IDEO HCD Field Guide for Download

8/14/2019 IDEO HCD Field Guide for Download

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FIELD GUIDE2ND EDITION


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E

REDESIGNIELD


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CoMpLETE THE FoLLowING:

Worksheet: Recruiting Plan

Worksheet: Research Schedule

Worksheet: Identity, Power & Politics

FAMILIARIZE YoURSELF wITH:

Tips: Observation

Tips: Conversation

Tips: Discussion Guide

Tips: Documentation

Exercise: Community Characters

Exercise: Resource Flow

Exercise: Factors & Forces

Exercise: Journey Of An Offering

Exercise: Aspirations

BRING wITH YoU:

Camera

Video Camera (optional)

Pens & Markers

Gifts for par ticipants (optional)

To DEBRIEF, FILL oUT:

Highlights

Notes

I NT R o :

FIELD CHECKLIST

This Field Guide brings together the tools youllneed to lead successful group meetings and

individual interviews.

Included in the Guide are exercises to completebefore going into the eld, tips for successfulinterviews, and a place to capture highlightsfrom the interviews while they are still freshin your mind.


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Recruiting the right participants is critical to success.Remember to recruit extremes and balance ethnic, class,

and gender considerations.

Keeping track of the people you speak with can also bechallenging. Use the worksheets to help keep a list of whoyou have spoken with and who you plan to speak with next.

GRoUp MEETING LoCATIoNS

Example Group Meeting Location:Village 1: Ansoung Commune of Kg Trabek DistrictUnique Characteristic: Seasonal Flooding

Village 1:

Unique Characteristic:

Village 2:


Village 3:


INDIVIDUAL pARTICIpANT TYpES:

Example Participant Types:Successful VillagerPerson struggling to surviveLarge family with relatives in the cityFemale headed household

Participant types:

For female participants, interviewers mayneed permission from male family membersor community leaders.GENDER

woRKSHEET:

RECRUITING pLAN


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woRKSHEET:

RESEARCH SCHEDULE

DATE

Example:7 June / 8:00 - 10:00 (including setup)

AC T I VI T Y

Village 1 Group Meeting

TEAM LEADS

2 Teams: Asha & Anand

DETAILS

2 groups of 10 participants

/ mixed gender

There are many things to juggle when youre out in the eld. The more you planahead of time, the more smoothly the process will go. However, be prepared to

adjust quickly; for example, you might need to increase the number of facilitatorsif you show up and the group is twice as large as expected.


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woRKSHEET:

IDENTITY, powER & poLITICS

Research with communities and individuals often involves issues of identity, power,and politics. To help think through these issues, answer the following questions:

RACE & ETHNICITY

Are ethnic, racial, and/ortribal distinctions importantin this community?

How might these issuesaffect the research anddesign challenge?

How will you deal withthese issues in research?

GE NDE R

Do women and men haveunequal status in thiscontext?

What activities within andoutside the householddo men and women dodifferently?

How might genderinequality affect theresearch and designchallenge?


CLASS & INCoME

Are communities dividedalong class or incomelines?

How might income andclass divisions affectthe research and designchallenge?


THE DISEMpowERED

Are any groups of peopledisempowered in thiscommunity (i.e. landless,children, disabled, etc)?

How might theperspectivesof these groups affectthe research and designchallenge?

How might the researchtake into account theperspectives of thedisempowered?

THE ELITE

Who are the political oreconomic elites in thiscontext?

How might their in uenceaffect the research ordesign challenge?

How will you mitigatethe in uence of elites inresearch?


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T I p S :

oBSERVATIoN

The things people say and what they actually do areoften not the same thing. In-context observations are

often useful for getting beyond what people say tounderstand what people do and feel.

In-context means being with people in their real settings,doing the things they normally do.

The stories that emerge from these encounters in theeld show us new opportunities and inspire new solutions.

It is often very powerful to experience a processrst-hand. Whenever possible, put yourself in the shoes

of a customer and experience their activities directly.For example: Work with a farmer for a day in his or her eld. Live with a family for a few days. Go with a sick person to seek medical care.

TIp

During bservati ns, l k f r:

Things that r m tshifts in behavi r

w rk-ar unds and ada tati ns

B dy language

Things e le care ab ut

Anything that sur rises y u

Anything that uesti ns y urassum ti ns ab ut h therld rks

Anything that y und irrati nal


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T I p S :

CoNVERSATIoN

The in-context interview is a lengthy conversation(often 1.5+ hours) that explores the values, desires,

frustrations, and aspirations of your interviewee.The conversation should:

Be l ng en ugh to make your interviewee feel like theyare really being heard, and that allows them to go pasttheir rehearsed script

Be f cused en ugh so that you feel you are getting usefulinformation to address your design challenge

Be general en ugh so that it feels like an open-ended

conversation that can lead to unexpected insightsGenerate a true back-and-f rth so that it feels likea conversation and puts the interviewee at ease

Make the intervie ee feel that the c nversati n is ab utthem, not about the product, service, or organization youare representing

TIp

TIp

Ask en-ended uesti ns, ruesti ns that re uire a l nger

e lanati n than ne rd.

Listen and be attentive, even iftaking n tes at the same time

Have a dynamic c nversati n,d nt intervie fr m a scri t

All l ng auses

Ask nave uesti ns (even if y urethe e ert) t hear the e lanati nin their rds

D nt c rrect e le; understandtheir erce ti ns and hy theymay erceive things differentlythan y u

Remember: the artici ant is thee ert!


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T I p S :

DISCUSSIoN GUIDE FoR FARMING

E x A M p L E I N T E R V I E w

G U I D E

o p E N Sp E C I FI C

Start the conversation with simple andspeci c questions your participants will feelcomfortable answering. You may want to beginwith a compliment and short introductionand then move on to questions about theparticipants current life. This is your chanceto build rapport with the person you areinterviewing and to ask basic questions thatwill help you understand their overall lifesituation, the make-up of their household,and their farming activities.

Go BRoAD

Prompt bigger more general topics that askthe participant to think about life, business,and the future. Ask about their hopes anddreams for the future, as well as the barriersto achieving their goals. This is the chance tounderstand how they want to change theirlives, what is standing in their way, and whatthey perceive the real paths to a betterfuture might be.

pRoBE DEEp

Ask deeper questions about the designchallenge at hand & prompt with what ifscenarios. The last half of the interview is thetime to ask questions that are focused on yourdesign challenge. Make sure to ask concretequestions of the participant that will help

you de ne what is and is not desirable tothis person.

opEN SpECIFIC

1. Farm demographicsHow many people live on your farm?Can you give me a tour of your farm?

2. Stories of recent pastHow did this years harvest compare to last years?Do you expect next year to be better or worse?

3. What do different members of the household do?What activities do women & men d o differently?

Go BRoAD

4. Aspirations for the future - use Aspiration CardsChoose 3 cards that represent what you hope for your future.What did you choose and why?

5. System-based questions - use Factors & Forces worksheetThe innermost circle represents your household.The middle circle your community.The outermost circle the nation and the world.What factors in each of these circles affect your prosperity?

6. Household (or Community) Resource Flow - use the worksheetsto illustrate or write household revenues and expenditures.

7. Who do you turn to for information on farming and marketing yourproducts? In your community? Outside the community?Who do you trust the most? Who gives you the best information?

pRoBE DEEp

8. Questions speci c to innovation challenge (i.e Perceptions of Creditand Risk) Under what circumstances do people in your communitytake credit or loans? Have you ever taken credit? What for or why not?What was a recent, signi cant purchase? - Journey of an Of fering WorksheetIf you were offered a loan of $500, what would you do?

9. Sacri cial ConceptsCreate 1 possible future product, service or agreement options for them toreact to. Its good to be provocative.


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T I p S :

DISCUSSIoN GUIDE FoR HEALTH

E x A M p L E I N T E R V I E w

G U I D E

o p E N S p E C I F I C

1. Home SetupHow many people live in your home?What do different members of your household do?

2. Home ac tivitiesWhat is a day like in your home?What kind of things do adults and children do differently? Women and men?

3. Context, valuesHow is life for you/your family/your community the same or differentthan it was last year?

G o B R o A D

4. Aspirations for the future use Aspiration cardsChoose 3 cards that represent what you hope for your future.What did you choose and why?

5. Inividual (or Household) Health Flow use the worksheetUse the worksheet to illustrate or write what contributes to or takesaway from that persons health.

6. System-based questions use Factors and Forces worksheetThe innermost circle represents your household.The middle circle your community.The outer circle, the nation and the world.

What factors in each of these circles affect your health?

7. Who is the healthiest person/household in your community? Why?Who is the least h ealthy? What can/should be done for them to bemore healthy? When you have questions about health, how do you ndthe answer? Where do you nd the best information?

p R o B E D E E p

8. Questions speci c to the innovation challenge, e.g. p erceptions of vaccines,choices around cost/value of doctor visits for different ailments.Has anyone in your household needed to see a doctor recently?

9. Sacri cial conceptsCreate possible future product, service, or agreement options forthem to react to. Use your assumptions and questions to generate sacri cialideas. Keep it simple; the more its just about one idea the better.

o p E N Sp E C I FI C

Start the conversation with simple andspeci c questions your participants will feelcomfortable answering. You may want to beginwith a compliment and short introductionand then move on to questions about theparticipants current life. This is your chanceto build rapport with the person you areinterviewing and to ask basic questions thatwill help you understand their overall lifesituation, the make-up of their household,and their farming activities.

Go BRoAD

Prompt bigger more general topics that askthe participant to think about life, business,and the future. Ask about their hopes anddreams for the future, as well as the barriersto achieving their goals. This is the chance tounderstand how they want to change theirlives, what is standing in their way, and whatthey perceive the real paths to a betterfuture might be.

pRoBE DEEp

Ask deeper questions about the designchallenge at hand & prompt with what ifscenarios. The last half of the interview is thetime to ask questions that are focused on yourdesign challenge. Make sure to ask concretequestions of the participant that will help

you de ne what is and is not desirable tothis person.


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T I p S :

DoCUMENTATIoN

Capture everything you see, hear, smell, feel, and tasteduring the observation. Its important to capture the

experience to bring back with you to the of ce and toshare with team members who were not present.

Document the conversation with notes, photos, and/orrecordings. In addition to your Field Guide, bring a digitalcamera and, if possible, a video camera or voice recorder.

Write down rst interpretations of whats going on at themoment it happened; this critical information is often lostand dif cult to remember later.

Immediately after the interview (or within 24 hours), jot down immediate big picture takeaways from theconversation using the Highlights page. The longeryou wait, the more details and speci cs may be lost.

Its often helpful to work with a partnerone personresponsible for leading the interview while the other iscapturing and documenting. Compare the experiences,perceptions, and interpretations of the two people, andfeel free to switch roles every day or so.

TIpTIp

when d cumenting ca ture:

pers nal details (family size,acreage, cr s, diet, l cati n)

Direct, un ltered u tes (andy ur immediate inter retati ns)

The e ressi ns and feelings fthe ers n, n t ust their rds

ways they interacted ith thersand things in the envir nment

Things they care ab ut m st

M ments r things that elicitedem ti nal res nses, sitiver negative


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E x E R C I S E :

CoMMUNITY CHARACTERS

This exercise is good for:

Group interviews

Warming up the participants

Identifying individuals you want to follow upwith after the session (often the eyes, ears ormouth of the community)

S T E p 1 :Begin by saying youd like to get to know thecommunity better by understanding the different rolespeople in the community play.

S T E p 2 :Ask the group to identify a speci c person whorepresents the eyes & ears of the community. You mightneed to qualify this with a de nition (i.e. someone whois always looking outward beyond the community for

new ideas to bring into the community). People maybe reluctant to call out individuals, so remind themthat there are many who play this role and you aresimply looking for one example.

S T E p 3 : Ask the group to explain why this person is the eyes &ears. If possible, ask for a speci c story that happenedin the last month when the person played that role.Take notes in the appropriate box.

S T E p 4 : Repeat for m uth, brain, heart or whicheverfeel most relevant.

C mmunity Characters w rksheet

EYES

EARS

HEART H ANDS

Mo UTH

BRAI N

FEET

This activity works differently with mixed-gender, men-only or a women-only group.

If men are dominating i n a mixed group, you may want to ask onlythe women to identify someone for a given role.

This can sometimes be a highly political activity, especially if there are communityor government leaders present.

Its ne to abandon the exercise if the political environment is making thisactivity dif cult.

GENDER

TIp


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E YE S

E ARS

HE ART HANDS

MoUT H

BRAI N

F E E T

ExERCISE NO. 1


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E YE S

E ARS

HE ART HANDS

MoUT H

BRAI N

F E E T

ExERCISE NO. 1


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E YE S

E ARS

HE ART HANDS

MoUT H

BRAI N

F E E T

ExERCISE NO. 1


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E YE S

E ARS

HE ART HANDS

MoUT H

BRAI N

F E E T

ExERCISE NO. 1


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E YE S

E ARS

HE ART HANDS

MoUT H

BRAI N

F E E T

ExERCISE NO. 1


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E x E R C I S E :

RESoURCE FLow


Group interviews

Individual interviews

Res urce Fl w rksheets

S T E p 1 :Ask if anyone in the group likes to draw(often a teenager will volunteer). If noone volunteers, the interviewer canmake notes based on what people say.

S T E p 2 : If someone voluteered to draw, askthat person to work with the g roup todraw representations of everything thatbring money INTO the community onthe left side of the page. (These meansof income might include various crops,livestock, labor, etc)

STEp 3 : Next, ask them to draw or sayeverything that takes money OUT ofthe community on the right side ofthe page. (These expenditures mightinclude seed inputs, water technology,education, medical expenses, etc)

STEp 4 : Ask them to circle the items on thepage that provide the largest incomeand the largest cost.

STEp 5 : If desired, ask them to rank all the itemsfrom most money to least money.

FoR GRoUp INTERVIEwS:Use Worksheet No. 2A

S T E p 1 : Ask if your participant or one of theirchildren likes to draw. If not, its ne forthe participant or the interview leaderto write.

S T E p 2 : Ask the participant to list everything thatbrings money INTO the household on theleft side of the page. (This might includevarious crops, livestock, labor, etc)

S T E p 3 : Ask the participant to list everything thattakes money OUT of the household onthe right side of the page. (This mightinclude seed, technology, education,medical expenses, etc)

S T E p 4 : Ask the participant to circle the itemon the page that provides the largestincome and the largest cost. Alternatively,you can ask them to rank order all theitems listed.

S T E p 5 : Ask which items listed are controlled bythe women and which are controlled bythe men. Note this information down onthe worksheet.

FoR INDIVIDUAL INTERVIEwS:Use Worksheet No. 2

Different cultures will often determinewhether the man or the woman is incharge of decision-making and nancesin the home. If one person is dominatingthe conversation, invite the input of theother. Sometimes it is helpful for the

design team to split up into two groupsone to interview the husband and one tointerview the wife. This enables you tocross-check and compare stories afterthe interview.

GENDER

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ExERCISE NO. 2


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ExERCISE NO. 2


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ExERCISE NO. 2


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ExERCISE NO. 2


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ExERCISE NO. 2


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ExERCISE NO. 2


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ExERCISE NO. 2


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ExERCISE NO. 2


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ExERCISE NO. 2


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ExERCISE NO. 2


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ExERCISE NO. 2

E x E R C I S E :


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FACToRS & FoRCES


Group Interviews

Individual Interviews

Broadening the conversation beyond onesimmediate individual needs andcircumstances

Inviting con icting opinions from differentmembers of community for rich dialogue

Res urce Fl w rksheets

Different cultures will often determinewhether the man or the woman is incharge of decision-making and nancesin the home. If one person is dominatingthe conversation, invite the input of theother. Sometimes it is helpful for thedesign team to split up into two groupsone to interview the husband and one tointerview the wife. This enables you tocross-check and compare stories afterthe interview.

GENDER

Fact rs & F rces w rksheet

STEp 1 :Tell the group that you want tounderstand all the factors and forcesthat affect their p rosperity.

Describe the diagram: The innermost circle is the community The second circle is the n ation The third circle is the world

STEp 2 : Ask what factors in the community,

in the nation and in the world BRINGprosperity to the community (i.e. health,work ethic, children in school, etc). Startwith the community level and buildoutwards to the world. Take notes inthe appropriate circles.

STEp 3 : Ask what factors in the world, in thenation and in the community takeprosperity AWAY from the community(i.e. violence, cost of fuel, legal status,property ownership, climate change,globalization, etc). Take notes in theappropriate circles.

STEp 1 :Tell your participant that you want tounderstand all the factors and forcesthat affect their p rosperity.

Describe the diagram: The innermost circle is the person

and his/her family The second circle is their community The third circle is their country

and the world

STEp 2 :Ask what factors in the family, in thecommunity and in the nation BRINGprosperity to their family. Start withthe household level and build outwardsto the nation. Take notes in theappropriate circles.

STEp 3 :Ask what factors in the nation, in thecommunity and in the household takeprosperity AWAY from their family.Take notes in the appropriate circles.

Fo R GR o Up I NT E RVI E wS: Fo R I NDIVI DUAL I NTE R VI E wS :

GENDER

In mixed-gender group sessions, the womenwill stay quiet in some cultures though theyhave many ideas to share. When asking f orresponses to these questions, you mightsay Id like ve people to respond to thisquestion and point to ve people whorepresent a mix of genders.

Near the end of the exercise, ask what bringsprosperity to the women of the communityor household. Note if these factorsare different.

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ExERCISE NO. 3


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ExERCISE NO. 3


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ExERCISE NO. 3


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ExERCISE NO. 3


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ExERCISE NO. 3

E x E R C I S E :

j URNEY F AN FFERING


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joURNEY oF AN oFFERING


Individual interviews

Understanding what a person considerswhen purchasing a new product or servicefor the rst time

j urney f an offering w rksheet

S T E p 1 :Tell the participant that you want to know what theythink about when deciding to make a purchase.

S T E p 2 :Ask the participant to think of the last time theybought a new thing or service.

STEp 3 :Show the participant the cards: talk, look, compare,try, money. Ask them to tell you how they did thesethings when making their purchase.

Talk: Did you talk to people about the product orservice? Who and why?What were your questions? Did you

talk to anyone about it after you madethe purchase?

Look: Where did you see this product or service?What did you think at the time?

Compare: What other options did you consider?What else did you compare this to?

GENDER

Different cultures will often determine whether the man or the woman is in chargeof decision-making and nances in the home. If the man is the dominant voice inthe conversation, listen to his explanati on rst, then ask for the woman to describethe journey from her perspective.

Sometimes it is helpf ul for the design team to split up into two groupsone tointerview the husband and one to interview the wife. This enables you to cross-check and compare stories after the interview.

This exercise can also be used to discuss a potential produc t or service.TIp

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T A L K

G E T C R E D I T

L o o K A T M A R K E T

S A V E

C o M p A R E

T R Y


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T A L K

G E T C R E D I T

L o o K A T M A R K E T

S A V E

C o M p A R E

T R Y

E x E R C I S E :

ASpIRATIoNS ExERCISE


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ASpIRATIoNS ExERCISE


Engaging participants in group and individual

interviews Getting people to talk about what they desire

for the future

Making people feel comfortable talking aboutbroader issues

j urney f an offering w rksheet

Have the participants explain what the picture is in their own words, do not interpretthe pictures for them. Often people will choose something that represents one thing tothem, but may represent something different to the researcher.

If appropriate, you can ask people to choose the three pictures that represent whatthey fear in the future after they are nished with the rst exercise.

You may nd that you need different pictures for your design challenge or thecommunity you are working with. With the help of the internet, nd some picturesand print them out to add to this group of pictures .

S T E p 1 :

Start by saying that you want to know what theparticipants hope for and desire for the future.

S T E p 2 :Tell the participants that you have a set of cards withvarious pictures on them.

STEp 3 :Ask the participants to look through the cards andchoose the three pictures that represent what they

hope for in the future.

STEp 4 :If a participant asks, what is this? to a picture, tellthem that it is anything they think it is, or if the picturedoesnt make sense to them, skip it and move on.

STEp 5 :After the participants have chosentheir pictures, ask Tell me what you chose and have

them describe the picture. Then ask: Why did youchoose this?. Document both the picturesand explanations.

TIp #1

TIp #2

TRY

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woRKSHEET:

HIGHLIGHTS


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Its a good idea to catalog the details of your research while it is still fresh a good rule is to re ect upon what you learned at the end of each day in theeld. You can complete this activity during a meal, in the car, or before bed.

A sample template is provided here to prompt the capture of the highlights.

TYp E o F ACTI VI TY: Group Interview In-Context Immersion

Individual Interview Other

DATE:

Lo CATI o N:

NAME:

THI NGS THAT MATTER Mo ST To THE p ARTI CI p ANT( S) :THI NGS THE p ARTI CI p ANT( S) SAI D o R DI D THAT SURp RI SED Yo Uo R Mo ST MEMo RABLE q Uo TES:

MAI N THEMES o R LEARNI NGS THAT STo o D o UT FRo M THI S I NTERVI Ew: NEw To p I CS o R q UESTI o NS To Ex p Lo RE I N FUTURE I NTERVI EwS:

No TES:

HIGHLIGHTS

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woRKSHEET:

HIGHLIGHTS


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TYpE oF ACTIVITY: Group Interview In-Context Immersion


DATE:

LoCATIoN:

NAM E :

THINGS THAT MATTER MoST To THE pARTICIpANT(S):THINGS THE pARTICIpANT(S) SAID oR DID THAT SURpRISEDYoU oR MoST MEMoRABLE qUoTES:

MAIN THEMES oR LEARNINGS THAT STooD oUT FRoMTHIS INTERVIEw:

NEw TopICS oR qUESTIoNS To ExpLoRE IN FUTUREI NT E RVI E wS :

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woRKSHEET:

HIGHLIGHTS


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DATE:

LoCATIoN:

NAM E :




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HIGHLIGHTS


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DATE:

LoCATIoN:

NAM E :




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HIGHLIGHTS


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DATE:

LoCATIoN:

NAM E :




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NoTES


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Everyone has a unique style of notetaking. Here, we provide a column atthe right to capture realtime interpretations, questions to follow up onlater in the interview and keywords to help you capture your notes later

on. This practice is useful in distinguishing between what you hear andwhat you interpret and facilitates sharing as you solicit other possibleinterpretations from your team members.

NoTESinterpretations,questions to follow up& keywords

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NoTES


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Documents

IDEO HCD Field Guide for Download