how, but why people think and feel as they do.

Design Thinking Requires Empathy

In Chapter 2, we introduced the concept of empathy as one of the five skills essential to the practice of entrepreneurship. We explained the importance of being able to relate to how others are feeling in order to truly understand and connect with others, and to identify unmet needs. Empathy is essential for networking, effective leadership, and team building. You may have noticed that every variation of design thinking described in this chapter considers empathy to be a core element of successful design. Developing our empathic ability allows us to better understand not only how people do things, but why; their physical and emotional needs; the way they think and feel; and what is important to them. In other words, to create meaningful ideas and innovations, we need to know and care about the people who are using them.

We all have the ability to practice empathy, but how do we actually do it? The answer lies in observation, engaging people in conversation or interviewing, and watching and listening.

An Introduction to Design Thinking: Process Guide, Hasso Plattner Institute of Design at Stanford. (pdf online)

6.4 The Design-Thinking Process: Inspiration, Ideation, Implementation

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Two Types of Design-Thinking

Divergent thinking

Opens our minds to possibilities

Convergent thinking

Moves us from abstract to concrete; from openness to understanding

The Design-Thinking Process: Inspiration, Ideation, Implementation

The design thinking process is based on two main types of thinking called divergence and convergence. Divergent thinking allows us to expand our view of the world to generate as many ideas as possible without being trapped by traditional problem solving methods or predetermined constraints. This is a similar concept to the practice of play, which frees the imagination, opens up our minds to a wealth of opportunities and possibilities, and helps us to become more innovative. In fact, IDEO builds its whole culture around play and creating a fun environment for people to work in.

The second type of thinking, convergent thinking, enables us to narrow down the number of ideas generated through divergent thinking in an effort to identify which ones have the most potential. These ways of thinking allow us to move from openness to understanding, from abstract to concrete, and from what is to what can be.

Jimmy Chion, “What it’s like to work at Ideo” https://medium.com/@jimmmy/what-its-like-to-work-at-ideo-6ca2c961aae4 retrieved on December 4, 2014.

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The Design Thinking Process

Inspiration (Empathize)

Ideation (Create)

Implementation (Test)

The Design-Thinking Process: Inspiration, Ideation, Implementation

Inspiration is the problem or opportunity that stimulates the quest for a solution. It starts with a broad problem, or what is called a design challenge. A design challenge should not be too narrow at this point, nor should it be too broad. You want to have the freedom to imagine but you also want to have some boundaries in order to manage the process. Finding this sweet spot can be quite difficult and requires practice. This is where we use the question, “How Might We?”

The second phase of the design thinking process is ideation, which involves generating and developing new ideas based on observations gained during the inspiration process to address latent needs.

Implementation tests assumptions of new ideas to continuously shape them into viable opportunities. During the implementation phase, the ideas generated through the ideation process are transformed into concrete actions.

At the heart of the implementation process is low-cost experimentation through rapid prototyping, which creates an actual model of the product or service which is then repeatedly tested for strengths and weaknesses until it leads from the project stage into people’s lives. Prototypes need not to be sophisticated or expensive.

Inspiration

What is the problem?

How might we…?

Ideation

Brainstorming

Work with a diverse group

Implementation

Testing assumptions

Transforming ideas into actions

Fast, cheap, experimentation

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Three Phases Defined

The Design-Thinking Process: Inspiration, Ideation, Implementation

Figure 6.2: Three Phases of Design Thinking

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The Design-Thinking Process: Inspiration, Ideation, Implementation

Table 6.1: IDEO’s Brainstorming Rules

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Source: Adapted from http://www.designkit.org/methods/28

6.5 Pathways Toward Observation and Insights

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Observation and Insight

Observation: The action of closely monitoring behavior and activities

Insights: An interpretation of an observation that provides a new understanding

Pathways Toward Observation and Insights

Insights often generate ideas for new products or services that we didn’t even know we needed. For example, how many of us have thought aloud, “Do you know what I really need? An invisible bicycle helmet!” Yet, some of the greatest innovations of today have fulfilled a need that we had no idea we had, such as the Internet or the iPhone. In fact, even the most boring tasks can trigger the most illuminating of insights.

Take the relatively mundane task of mopping the floor, for instance. In an effort to find a new home cleaning product, consumer products company Procter & Gamble went to observe people cleaning floors. Although it may not sound like the most exciting assignment, the observation generated important new insights. What the researchers found is that people don’t like slopping water around with a mop; nor does water really help get rid of the dirt.

From this new insight came the Swiffer brand – a range of waterless cleaning products that make surface cleaning easier and more convenient. The researchers had succeeded in looking beyond the obvious (the information that confirms our existing knowledge) to make an unexpected pattern between the drudgery of mopping and our desire for a product that makes our lives easier. Instead of simply observing what they saw, and had seen many times over the years—the act of mopping—they had approached something very obvious from a different angle, and had asked why, and continued to ask until they came up with a meaningful product that answered the question. In other words, they had spotted the gap between where we are now, and where we want to be.

Luke Williams, “The Key to Design Insights: See the World Differently,” The Atlantic (April 11, 2011). http://www.theatlantic.com/business/archive/2011/04/the-key-to-design-insights-see-the-world-differently/237117/ retrieved December 5, 2014.

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Dimensions of Observation

The following dimensions can guide us to focus on things that may not be visible at first glance.

Pathways Toward Observation and Insights

Table 6.2: Nine Dimensions of Observation

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Pathways Toward Observation and Insights

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Another Technique: AEIOU

Similar to the Nine Dimensions, but easier to remember in the field.

Pathways Toward Observation and Insights

Table 6.3: The Five AEIOU Dimensions

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Pathways Toward Observation and Insights

Source: AEIOU framework. Retrieved from http://help.ethnohub.com/guide/aeiou-framework

6.6 Interviewing as a Useful Technique for Identifying Needs

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Interviewing to Identify Needs

Critical part of the inspiration phase.

Be open-minded and be a good listener.

Interviewing is a skill that improves with practice.

Interviewing as a Useful Technique for Identifying Needs

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Preparing for an Interview

Determine who you want to interview.

Determine the goal of the interview.

Draft an introduction and prepare open-ended questions.

Plan to ask follow-up questions (“peel the onion”).

Interviewing as a Useful Technique for Identifying Needs

Figure 6.3: Sample Interview Introduction

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Credit: Alex's Pictures - Moscow/Alamy Stock Photo

Figure 6.4: Peel the Onion for Deep Understanding

Conducting the Interview

State the purpose of the interview.

Take notes. If recording, obtain permission.

Questions are a guide—keep the tone conversational.

Be an active listener.

Interviewing as a Useful Technique for Identifying Needs

Begin by briefly stating the purpose of your interview. Take notes throughout, and if you are intending to also audio record the interview, make sure you ask permission first. Remember to use your questions as a guide only—it’s best to keep the tone conversational and relaxed, but directed. The golden rule of interviewing is to actively listen to the other person. Don’t become so focused on your prepared questions that you neglect to pay attention to what the other person is telling you. Furthermore, when you reflect back or paraphrase what the other person has said, this shows that you are listening. However, do not interrupt, or try and second guess the answers. If there is a pause in the conversation, don’t feel obliged to rush in and try and fill the space – your interviewee may be thinking about something or planning what to say next.

Figure 6.5: Bad Questions to Avoid and Good Questions to Remember

After the Interview

Go through your notes and record any additional observations.

Look for themes in your notes.

Practice reflection.

Consider how a future interview could work better.

Interviewing as a Useful Technique for Identifying Needs

The Empathy Map

Helps integrate interview data into insights by considering:

What did they say?

What did they do?

What might they be thinking?

What emotions do you think they are experiencing?

Interviewing as a Useful Technique for Identifying Needs

Figure 6.6: Empathy Map

Credit: The empathy map worksheet was part of the instructional materials for the Stanford University online course Design Thinking Action Lab, taught by Leticia Britos Cavagnaro in 2013 on the NovoEd platform (https://novoed.com/designthinking/). Credit to David Grey for the original empathy map framework. More context on the use of empathy map as part of a design thinking toolkit can be found at http://dschool.stanford.edu/use-our-methods/

6.7 Variations of the Design-Thinking Process

Questions From Designing for Growth

What is?

What if?

What wows?

What works?

Variations of the Design-Thinking Process

What is encourages the entrepreneur to explore the current reality of the problem; What if encourages you to imagine all of the possibilities without regard to the reality of the ideas; What wows focuses on making some decisions about what the customer really wants; and What works tests these solutions in the market place.

Jeanne Liedtka and Tim Ogilvie, Designing for Growth: A Design Thinking Toolkit for Managers. (New York, NY: Columbia University Press, 2011).

Table 6.4: The Stanford Design School Five Phases of Design Thinking

Variations of the Design-Thinking Process

Source: Hasso Plattner Institute of Design at Stanford. (n.d.) An introduction to design thinking: Process guide. Retrieved from https://dschool.stanford.edu/sandbox/groups/designresources/wiki/36873/attachments/74b3d/ModeGuideBOOTCAMP2010L.pdf?sessionID=68deabe9f22d5b79bde83798d28a09327886ea4b. Credit: An Introduction to Design Thinking: Process Guide, Hasso Plattner Institute of Design at Stanford.

Observations to Insights

Mindshift: Observations to Insights

Now it’s time to practice a little design thinking. When talking about observation as a core tenet of design thinking, it’s easy to say, “I’ve observed all my life. I don’t need to practice observing.” Well, you haven’t been observing your entire life . . . you’ve just been seeing. When we observe with purpose and intention, we often see new things. This mindshift is about getting outside of the classroom, observing, and then building insights from your observation data. The AEIOU framework is a tool to help you do this.

Mindshift: Observations to Insights

First, identify an area of curiosity for you. This could be fitness, video gaming, food, travel, education—any human activity you are curious about. Once you have identified an area of curiosity, find a space to observe that is related to this area. For example, if you are interested in food, you could observe waiters at a local restaurant. If you are interested in education, you could observe students in a class. If you are interested in travel, you could observe people in an airport or at a highway rest stop.

Mindshift: Observations to Insights

What’s most important is that you must observe people. Remember, design thinking is human-centered, and desirability comes first. By observing people, you can identify what they need.

Observe for two hours, and record your notes using a table like the one in the next slide. Using the AEIOU framework helps you organize your notes.

Mindshift: Observations to Insights

Now think about any insights that come out of your observations. Remember, an insight is not an idea; it’s a statement that drives your idea and identifies the needs of users.

1. Do you agree that observing and seeing are two different skills? In what ways, if any, are they different?

MINDSHIFT: CRITICAL THINKING

2. In the A-E-I-O-U framework, which aspect of observation did you find the most useful? The most challenging? Explain your answers.

MINDSHIFT: CRITICAL THINKING

3. What insight can you identify for the space you observed in this exercise? Does your insight represent a need or a solution. Remember insights are not solutions—they lead you to solutions. Why is separating needs and solutions important?

MINDSHIFT: CRITICAL THINKING